Autistic adults' perspectives and experiences of diagnostic assessments that include play across the lifespan / Emma PRITCHARD-ROWE in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.64-75 Titre : Autistic adults' perspectives and experiences of diagnostic assessments that include play across the lifespan Type de document : Texte imprimé et/ou numérique Auteurs : Emma PRITCHARD-ROWE, Auteur ; Carmen DE LEMOS, Auteur ; Katie HOWARD, Auteur ; Jenny GIBSON, Auteur Article en page(s) : p.64-75 Langues : Anglais (eng) Mots-clés : assessment  autism  autistic perspectives  diagnosis  neurodiversity  play Index. décimale : PER Périodiques Résumé : Play is often included in autism diagnostic assessments. These tend to focus on 'deficits' and non-autistic interpretation of observable behaviours. In contrast, a neurodiversity-affirmative assessment approach involves centring autistic perspectives and focusing on strengths, differences and needs. Accordingly, this study was designed to focus on autistic perspectives of diagnostic assessments that incorporate play. Autism community stakeholders were consulted on the design of the study. Semi-structured interviews were conducted with 22 autistic adults aged 18-57 years who live in the United Kingdom. Interpretative phenomenological analysis was used to identify themes. Autistic adults highlighted the varying ways in which play was included in their diagnostic assessments, such as via the Autism Diagnostic Observation Schedule. Our findings highlight the importance of better adapting assessment to the heterogeneity of autism. For example, our findings question the extent to which play is useful for assessing autistic women and girls who mask. Our findings also suggest that holistic, neurodiversity-affirmative assessment practices should be adopted. Our findings support the importance of adopting a personalised approach to diagnostic assessments that use play, in addition to assessing strengths and differences as well as needs.Lay abstractPlay is often included in autism diagnostic assessments. These assessments tend to focus on negatives and how people who are not autistic interpret observable behaviours. It is important to take a neurodiversity-affirmative assessment approach. This involves focusing on what autistic people say and looking at strengths and needs. We wanted to find out how autistic adults experience diagnostic assessments that include play. We asked autistic and non-autistic people to help us design our study and interview questions. We then interviewed 22 autistic adults to find out what they think about the use of play in assessments. We used a qualitative method called interpretative phenomenological analysis to analyse the data. Autistic adults told us about the different ways play was included in their diagnostic assessments. For example, some completed a diagnostic tool called the Autism Diagnostic Observation Schedule. Autistic adults also talked about the importance of considering how autistic people are different to each other. For example, we found that play may not be useful for assessing women or girls who mask. This suggests that professionals should adopt a personalised approach to diagnostic assessments that use play catering to each person?s needs. Our findings also suggested that professionals should assess strengths and differences as well as needs. En ligne : https://dx.doi.org/10.1177/13623613241257601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Autistic adults' perspectives and experiences of diagnostic assessments that include play across the lifespan [Texte imprimé et/ou numérique] / Emma PRITCHARD-ROWE, Auteur ; Carmen DE LEMOS, Auteur ; Katie HOWARD, Auteur ; Jenny GIBSON, Auteur . - p.64-75. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.64-75 Mots-clés : assessment  autism  autistic perspectives  diagnosis  neurodiversity  play Index. décimale : PER Périodiques Résumé : Play is often included in autism diagnostic assessments. These tend to focus on 'deficits' and non-autistic interpretation of observable behaviours. In contrast, a neurodiversity-affirmative assessment approach involves centring autistic perspectives and focusing on strengths, differences and needs. Accordingly, this study was designed to focus on autistic perspectives of diagnostic assessments that incorporate play. Autism community stakeholders were consulted on the design of the study. Semi-structured interviews were conducted with 22 autistic adults aged 18-57 years who live in the United Kingdom. Interpretative phenomenological analysis was used to identify themes. Autistic adults highlighted the varying ways in which play was included in their diagnostic assessments, such as via the Autism Diagnostic Observation Schedule. Our findings highlight the importance of better adapting assessment to the heterogeneity of autism. For example, our findings question the extent to which play is useful for assessing autistic women and girls who mask. Our findings also suggest that holistic, neurodiversity-affirmative assessment practices should be adopted. Our findings support the importance of adopting a personalised approach to diagnostic assessments that use play, in addition to assessing strengths and differences as well as needs.Lay abstractPlay is often included in autism diagnostic assessments. These assessments tend to focus on negatives and how people who are not autistic interpret observable behaviours. It is important to take a neurodiversity-affirmative assessment approach. This involves focusing on what autistic people say and looking at strengths and needs. We wanted to find out how autistic adults experience diagnostic assessments that include play. We asked autistic and non-autistic people to help us design our study and interview questions. We then interviewed 22 autistic adults to find out what they think about the use of play in assessments. We used a qualitative method called interpretative phenomenological analysis to analyse the data. Autistic adults told us about the different ways play was included in their diagnostic assessments. For example, some completed a diagnostic tool called the Autism Diagnostic Observation Schedule. Autistic adults also talked about the importance of considering how autistic people are different to each other. For example, we found that play may not be useful for assessing women or girls who mask. This suggests that professionals should adopt a personalised approach to diagnostic assessments that use play catering to each person?s needs. Our findings also suggested that professionals should assess strengths and differences as well as needs. En ligne : https://dx.doi.org/10.1177/13623613241257601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Early years autism and bilingualism: An interpretative phenomenological analysis of parent perceptions during lockdown / Sarah OUDET in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Early years autism and bilingualism: An interpretative phenomenological analysis of parent perceptions during lockdown Type de document : Texte imprimé et/ou numérique Auteurs : Sarah OUDET, Auteur ; Katie HOWARD, Auteur ; Stephanie DURRLEMAN, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  bilingualism  interpretative phenomenological analysis  pre-school children  parent-led treatment Index. décimale : PER Périodiques Résumé : Aim This study explores how bilingual parents of autistic children made language decisions for their families, how the event of the SARS-CoV-2 pandemic and subsequent lockdown impacted the communication environment of their households, and whether these experiences affected their language habits. Method Semi-structured interviews were conducted with five bilingual parents of autistic children who lived through lockdown in France. Data were analysed using interpretative phenomenological analysis. Demographic and background information was collected using an adapted version of the Questionnaire for Parents of Bilingual Children. Results Participants reported conflicting advice given by a range of practitioners. Parents expressed differing beliefs about the impact of language choices on their children. Parents described active engagement with their children’s home-learning as generally positive. Parents identified an increase in children’s exposure to their first language during the lockdown. Parents reported an increase in children’s overall communication abilities. Conclusion Parents believed that their children’s positive communication development during lockdown was related to increased exposure to their first language(s), and direct involvement in their children’s learning programs. En ligne : http://dx.doi.org/10.1177/23969415221138704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Early years autism and bilingualism: An interpretative phenomenological analysis of parent perceptions during lockdown [Texte imprimé et/ou numérique] / Sarah OUDET, Auteur ; Katie HOWARD, Auteur ; Stephanie DURRLEMAN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Autism spectrum disorders  bilingualism  interpretative phenomenological analysis  pre-school children  parent-led treatment Index. décimale : PER Périodiques Résumé : Aim This study explores how bilingual parents of autistic children made language decisions for their families, how the event of the SARS-CoV-2 pandemic and subsequent lockdown impacted the communication environment of their households, and whether these experiences affected their language habits. Method Semi-structured interviews were conducted with five bilingual parents of autistic children who lived through lockdown in France. Data were analysed using interpretative phenomenological analysis. Demographic and background information was collected using an adapted version of the Questionnaire for Parents of Bilingual Children. Results Participants reported conflicting advice given by a range of practitioners. Parents expressed differing beliefs about the impact of language choices on their children. Parents described active engagement with their children’s home-learning as generally positive. Parents identified an increase in children’s exposure to their first language during the lockdown. Parents reported an increase in children’s overall communication abilities. Conclusion Parents believed that their children’s positive communication development during lockdown was related to increased exposure to their first language(s), and direct involvement in their children’s learning programs. En ligne : http://dx.doi.org/10.1177/23969415221138704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism / Katie HOWARD in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.179-192 Titre : Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Katie HOWARD, Auteur ; Jenny GIBSON, Auteur ; Napoleon KATSOS, Auteur Article en page(s) : p.179-192 Langues : Anglais (eng) Mots-clés : Autism  Bilingualism  Parental experiences Index. décimale : PER Périodiques Résumé : A growing body of evidence suggests that bilingual exposure does not negatively impact children on the autism spectrum. This study sought to illuminate parents' perceptions and choices regarding maintaining bilingualism in autism. Semi-structured interviews were conducted with 16 family members in England and Wales. Data were analysed using interpretative phenomenological analysis (IPA). Although parents expressed positive attitudes towards bilingualism, these views were not always congruent with their language practices. Instead, several factors influenced decisions about language maintenance in autism, including the severity of the child's autism, advice received, and the importance of English as the dominant societal language. This article calls for greater support for families in making language decisions that are suitable for the individual child and their family. En ligne : http://dx.doi.org/10.1007/s10803-020-04528-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism [Texte imprimé et/ou numérique] / Katie HOWARD, Auteur ; Jenny GIBSON, Auteur ; Napoleon KATSOS, Auteur . - p.179-192. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.179-192 Mots-clés : Autism  Bilingualism  Parental experiences Index. décimale : PER Périodiques Résumé : A growing body of evidence suggests that bilingual exposure does not negatively impact children on the autism spectrum. This study sought to illuminate parents' perceptions and choices regarding maintaining bilingualism in autism. Semi-structured interviews were conducted with 16 family members in England and Wales. Data were analysed using interpretative phenomenological analysis (IPA). Although parents expressed positive attitudes towards bilingualism, these views were not always congruent with their language practices. Instead, several factors influenced decisions about language maintenance in autism, including the severity of the child's autism, advice received, and the importance of English as the dominant societal language. This article calls for greater support for families in making language decisions that are suitable for the individual child and their family. En ligne : http://dx.doi.org/10.1007/s10803-020-04528-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

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