“Do My Friends Only Like the School Me or the True Me?”: School Belonging, Camouflaging, and Anxiety in Autistic Students / Elizabeth ATKINSON in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2231-2245 Titre : “Do My Friends Only Like the School Me or the True Me?”: School Belonging, Camouflaging, and Anxiety in Autistic Students Type de document : texte imprimé Auteurs : Elizabeth ATKINSON, Auteur ; Sarah WRIGHT, Auteur ; Henry WOOD-DOWNIE, Auteur Article en page(s) : p.2231-2245 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The prevalence of autistic students in schools is continuously increasing. Typically, the social and sensory differences associated with autism can make the school environment difficult to manage. Autistic students are more likely to experience mental health difficulties than their non-autistic peers. It is therefore important to listen to autistic people about their educational experiences and explore ways that the environment could be changed to reduce anxiety. Purpose. The current research explores whether the relationship between school belonging and anxiety in secondary-aged autistic students is mediated by camouflaging. Methods. An anonymous online survey was completed by 72 autistic students attending mainstream schools in the UK and Ireland. The survey included questionnaires about school belonging (simple sense of belonging scale), anxiety (ASC-ASD) and camouflaging traits (CAT-Q). Further, the survey included open-ended questions about environmental factors related to school belonging and camouflaging. Qualitative content analysis was used to interpret answers to open ended questions. Results. The results found that, as predicted, camouflaging did mediate the relationship between school belonging and anxiety. Categories were created for each question, for example, ‘the school environment’ and ‘acceptance and understanding’. Conclusion. Social relationships; individual factors; the environment and adaptations, and acceptance and understanding, influence students’ sense of belonging. En ligne : https://doi.org/10.1007/s10803-024-06668-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] “Do My Friends Only Like the School Me or the True Me?”: School Belonging, Camouflaging, and Anxiety in Autistic Students [texte imprimé] / Elizabeth ATKINSON, Auteur ; Sarah WRIGHT, Auteur ; Henry WOOD-DOWNIE, Auteur . - p.2231-2245. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2231-2245 Index. décimale : PER Périodiques Résumé : The prevalence of autistic students in schools is continuously increasing. Typically, the social and sensory differences associated with autism can make the school environment difficult to manage. Autistic students are more likely to experience mental health difficulties than their non-autistic peers. It is therefore important to listen to autistic people about their educational experiences and explore ways that the environment could be changed to reduce anxiety. Purpose. The current research explores whether the relationship between school belonging and anxiety in secondary-aged autistic students is mediated by camouflaging. Methods. An anonymous online survey was completed by 72 autistic students attending mainstream schools in the UK and Ireland. The survey included questionnaires about school belonging (simple sense of belonging scale), anxiety (ASC-ASD) and camouflaging traits (CAT-Q). Further, the survey included open-ended questions about environmental factors related to school belonging and camouflaging. Qualitative content analysis was used to interpret answers to open ended questions. Results. The results found that, as predicted, camouflaging did mediate the relationship between school belonging and anxiety. Categories were created for each question, for example, ‘the school environment’ and ‘acceptance and understanding’. Conclusion. Social relationships; individual factors; the environment and adaptations, and acceptance and understanding, influence students’ sense of belonging. En ligne : https://doi.org/10.1007/s10803-024-06668-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Research Review: A systematic review and meta-analysis of sex differences in narrow constructs of restricted and repetitive behaviours and interests in autistic children, adolescents, and adults / Sarah WRIGHT ; Cora SARGEANT ; Samuele CORTESE ; Henry WOOD-DOWNIE in Journal of Child Psychology and Psychiatry, 65-1 (January 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-1 (January 2024) . - p.4-17 Titre : Research Review: A systematic review and meta-analysis of sex differences in narrow constructs of restricted and repetitive behaviours and interests in autistic children, adolescents, and adults Type de document : texte imprimé Auteurs : Sarah WRIGHT, Auteur ; Cora SARGEANT, Auteur ; Samuele CORTESE, Auteur ; Henry WOOD-DOWNIE, Auteur Article en page(s) : p.4-17 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Evidence that autism often manifests differently between males and females is growing, particularly in terms of social interaction and communication, but it is unclear if there are sex differences in restricted and repetitive behaviours and interests (RRBIs) when rigorously focusing on the narrow construct level (i.e., stereotyped behaviour, restricted interests, insistence on sameness, and/or sensory experiences). Methods We conducted a systematic review and four random effects meta-analyses investigating sex differences in narrow construct measures of RRBIs in autistic children, adolescents, and adults (Prospero registration ID: CRD42021254221). Study quality was appraised using the Newcastle-Ottawa Quality Assessment Scale. Results Forty-six studies were narratively synthesised and 25 of these were included in four random effects meta-analyses. Results found that autistic males had significantly higher levels of stereotyped behaviours (SMD 0.21, 95% confidence interval (CI) [0.09, 0.33], p < .001) and restricted interests (SMD 0.18, 95% CI [0.07, 0.29], p < .001) compared to autistic females. In contrast, there were no significant sex differences for sensory experiences (SMD 0.09, 95% CI [ 0.27, 0.09], p .32) and insistence on sameness (SMD 0.01, 95% CI [ 0.03, 0.05], p .68). The findings from the narrative synthesis were generally consistent with those from the meta-analyses and also found qualitative sex differences in the way RRBIs manifest. Conclusions Our findings show significant differences in narrowly defined RRBIs in males and females. Practitioners need to be aware of such differences, which could be contributing to the under-recognition of autism in females and may not be captured by current diagnostic instruments. En ligne : https://doi.org/10.1111/jcpp.13855 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] Research Review: A systematic review and meta-analysis of sex differences in narrow constructs of restricted and repetitive behaviours and interests in autistic children, adolescents, and adults [texte imprimé] / Sarah WRIGHT, Auteur ; Cora SARGEANT, Auteur ; Samuele CORTESE, Auteur ; Henry WOOD-DOWNIE, Auteur . - p.4-17. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-1 (January 2024) . - p.4-17 Index. décimale : PER Périodiques Résumé : Background Evidence that autism often manifests differently between males and females is growing, particularly in terms of social interaction and communication, but it is unclear if there are sex differences in restricted and repetitive behaviours and interests (RRBIs) when rigorously focusing on the narrow construct level (i.e., stereotyped behaviour, restricted interests, insistence on sameness, and/or sensory experiences). Methods We conducted a systematic review and four random effects meta-analyses investigating sex differences in narrow construct measures of RRBIs in autistic children, adolescents, and adults (Prospero registration ID: CRD42021254221). Study quality was appraised using the Newcastle-Ottawa Quality Assessment Scale. Results Forty-six studies were narratively synthesised and 25 of these were included in four random effects meta-analyses. Results found that autistic males had significantly higher levels of stereotyped behaviours (SMD 0.21, 95% confidence interval (CI) [0.09, 0.33], p < .001) and restricted interests (SMD 0.18, 95% CI [0.07, 0.29], p < .001) compared to autistic females. In contrast, there were no significant sex differences for sensory experiences (SMD 0.09, 95% CI [ 0.27, 0.09], p .32) and insistence on sameness (SMD 0.01, 95% CI [ 0.03, 0.05], p .68). The findings from the narrative synthesis were generally consistent with those from the meta-analyses and also found qualitative sex differences in the way RRBIs manifest. Conclusions Our findings show significant differences in narrowly defined RRBIs in males and females. Practitioners need to be aware of such differences, which could be contributing to the under-recognition of autism in females and may not be captured by current diagnostic instruments. En ligne : https://doi.org/10.1111/jcpp.13855 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

Systematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders / Aaron R. DALLMAN in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1316-1330 Titre : Systematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Aaron R. DALLMAN, Auteur ; Jonet ARTIS, Auteur ; Linda R. WATSON, Auteur ; Sarah WRIGHT, Auteur Article en page(s) : p.1316-1330 Langues : Anglais (eng) Mots-clés : Allied health  Autism  Disparities  Systematic review  Therapy  Treatment Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often benefit from allied health services such as occupational therapy, speech and language pathology, and applied behavioral analysis. While there is consistent evidence of disparities in access and use of medical services (e.g. dentistry), no such systematic review has examined disparities and differences in allied health use amongst children with ASD. In this systematic review, we examine disparities and differences in service access and use for children with ASD. Our findings suggest that children who are older, have less severe ASD symptoms, are from minority groups, and those from particular geographic regions are less likely to receive allied health services. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04608-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Systematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders [texte imprimé] / Aaron R. DALLMAN, Auteur ; Jonet ARTIS, Auteur ; Linda R. WATSON, Auteur ; Sarah WRIGHT, Auteur . - p.1316-1330. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1316-1330 Mots-clés : Allied health  Autism  Disparities  Systematic review  Therapy  Treatment Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often benefit from allied health services such as occupational therapy, speech and language pathology, and applied behavioral analysis. While there is consistent evidence of disparities in access and use of medical services (e.g. dentistry), no such systematic review has examined disparities and differences in allied health use amongst children with ASD. In this systematic review, we examine disparities and differences in service access and use for children with ASD. Our findings suggest that children who are older, have less severe ASD symptoms, are from minority groups, and those from particular geographic regions are less likely to receive allied health services. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04608-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

---

1 (1 - 3 / 3) Par page : 25 50 100 200