Community views on the assessment and diagnosis of autism: Principles to guide clinical practice / Rhylee SULEK in Autism, 30-3 (March 2026)  

Public ISBD [article]  inAutism > 30-3 (March 2026) . - p.642-654 Titre : Community views on the assessment and diagnosis of autism: Principles to guide clinical practice Type de document : texte imprimé Auteurs : Rhylee SULEK, Auteur ; Rachelle WICKS, Auteur ; Emma HINZE, Auteur ; Nicole DARGUE, Auteur ; Briohny DEMPSEY, Auteur ; Emma GOODALL, Auteur ; Libby GROVES, Auteur ; David TREMBATH, Auteur ; Hannah WADDINGTON, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Kandice J VARCIN, Auteur Article en page(s) : p.642-654 Langues : Anglais (eng) Mots-clés : assessment  autism  best practice  diagnosis  principles Index. décimale : PER Périodiques Résumé : This study aimed to identify guiding principles to underpin assessment and diagnosis of autism to improve the quality, consistency and accuracy of services provided to individuals and their families. An online survey and focus groups were used to capture community perspectives of members of the Australian autistic and autism communities. A total of 871 individuals participated across the research activities, including autistic individuals (n = 253), parents of autistic individuals (n = 344), practitioners (n = 325) and members of organisations with an interest in the assessment and/or diagnosis of autism (n = 115). Three overarching themes, encompassing 15 codes, representing the principles that should underpin practice across the assessment and diagnostic process were developed (a) placing the person at the centre of the process; (b) understanding and valuing the whole person and (c) improving quality and access. Assessment and diagnosis for autism should go beyond diagnostic decision-making to include understanding of individual needs and identifying support pathways. The principles identified serve as a first step to guiding practitioners in their approach, ensuring they work in ways that promote best practice, reflect the perspectives of autistic people and engender meaningful outcomes for individuals and families that are independent of receiving a diagnostic label.Lay Abstract This study looked to identify principles of practice that could help make autism assessments and diagnoses better for autistic people and their families. To do this, the researchers asked people from the autism community in Australia to share their thoughts through an online survey and focus groups. A total of 871 people took part. This included autistic adults, parents of autistic children, professionals like psychologists and speech pathologists and people from autism-related organisations. From what people said, three main ideas stood out: (a) putting people at the centre of the process, (b) looking at the whole person and (c) improving quality and access to services. The study found that getting a diagnosis is just one part of the process. It is also important to use the assessment to help people understand themselves better and find the right support. The principles highlighted in this study can help guide professionals to do a better job when assessing autism. They encourage practices that are respectful, person-focused and based on what autistic people and their families say is important. This can lead to better outcomes for everyone, no matter whether a diagnosis is given or not. En ligne : https://dx.doi.org/10.1177/13623613251406094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Community views on the assessment and diagnosis of autism: Principles to guide clinical practice [texte imprimé] / Rhylee SULEK, Auteur ; Rachelle WICKS, Auteur ; Emma HINZE, Auteur ; Nicole DARGUE, Auteur ; Briohny DEMPSEY, Auteur ; Emma GOODALL, Auteur ; Libby GROVES, Auteur ; David TREMBATH, Auteur ; Hannah WADDINGTON, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Kandice J VARCIN, Auteur . - p.642-654. Langues : Anglais (eng) in Autism > 30-3 (March 2026) . - p.642-654 Mots-clés : assessment  autism  best practice  diagnosis  principles Index. décimale : PER Périodiques Résumé : This study aimed to identify guiding principles to underpin assessment and diagnosis of autism to improve the quality, consistency and accuracy of services provided to individuals and their families. An online survey and focus groups were used to capture community perspectives of members of the Australian autistic and autism communities. A total of 871 individuals participated across the research activities, including autistic individuals (n = 253), parents of autistic individuals (n = 344), practitioners (n = 325) and members of organisations with an interest in the assessment and/or diagnosis of autism (n = 115). Three overarching themes, encompassing 15 codes, representing the principles that should underpin practice across the assessment and diagnostic process were developed (a) placing the person at the centre of the process; (b) understanding and valuing the whole person and (c) improving quality and access. Assessment and diagnosis for autism should go beyond diagnostic decision-making to include understanding of individual needs and identifying support pathways. The principles identified serve as a first step to guiding practitioners in their approach, ensuring they work in ways that promote best practice, reflect the perspectives of autistic people and engender meaningful outcomes for individuals and families that are independent of receiving a diagnostic label.Lay Abstract This study looked to identify principles of practice that could help make autism assessments and diagnoses better for autistic people and their families. To do this, the researchers asked people from the autism community in Australia to share their thoughts through an online survey and focus groups. A total of 871 people took part. This included autistic adults, parents of autistic children, professionals like psychologists and speech pathologists and people from autism-related organisations. From what people said, three main ideas stood out: (a) putting people at the centre of the process, (b) looking at the whole person and (c) improving quality and access to services. The study found that getting a diagnosis is just one part of the process. It is also important to use the assessment to help people understand themselves better and find the right support. The principles highlighted in this study can help guide professionals to do a better job when assessing autism. They encourage practices that are respectful, person-focused and based on what autistic people and their families say is important. This can lead to better outcomes for everyone, no matter whether a diagnosis is given or not. En ligne : https://dx.doi.org/10.1177/13623613251406094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

Form, Function and Feedback on the School Refusal Assessment Scale-Revised in Children on the Autism Spectrum / Dawn ADAMS in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2156-2167 Titre : Form, Function and Feedback on the School Refusal Assessment Scale-Revised in Children on the Autism Spectrum Type de document : texte imprimé Auteurs : Dawn ADAMS, Auteur ; Raechel MCLUCAS, Auteur ; Hayley MITCHELSON, Auteur ; Kate SIMPSON, Auteur ; Nicole DARGUE, Auteur Article en page(s) : p.2156-2167 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Feedback  Humans  Schools  Students  Asd  Anxiety  Psychometrics  School anxiety  School attendance Index. décimale : PER Périodiques Résumé : School refusal is more prevalent in children on the autism spectrum than among their peers. The function of school refusal can be explored using the school refusal assessment scale-revised (SRAS-R) but its relevance to children on the spectrum has not been investigated. Parents of 121 children (M age 11.9 years) on the autism spectrum completed the SRAS-R and provided feedback on it applicability. Confirmatory factor analysis suggests unsuitability of the original four-factor structure proposed for neurotypical students. Only 41.7% of parents considered the questionnaire an adequate method for reporting on school refusal in children on the autism spectrum with the majority (90%) identifying additional questions to evaluate factors associated with school refusal in autism. En ligne : http://dx.doi.org/10.1007/s10803-021-05107-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Form, Function and Feedback on the School Refusal Assessment Scale-Revised in Children on the Autism Spectrum [texte imprimé] / Dawn ADAMS, Auteur ; Raechel MCLUCAS, Auteur ; Hayley MITCHELSON, Auteur ; Kate SIMPSON, Auteur ; Nicole DARGUE, Auteur . - p.2156-2167. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2156-2167 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Feedback  Humans  Schools  Students  Asd  Anxiety  Psychometrics  School anxiety  School attendance Index. décimale : PER Périodiques Résumé : School refusal is more prevalent in children on the autism spectrum than among their peers. The function of school refusal can be explored using the school refusal assessment scale-revised (SRAS-R) but its relevance to children on the spectrum has not been investigated. Parents of 121 children (M age 11.9 years) on the autism spectrum completed the SRAS-R and provided feedback on it applicability. Confirmatory factor analysis suggests unsuitability of the original four-factor structure proposed for neurotypical students. Only 41.7% of parents considered the questionnaire an adequate method for reporting on school refusal in children on the autism spectrum with the majority (90%) identifying additional questions to evaluate factors associated with school refusal in autism. En ligne : http://dx.doi.org/10.1007/s10803-021-05107-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Prevention and Reduction of Anxiety in Autistic Preschoolers Through an Autism-Specific Parent-Mediated Intervention: A Pilot Randomised Controlled Trial Evaluating Short and Longer Term Outcomes / Dawn ADAMS in Journal of Autism and Developmental Disorders, 56-2 (February 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-2 (February 2026) . - p.447-463 Titre : Prevention and Reduction of Anxiety in Autistic Preschoolers Through an Autism-Specific Parent-Mediated Intervention: A Pilot Randomised Controlled Trial Evaluating Short and Longer Term Outcomes Type de document : texte imprimé Auteurs : Dawn ADAMS, Auteur ; Stephanie MALONE, Auteur ; Nicole DARGUE, Auteur ; Deb KEEN, Auteur ; Jacqui RODGERS, Auteur ; Kate SIMPSON, Auteur ; Rachelle WICKS, Auteur ; Ashleigh BULLOT, Auteur ; Ron RAPEE, Auteur Article en page(s) : p.447-463 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Anxiety is a common co-occurring condition for autistic preschoolers. Whilst there has been extensive research evaluating anxiety prevention/reduction interventions for neurotypical preschoolers, such research is limited for autistic children. Fifty-seven parents of autistic 4–5-year olds, with varying levels of anxiety, participated in a randomised controlled trial of an autism-specific, parent-mediated intervention (CLK-CUES) to prevent or reduce anxiety in autistic preschoolers. Baseline, short-term (post-intervention) and longer term (12 months follow-up) assessments included child anxiety (ASC-ASD-P and PAS-R), intolerance of uncertainty, and parent well-being. (Trial registration ACTRN12620001322921). There were no reports of harmful effects of the intervention or trial. Linear mixed models show a significant group x time interaction for ASC-ASD-P Total score and the Uncertainty subscale with medium and large effect sizes. Post-hoc analyses show a significant decline for only the intervention group in anxiety (specifically, anxiety around uncertainty) from pre-post intervention, maintained at one year follow-up. There was no change on the PAS-R or other ASC-ASD-P subscales. CLK-CUES shows promise as a way to prevent and reduce anxiety in young autistic children, specifically anxiety related to uncertainty. Trials with larger samples are warranted. Findings also highlight the importance of using measures designed for autistic children. En ligne : https://doi.org/10.1007/s10803-024-06570-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Prevention and Reduction of Anxiety in Autistic Preschoolers Through an Autism-Specific Parent-Mediated Intervention: A Pilot Randomised Controlled Trial Evaluating Short and Longer Term Outcomes [texte imprimé] / Dawn ADAMS, Auteur ; Stephanie MALONE, Auteur ; Nicole DARGUE, Auteur ; Deb KEEN, Auteur ; Jacqui RODGERS, Auteur ; Kate SIMPSON, Auteur ; Rachelle WICKS, Auteur ; Ashleigh BULLOT, Auteur ; Ron RAPEE, Auteur . - p.447-463. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-2 (February 2026) . - p.447-463 Index. décimale : PER Périodiques Résumé : Anxiety is a common co-occurring condition for autistic preschoolers. Whilst there has been extensive research evaluating anxiety prevention/reduction interventions for neurotypical preschoolers, such research is limited for autistic children. Fifty-seven parents of autistic 4–5-year olds, with varying levels of anxiety, participated in a randomised controlled trial of an autism-specific, parent-mediated intervention (CLK-CUES) to prevent or reduce anxiety in autistic preschoolers. Baseline, short-term (post-intervention) and longer term (12 months follow-up) assessments included child anxiety (ASC-ASD-P and PAS-R), intolerance of uncertainty, and parent well-being. (Trial registration ACTRN12620001322921). There were no reports of harmful effects of the intervention or trial. Linear mixed models show a significant group x time interaction for ASC-ASD-P Total score and the Uncertainty subscale with medium and large effect sizes. Post-hoc analyses show a significant decline for only the intervention group in anxiety (specifically, anxiety around uncertainty) from pre-post intervention, maintained at one year follow-up. There was no change on the PAS-R or other ASC-ASD-P subscales. CLK-CUES shows promise as a way to prevent and reduce anxiety in young autistic children, specifically anxiety related to uncertainty. Trials with larger samples are warranted. Findings also highlight the importance of using measures designed for autistic children. En ligne : https://doi.org/10.1007/s10803-024-06570-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

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