Adapting cognitive behavioral therapy for anxiety in autistic children: A commentary / Kristie PATTEN in Research in Autism Spectrum Disorders, 115 (July 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 115 (July 2024) . - p.102404 Titre : Adapting cognitive behavioral therapy for anxiety in autistic children: A commentary Type de document : texte imprimé Auteurs : Kristie PATTEN, Auteur Article en page(s) : p.102404 Langues : Anglais (eng) Mots-clés : Autism  Anxiety  Cognitive behavioral therapy  Strength-based approach  Stakeholder experience  Double empathy problem  Commentary Index. décimale : PER Périodiques Résumé : Cognitive Behavioral Therapy (CBT) is a widely recognized intervention for addressing anxiety in both non-autistic and autistic youth. This commentary explores the landscape of implementing CBT for anxiety disorders in autistic children, as investigated by Cervin and colleagues in their 2023 study. While the study provides valuable insights, our commentary aims to broaden the scope of CBT, such as the perspectives of those with lived experiences and consideration of strength-based practices. For this reason, we draw attention to unexplored facets and potential limitations, advocating for further adaptations of CBT practices aligning with the neurodiversity-affirming perspective as we aim to enhance the effectiveness and accessibility of CBT for autistic individuals. En ligne : https://doi.org/10.1016/j.rasd.2024.102404 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Adapting cognitive behavioral therapy for anxiety in autistic children: A commentary [texte imprimé] / Kristie PATTEN, Auteur . - p.102404. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 115 (July 2024) . - p.102404 Mots-clés : Autism  Anxiety  Cognitive behavioral therapy  Strength-based approach  Stakeholder experience  Double empathy problem  Commentary Index. décimale : PER Périodiques Résumé : Cognitive Behavioral Therapy (CBT) is a widely recognized intervention for addressing anxiety in both non-autistic and autistic youth. This commentary explores the landscape of implementing CBT for anxiety disorders in autistic children, as investigated by Cervin and colleagues in their 2023 study. While the study provides valuable insights, our commentary aims to broaden the scope of CBT, such as the perspectives of those with lived experiences and consideration of strength-based practices. For this reason, we draw attention to unexplored facets and potential limitations, advocating for further adaptations of CBT practices aligning with the neurodiversity-affirming perspective as we aim to enhance the effectiveness and accessibility of CBT for autistic individuals. En ligne : https://doi.org/10.1016/j.rasd.2024.102404 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

An exploration of students’ experiences of participating in a photovoice project / Kavitha MURTHI in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202693 Titre : An exploration of students’ experiences of participating in a photovoice project Type de document : texte imprimé Auteurs : Kavitha MURTHI, Auteur ; Amy HURST, Auteur ; Ramon ROBLES-FERNANDEZ, Auteur ; Kristie PATTEN, Auteur Article en page(s) : p.202693 Langues : Anglais (eng) Mots-clés : Interest-driven programs  Middle schoolers  Photovoice  Student perspectives  Community-based participatory research  Neurodiversity  Strengths-based approaches Index. décimale : PER Périodiques Résumé : The autistic community is advocating the need to employ participatory research approaches to include autistic people's voices and reduce the impact of skewed power dynamics between researchers and participants. Hence, researchers adopt participant-driven research methodologies like photo-elicitation to develop collaborative research. However, limited knowledge exists regarding how individuals perceive their involvement in these research processes. This qualitative descriptive study explored the perspectives of sixteen middle-school students (N = 13 autistic students) as they participated in the Photovoice research process as data collectors. Students participated in interest-driven informal afterschool clubs and used Photovoice to document their problem-solving experiences. Through thematic analysis of semi-structured interview data, we learned that students appreciated the unique characteristics of the Polaroid cameras, including the ability to manipulate the cameras and touch the photos physically, the distinct sensory features that physical photos provided, creating memories with peers and using photos as a visual tool to support improvisation and brainstorming during problem-solving. The results of this study specifically highlight students’ views on the aspects they valued and those they found unfavorable as they participated in the research process. En ligne : https://doi.org/10.1016/j.reia.2025.202693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] An exploration of students’ experiences of participating in a photovoice project [texte imprimé] / Kavitha MURTHI, Auteur ; Amy HURST, Auteur ; Ramon ROBLES-FERNANDEZ, Auteur ; Kristie PATTEN, Auteur . - p.202693. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202693 Mots-clés : Interest-driven programs  Middle schoolers  Photovoice  Student perspectives  Community-based participatory research  Neurodiversity  Strengths-based approaches Index. décimale : PER Périodiques Résumé : The autistic community is advocating the need to employ participatory research approaches to include autistic people's voices and reduce the impact of skewed power dynamics between researchers and participants. Hence, researchers adopt participant-driven research methodologies like photo-elicitation to develop collaborative research. However, limited knowledge exists regarding how individuals perceive their involvement in these research processes. This qualitative descriptive study explored the perspectives of sixteen middle-school students (N = 13 autistic students) as they participated in the Photovoice research process as data collectors. Students participated in interest-driven informal afterschool clubs and used Photovoice to document their problem-solving experiences. Through thematic analysis of semi-structured interview data, we learned that students appreciated the unique characteristics of the Polaroid cameras, including the ability to manipulate the cameras and touch the photos physically, the distinct sensory features that physical photos provided, creating memories with peers and using photos as a visual tool to support improvisation and brainstorming during problem-solving. The results of this study specifically highlight students’ views on the aspects they valued and those they found unfavorable as they participated in the research process. En ligne : https://doi.org/10.1016/j.reia.2025.202693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program / Yu-Lun CHEN in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3574-3585 Titre : Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program Type de document : texte imprimé Auteurs : Yu-Lun CHEN, Auteur ; Kavitha MURTHI, Auteur ; Wendy MARTIN, Auteur ; Regan VIDIKSIS, Auteur ; Ariana RICCIO, Auteur ; Kristie PATTEN, Auteur Article en page(s) : p.3574-3585 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Humans  Parents  Qualitative Research  School Teachers  Schools  Students  Adolescents  Engineering  Stem  School-based intervention  Strength-based  Youth  research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination. En ligne : http://dx.doi.org/10.1007/s10803-021-05230-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program [texte imprimé] / Yu-Lun CHEN, Auteur ; Kavitha MURTHI, Auteur ; Wendy MARTIN, Auteur ; Regan VIDIKSIS, Auteur ; Ariana RICCIO, Auteur ; Kristie PATTEN, Auteur . - p.3574-3585. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3574-3585 Mots-clés : Adolescent  Autism Spectrum Disorder  Humans  Parents  Qualitative Research  School Teachers  Schools  Students  Adolescents  Engineering  Stem  School-based intervention  Strength-based  Youth  research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination. En ligne : http://dx.doi.org/10.1007/s10803-021-05230-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents / Y.L. CHEN in Autism, 25-7 (October 2021)  

Public ISBD [article]  inAutism > 25-7 (October 2021) . - p.1885-1900 Titre : Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents Type de document : texte imprimé Auteurs : Y.L. CHEN, Auteur ; L.L. SENANDE, Auteur ; M. THORSEN, Auteur ; Kristie PATTEN, Auteur Article en page(s) : p.1885-1900 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Peer Group  Social Behavior  Social Interaction  adolescents  autism spectrum disorders  communication and language  environmental factors  social cognition and social behavior  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents [texte imprimé] / Y.L. CHEN, Auteur ; L.L. SENANDE, Auteur ; M. THORSEN, Auteur ; Kristie PATTEN, Auteur . - p.1885-1900. Langues : Anglais (eng) in Autism > 25-7 (October 2021) . - p.1885-1900 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Peer Group  Social Behavior  Social Interaction  adolescents  autism spectrum disorders  communication and language  environmental factors  social cognition and social behavior  of interest with respect to the research, authorship, and/or publication of this  article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents / Yu-Lun CHEN in Autism, 26-7 (October 2022)  

Public ISBD [article]  inAutism > 26-7 (October 2022) . - p.1885-1900 Titre : Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents Type de document : texte imprimé Auteurs : Yu-Lun CHEN, Auteur ; Laura L. SENANDE, Auteur ; Michael THORSEN, Auteur ; Kristie PATTEN, Auteur Article en page(s) : p.1885-1900 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Peer Group  Social Behavior  Social Interaction  adolescents  autism spectrum disorders  communication and language  environmental factors  social cognition and social behavior  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Peer preferences and characteristics of same-group and cross-group social interactions among autistic and non-autistic adolescents [texte imprimé] / Yu-Lun CHEN, Auteur ; Laura L. SENANDE, Auteur ; Michael THORSEN, Auteur ; Kristie PATTEN, Auteur . - p.1885-1900. Langues : Anglais (eng) in Autism > 26-7 (October 2022) . - p.1885-1900 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Humans  Peer Group  Social Behavior  Social Interaction  adolescents  autism spectrum disorders  communication and language  environmental factors  social cognition and social behavior  conflicts of interest with respect to the research, authorship, and/or  publication of this article. Index. décimale : PER Périodiques Résumé : Autistic students often experience challenges in peer interactions, especially for young adolescents who are navigating the increased social expectations in secondary education. Previous research on the peer interactions of autistic adolescents mainly compared the social behaviors of autistic and non-autistic students and overlooked the peers in the social context. However, recent research has shown that the social challenges faced by autistic may not be solely contributed by their social differences, but a mismatch in the social communication styles between autistic and non-autistic people. As such, this study aimed to investigate the student-and-peer match in real-world peer interactions between six autistic and six non-autistic adolescents in an inclusive school club. We examined the odds of autistic and non-autistic students interacting with either an autistic peer, a non-autistic peer, or multiple peers, and the results showed that autistic students were more likely to interact with autistic peers then non-autistic peers. This preference for same-group peer interactions strengthened over the 5-month school club in both autistic and non-autistic students. We further found that same-group peer interactions, in both autistic and non-autistic students, were more likely to convey a social interest rather than a functional purpose or need, be sharing thoughts, experiences, or items rather than requesting help or objects, and be highly reciprocal than cross-group social behaviors. Collectively, our findings support that peer interaction outcomes may be determined by the match between the group memberships of the student and their peers, either autistic or non-autistic, rather than the student's autism diagnosis. En ligne : http://dx.doi.org/10.1177/13623613211005918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

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