Autistic adults' experiences of financial wellbeing: Part II / Elizabeth PELLICANO in Autism, 28-5 (May 2024)  

Public ISBD [article]  inAutism > 28-5 (May 2024) . - p.1090-1106 Titre : Autistic adults' experiences of financial wellbeing: Part II Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth PELLICANO, Auteur ; Gabrielle HALL, Auteur ; Ru YING CAI, Auteur Article en page(s) : p.1090-1106 Langues : Anglais (eng) Mots-clés : employment  income  mental health  money  quality of life Index. décimale : PER Périodiques Résumé : Financial wellbeing is an important component of people?s overall wellbeing, reflecting the capacity to live a comfortable and fulfilling life. Yet virtually nothing is known about this topic for autistic people. This study addressed this gap using a two-phase sequential mixed-methods design. Here, we report on findings from the Phase 2 qualitative study. In this study, 21 autistic participants were purposively selected based on the status of their financial wellbeing, including 12 people with high, and 9 with low, financial wellbeing, and interviewed by an autistic researcher. We identified four themes through reflective thematic analysis. Having access to a stable income made an enormous difference to people?s financial wellbeing. Participants emphasised how their broader social supports, especially family support, shaped their financial wellbeing. Yet, planning financially was often challenging, especially for people who had insufficient money to meet their basic needs. Nevertheless, our participants reported a strong drive to stay in control and avoid unnecessary risk. Our findings revealed how much money matters in autistic people?s lives. Future research should investigate the ways in which autistic people could secure more reliable incomes and identify the most effective ways to support them to achieve financial resilience. Lay abstract Money matters in people?s lives. It helps to meet people?s basic needs (food, clothes, shelter) and live the lives they want to. When people talk about 'financial wellbeing', they mean how much you feel in control over day-to-day finances and how much freedom you have to make choices to enjoy life. We don?t know what autistic people think about these things. That?s why we did our study. We spoke to 21 autistic adults (24-69?years) about how they felt about their financial situation. We deliberately spoke to people who had told us previously they felt 'financially well' or 'financially unwell' so we could hear a range of opinions. Autistic people told us financial wellbeing meant having enough money to pay for their basics needs, to have a safety net for unexpected bills and not having to worry about money now or in the future. But many felt that good financial wellbeing was not possible for them. They often did not have a stable income to cover day-to-day expenses. This limited the choices they could make. Despite these challenges, autistic people told us they worked hard to budget and save money when they could - because feeling financial insecure was just too stressful, especially when they could not rely on family or friends for support. It made them feel mentally unwell. Our study shows there are many factors that influence autistic people?s financial wellbeing. We need more research to help us understand how autistic people can be supported to achieve financial security. En ligne : https://dx.doi.org/10.1177/13623613231191594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527 [article] Autistic adults' experiences of financial wellbeing: Part II [Texte imprimé et/ou numérique] / Elizabeth PELLICANO, Auteur ; Gabrielle HALL, Auteur ; Ru YING CAI, Auteur . - p.1090-1106. Langues : Anglais (eng) in Autism > 28-5 (May 2024) . - p.1090-1106 Mots-clés : employment  income  mental health  money  quality of life Index. décimale : PER Périodiques Résumé : Financial wellbeing is an important component of people?s overall wellbeing, reflecting the capacity to live a comfortable and fulfilling life. Yet virtually nothing is known about this topic for autistic people. This study addressed this gap using a two-phase sequential mixed-methods design. Here, we report on findings from the Phase 2 qualitative study. In this study, 21 autistic participants were purposively selected based on the status of their financial wellbeing, including 12 people with high, and 9 with low, financial wellbeing, and interviewed by an autistic researcher. We identified four themes through reflective thematic analysis. Having access to a stable income made an enormous difference to people?s financial wellbeing. Participants emphasised how their broader social supports, especially family support, shaped their financial wellbeing. Yet, planning financially was often challenging, especially for people who had insufficient money to meet their basic needs. Nevertheless, our participants reported a strong drive to stay in control and avoid unnecessary risk. Our findings revealed how much money matters in autistic people?s lives. Future research should investigate the ways in which autistic people could secure more reliable incomes and identify the most effective ways to support them to achieve financial resilience. Lay abstract Money matters in people?s lives. It helps to meet people?s basic needs (food, clothes, shelter) and live the lives they want to. When people talk about 'financial wellbeing', they mean how much you feel in control over day-to-day finances and how much freedom you have to make choices to enjoy life. We don?t know what autistic people think about these things. That?s why we did our study. We spoke to 21 autistic adults (24-69?years) about how they felt about their financial situation. We deliberately spoke to people who had told us previously they felt 'financially well' or 'financially unwell' so we could hear a range of opinions. Autistic people told us financial wellbeing meant having enough money to pay for their basics needs, to have a safety net for unexpected bills and not having to worry about money now or in the future. But many felt that good financial wellbeing was not possible for them. They often did not have a stable income to cover day-to-day expenses. This limited the choices they could make. Despite these challenges, autistic people told us they worked hard to budget and save money when they could - because feeling financial insecure was just too stressful, especially when they could not rely on family or friends for support. It made them feel mentally unwell. Our study shows there are many factors that influence autistic people?s financial wellbeing. We need more research to help us understand how autistic people can be supported to achieve financial security. En ligne : https://dx.doi.org/10.1177/13623613231191594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527

Correction: ''They Were Saying That I Was a Typical Chinese Mum'': Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children / Jodie SMITH in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1299-1299 Titre : Correction: ''They Were Saying That I Was a Typical Chinese Mum'': Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Lin CONG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Emily MA, Auteur ; Julia WANG, Auteur ; Rena WANG, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.1299-1299 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05788-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Correction: ''They Were Saying That I Was a Typical Chinese Mum'': Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Lin CONG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Emily MA, Auteur ; Julia WANG, Auteur ; Rena WANG, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur . - p.1299-1299. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1299-1299 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05788-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

'I?m sick of being the problem': Autistic mothers' experiences of interacting with schools for their autistic children / Aspasia Stacey RABBA in Autism, 29-4 (April 2025)  

Public ISBD [article]  inAutism > 29-4 (April 2025) . - p.1034-1046 Titre : 'I?m sick of being the problem': Autistic mothers' experiences of interacting with schools for their autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Aspasia Stacey RABBA, Auteur ; Jodie SMITH, Auteur ; Gabrielle HALL, Auteur ; Vanessa ALEXANDER, Auteur ; Kate BATTY, Auteur ; Poulomee DATTA, Auteur ; Emma GOODALL, Auteur ; Melanie HEYWORTH, Auteur ; Siobhan LAMB, Auteur ; Wenn LAWSON, Auteur ; Rozanna LILLEY, Auteur ; Katy REID, Auteur ; Najeeba SYEDA, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.1034-1046 Langues : Anglais (eng) Mots-clés : autistic parents  autistic students  parent-teacher partnerships  participatory research  school experiences Index. décimale : PER Périodiques Résumé : Successful partnerships between families and schools can substantially improve children?s success in and out of school. Yet parents of autistic children often report considerable challenges with their children?s education. Almost no research, however, has examined autistic parents' own experiences. We, therefore, sought the views and experiences of autistic parents' interactions with schools for their autistic children. We conducted semi-structured interviews with 31 autistic mothers of autistic children engaged in education in Australia. We analysed the data using reflexive thematic analysis. Autistic mothers repeatedly expressed feeling like they were in a 'war zone', fighting ongoing battles to gain the necessary support for their autistic child and were 'sick of being [viewed as] the problem'. They also felt that their expertise as parents - and experiential expertise as autistic parents - was often overlooked or ignored. All of this had negative effects on their and their children?s mental health. Despite these negative experiences, autistic mothers who had experienced positive interactions with schools highlighted the importance of mutual respect in establishing and maintaining successful school partnerships and how their own determination and self-advocacy helped to foster these relationships. This research sheds light on the critical ingredients of effective home-school partnerships for autistic families.Lay abstract Good relationships between families and schools make a difference to children?s learning - and the same goes for autistic children. But parents of autistic children often find it very stressful interacting with teachers and school staff. In this study, we focused on autistic parents of autistic children. We wanted to know about their experiences of interacting with schools and the impact these had on them and their children. We spoke to 31 autistic mothers of autistic children about their experiences. They told us that they felt they were constantly fighting with schools to get the support needed for their autistic children and compared it to like being in a 'war zone'. They were 'sick of being [viewed as] the problem' and felt that their views and autistic expertise were not taken seriously by teachers and schools. This was damaging to their autistic children?s mental health as well as their own. Autistic mothers did share some positive experiences too. They spoke about the value of mutual respect and its impact on successful school partnerships. Autistic mothers also spoke about standing up for themselves and their children and how this advocacy and self-advocacy helped them to build better relationships with schools. This research showed how difficult it can be for autistic families to interact with teachers and schools and the impact this can have on the whole family. It also showed us that strong, trusting relationships between school and families are possible - when autistic parents feel safe, and when their knowledge and lived experience are taken seriously by educators. En ligne : https://dx.doi.org/10.1177/13623613241297223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] 'I?m sick of being the problem': Autistic mothers' experiences of interacting with schools for their autistic children [Texte imprimé et/ou numérique] / Aspasia Stacey RABBA, Auteur ; Jodie SMITH, Auteur ; Gabrielle HALL, Auteur ; Vanessa ALEXANDER, Auteur ; Kate BATTY, Auteur ; Poulomee DATTA, Auteur ; Emma GOODALL, Auteur ; Melanie HEYWORTH, Auteur ; Siobhan LAMB, Auteur ; Wenn LAWSON, Auteur ; Rozanna LILLEY, Auteur ; Katy REID, Auteur ; Najeeba SYEDA, Auteur ; Elizabeth PELLICANO, Auteur . - p.1034-1046. Langues : Anglais (eng) in Autism > 29-4 (April 2025) . - p.1034-1046 Mots-clés : autistic parents  autistic students  parent-teacher partnerships  participatory research  school experiences Index. décimale : PER Périodiques Résumé : Successful partnerships between families and schools can substantially improve children?s success in and out of school. Yet parents of autistic children often report considerable challenges with their children?s education. Almost no research, however, has examined autistic parents' own experiences. We, therefore, sought the views and experiences of autistic parents' interactions with schools for their autistic children. We conducted semi-structured interviews with 31 autistic mothers of autistic children engaged in education in Australia. We analysed the data using reflexive thematic analysis. Autistic mothers repeatedly expressed feeling like they were in a 'war zone', fighting ongoing battles to gain the necessary support for their autistic child and were 'sick of being [viewed as] the problem'. They also felt that their expertise as parents - and experiential expertise as autistic parents - was often overlooked or ignored. All of this had negative effects on their and their children?s mental health. Despite these negative experiences, autistic mothers who had experienced positive interactions with schools highlighted the importance of mutual respect in establishing and maintaining successful school partnerships and how their own determination and self-advocacy helped to foster these relationships. This research sheds light on the critical ingredients of effective home-school partnerships for autistic families.Lay abstract Good relationships between families and schools make a difference to children?s learning - and the same goes for autistic children. But parents of autistic children often find it very stressful interacting with teachers and school staff. In this study, we focused on autistic parents of autistic children. We wanted to know about their experiences of interacting with schools and the impact these had on them and their children. We spoke to 31 autistic mothers of autistic children about their experiences. They told us that they felt they were constantly fighting with schools to get the support needed for their autistic children and compared it to like being in a 'war zone'. They were 'sick of being [viewed as] the problem' and felt that their views and autistic expertise were not taken seriously by teachers and schools. This was damaging to their autistic children?s mental health as well as their own. Autistic mothers did share some positive experiences too. They spoke about the value of mutual respect and its impact on successful school partnerships. Autistic mothers also spoke about standing up for themselves and their children and how this advocacy and self-advocacy helped them to build better relationships with schools. This research showed how difficult it can be for autistic families to interact with teachers and schools and the impact this can have on the whole family. It also showed us that strong, trusting relationships between school and families are possible - when autistic parents feel safe, and when their knowledge and lived experience are taken seriously by educators. En ligne : https://dx.doi.org/10.1177/13623613241297223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

'It's really important to be collaborating': Experiences of participatory research for Chinese and Vietnamese parents of autistic children / Aspasia Stacey RABBA ; Poulomee DATTA ; Emma DRESENS ; Rena WANG ; Lin CONG ; Ngoc DANG ; Gabrielle HALL ; Melanie HEYWORTH ; Wenn LAWSON ; Patricia LEE ; Rozanna LILLEY ; Emily MA ; Hau T T NGUYEN ; Kim-Van NGUYEN ; Phuc NGUYEN ; Chong Tze YEOW ; Elizabeth PELLICANO in Autism & Developmental Language Impairments, 8 (January-December 2023)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 8 (January-December 2023) Titre : 'It's really important to be collaborating': Experiences of participatory research for Chinese and Vietnamese parents of autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Aspasia Stacey RABBA, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Rena WANG, Auteur ; Lin CONG, Auteur ; Ngoc DANG, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Emily MA, Auteur ; Hau T T NGUYEN, Auteur ; Kim-Van NGUYEN, Auteur ; Phuc NGUYEN, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Mots-clés : Participatory research  community participation  cultural and linguistic diversity  autism  impact Index. décimale : PER Périodiques Résumé : Background and aimsParticipatory research involves academic partners working together with the community that is affected by research to make decisions about that research. Such approaches often result in research that is more respectful of, and responsive to, community preferences - and is vital in the context of autism research with culturally and linguistically diverse (CALD) communities. Whilst participatory approaches are becoming more commonplace within CALD autism research, no studies have explored the experiences of being involved in autism research from the perspectives of CALD community partners over the course of a study. This paper intended to address this gap by reporting on the experiences of CALD parents of autistic children who were community partners in a 1-year Australian research project exploring home-school partnerships for CALD parents of autistic children. We aimed to: (1) report on how parents' involvement in the research process shaped the home-school partnerships study over time and (2) understand their experiences of being community partners on the home-school partnerships project.MethodsUsing key principles of participatory approaches, we established Chinese and Vietnamese parent advisory groups to contribute to a project exploring home-school partnerships for parents of autistic children from CALD backgrounds in Australia. Advisory groups included parents of autistic children from Chinese/Vietnamese backgrounds, as well as interpreters, professionals and researchers. We documented how parents' participation as community partners shaped the home-school partnerships study over the course of the project. We also elicited parents' own views and experiences of being community partners through informal, open-ended questions at the beginning and end of the study.ResultsWe found that parents' input fundamentally shaped the broader home-school partnership study, from meaningful, accurate translation of interview schedules through to making decisions regarding community-specific recommendations and dissemination plans. Parents themselves reported being keen to collaborate and to hear and share opinions for the purpose of the home-school partnership study - although they noted how emotionally difficult sharing their stories could be. While they initially had some concerns about combining being involved as a community partner with their existing responsibilities, ultimately, parents were surprised by the scope of the home-school partnership study and their level of involvement as community partners. Through hearing others' stories and sharing their own in advisory group meetings, parents reported ancillary benefits of their involvement, including increased self-advocacy and well-being.ConclusionsThese findings show how research that is conducted in partnership with diverse members of the autism community has the capacity to improve the quality of the research and benefit community partners.ImplicationsThis study clearly documents the benefits and potential challenges of participatory approaches with CALD communities. These findings emphasise to researchers and funders the importance of including extra time and money within budgets in order to produce meaningful research that is respectful and responsive to communities. En ligne : https://dx.doi.org/10.1177/23969415231210482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] 'It's really important to be collaborating': Experiences of participatory research for Chinese and Vietnamese parents of autistic children [Texte imprimé et/ou numérique] / Aspasia Stacey RABBA, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Rena WANG, Auteur ; Lin CONG, Auteur ; Ngoc DANG, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Emily MA, Auteur ; Hau T T NGUYEN, Auteur ; Kim-Van NGUYEN, Auteur ; Phuc NGUYEN, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 8 (January-December 2023) Mots-clés : Participatory research  community participation  cultural and linguistic diversity  autism  impact Index. décimale : PER Périodiques Résumé : Background and aimsParticipatory research involves academic partners working together with the community that is affected by research to make decisions about that research. Such approaches often result in research that is more respectful of, and responsive to, community preferences - and is vital in the context of autism research with culturally and linguistically diverse (CALD) communities. Whilst participatory approaches are becoming more commonplace within CALD autism research, no studies have explored the experiences of being involved in autism research from the perspectives of CALD community partners over the course of a study. This paper intended to address this gap by reporting on the experiences of CALD parents of autistic children who were community partners in a 1-year Australian research project exploring home-school partnerships for CALD parents of autistic children. We aimed to: (1) report on how parents' involvement in the research process shaped the home-school partnerships study over time and (2) understand their experiences of being community partners on the home-school partnerships project.MethodsUsing key principles of participatory approaches, we established Chinese and Vietnamese parent advisory groups to contribute to a project exploring home-school partnerships for parents of autistic children from CALD backgrounds in Australia. Advisory groups included parents of autistic children from Chinese/Vietnamese backgrounds, as well as interpreters, professionals and researchers. We documented how parents' participation as community partners shaped the home-school partnerships study over the course of the project. We also elicited parents' own views and experiences of being community partners through informal, open-ended questions at the beginning and end of the study.ResultsWe found that parents' input fundamentally shaped the broader home-school partnership study, from meaningful, accurate translation of interview schedules through to making decisions regarding community-specific recommendations and dissemination plans. Parents themselves reported being keen to collaborate and to hear and share opinions for the purpose of the home-school partnership study - although they noted how emotionally difficult sharing their stories could be. While they initially had some concerns about combining being involved as a community partner with their existing responsibilities, ultimately, parents were surprised by the scope of the home-school partnership study and their level of involvement as community partners. Through hearing others' stories and sharing their own in advisory group meetings, parents reported ancillary benefits of their involvement, including increased self-advocacy and well-being.ConclusionsThese findings show how research that is conducted in partnership with diverse members of the autism community has the capacity to improve the quality of the research and benefit community partners.ImplicationsThis study clearly documents the benefits and potential challenges of participatory approaches with CALD communities. These findings emphasise to researchers and funders the importance of including extra time and money within budgets in order to produce meaningful research that is respectful and responsive to communities. En ligne : https://dx.doi.org/10.1177/23969415231210482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

''Peas in a pod'': Oral History Reflections on Autistic Identity in Family and Community by Late-Diagnosed Adults / Rozanna LILLEY in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1146-1161 Titre : ''Peas in a pod'': Oral History Reflections on Autistic Identity in Family and Community by Late-Diagnosed Adults Type de document : Texte imprimé et/ou numérique Auteurs : Rozanna LILLEY, Auteur ; Wenn LAWSON, Auteur ; Gabrielle HALL, Auteur ; Joanne MAHONY, Auteur ; Hayley CLAPHAM, Auteur ; Melanie HEYWORTH, Auteur ; Samuel ARNOLD, Auteur ; Julian TROLLOR, Auteur ; Michael YUDELL, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.1146-1161 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this paper, we report on a participatory oral history study documenting the lives of late-diagnosed autistic adults in Australia. We interviewed 26 autistic adults about their life history and the impact of late diagnosis. All were diagnosed after the age of 35, growing up in an era when autism was not well known. Using reflexive thematic analysis, we uncovered a rich body of reflections on shared Autistic identity and identified three major themes within that data set: 'conceptualising the Autistic family', 'creating Autistic community', and 'contesting Autistic identity'. Overall, the study provides insights into the active creation of shared Autistic identity and the importance of Autistic community to these late-diagnosed autistic adults. En ligne : https://doi.org/10.1007/s10803-022-05667-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] ''Peas in a pod'': Oral History Reflections on Autistic Identity in Family and Community by Late-Diagnosed Adults [Texte imprimé et/ou numérique] / Rozanna LILLEY, Auteur ; Wenn LAWSON, Auteur ; Gabrielle HALL, Auteur ; Joanne MAHONY, Auteur ; Hayley CLAPHAM, Auteur ; Melanie HEYWORTH, Auteur ; Samuel ARNOLD, Auteur ; Julian TROLLOR, Auteur ; Michael YUDELL, Auteur ; Elizabeth PELLICANO, Auteur . - p.1146-1161. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1146-1161 Index. décimale : PER Périodiques Résumé : In this paper, we report on a participatory oral history study documenting the lives of late-diagnosed autistic adults in Australia. We interviewed 26 autistic adults about their life history and the impact of late diagnosis. All were diagnosed after the age of 35, growing up in an era when autism was not well known. Using reflexive thematic analysis, we uncovered a rich body of reflections on shared Autistic identity and identified three major themes within that data set: 'conceptualising the Autistic family', 'creating Autistic community', and 'contesting Autistic identity'. Overall, the study provides insights into the active creation of shared Autistic identity and the importance of Autistic community to these late-diagnosed autistic adults. En ligne : https://doi.org/10.1007/s10803-022-05667-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Predicting the financial wellbeing of autistic adults: Part I / Ru Ying CAI in Autism, 28-5 (May 2024)  

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'Somali parents feel like they?re on the outer': Somali mothers' experiences of parent-teacher relationships for their autistic children / Jodie SMITH in Autism, 27-6 (August 2023)  

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?They Were Saying That I Was a Typical Chinese Mum? : Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children / Aspasia Stacey RABBA ; Lin CONG ; Poulomee DATTA ; Emma DRESENS ; Gabrielle HALL ; Melanie HEYWORTH ; Wenn LAWSON ; Patricia LEE ; Rozanna LILLEY ; Najeeba SYEDA ; Emily MA ; Julia WANG ; Rena WANG ; Chong Tze YEOW ; Elizabeth PELLICANO in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

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''We don?t make trouble'': Vietnamese parents' experiences of parent-teacher partnerships for their autistic children / Jodie SMITH in Research in Autism Spectrum Disorders, 103 (May 2023)  

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