Associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder: Testing the indirect effects of loneliness / Linnea LAMPINEN ; Shuting ZHENG ; Virgina SULLIVAN ; Julie Lounds TAYLOR ; Somer L. BISHOP in Autism, 28-2 (February 2024)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.461?473 Titre : Associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder: Testing the indirect effects of loneliness Type de document : Texte imprimé et/ou numérique Auteurs : Linnea LAMPINEN, Auteur ; Shuting ZHENG, Auteur ; Virgina SULLIVAN, Auteur ; Julie Lounds TAYLOR, Auteur ; Somer L. BISHOP, Auteur Article en page(s) : p.461?473 Mots-clés : adolescents  adults  autism spectrum disorders  depression  social cognition and social behavior Index. décimale : PER Périodiques Résumé : To better understand the associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder, this study utilized interpersonal theories of depression by accounting for both frequency of various social activities and perceptions of how well their time spent in these activities meet their needs and testing the indirect effects of loneliness in this association. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs and that loneliness help to understand the indirect effects of the association between social activities and depressive symptoms. Overall, the findings suggest that how individuals feel about the time they are spending in social activities, such as with friends and in general social activities, could impact outcomes such as depression and loneliness. Lay Abstract Previous studies have found that social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder are related. To better understand the relationship between these issues, this study examined the frequency of various types of social activities as well as if the participants felt that the frequency of time spent in the activity met their personal needs. In addition, the role of loneliness was tested as a possible way to understand the relationship between activities and depressive symptoms. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs. Also, loneliness helps to understand relationship between social activities and depressive symptoms. The findings were discussed in light of previous study findings, interpersonal theories of depression, and clinical implications. En ligne : https://dx.doi.org/10.1177/13623613231173859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder: Testing the indirect effects of loneliness [Texte imprimé et/ou numérique] / Linnea LAMPINEN, Auteur ; Shuting ZHENG, Auteur ; Virgina SULLIVAN, Auteur ; Julie Lounds TAYLOR, Auteur ; Somer L. BISHOP, Auteur . - p.461?473. in Autism > 28-2 (February 2024) . - p.461?473 Mots-clés : adolescents  adults  autism spectrum disorders  depression  social cognition and social behavior Index. décimale : PER Périodiques Résumé : To better understand the associations between social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder, this study utilized interpersonal theories of depression by accounting for both frequency of various social activities and perceptions of how well their time spent in these activities meet their needs and testing the indirect effects of loneliness in this association. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs and that loneliness help to understand the indirect effects of the association between social activities and depressive symptoms. Overall, the findings suggest that how individuals feel about the time they are spending in social activities, such as with friends and in general social activities, could impact outcomes such as depression and loneliness. Lay Abstract Previous studies have found that social activities and depressive symptoms in adolescents and young adults with autism spectrum disorder are related. To better understand the relationship between these issues, this study examined the frequency of various types of social activities as well as if the participants felt that the frequency of time spent in the activity met their personal needs. In addition, the role of loneliness was tested as a possible way to understand the relationship between activities and depressive symptoms. To test these ideas, 321 participants who were recruited from the Simons Foundation Powering Autism Research for Knowledge (SPARK) research match registry and completed online measures of social activities, depressive symptoms, and loneliness. While the specific pattern was different for individual activities, it was found that those who felt that their current frequency of activities did not meet their needs had higher rates of depressive symptoms than those who felt they did meet their needs. Also, loneliness helps to understand relationship between social activities and depressive symptoms. The findings were discussed in light of previous study findings, interpersonal theories of depression, and clinical implications. En ligne : https://dx.doi.org/10.1177/13623613231173859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Correlates of self-reported life satisfaction among autistic youth with and without intellectual disability / Leann SMITH DAWALT ; Meghan M BURKE ; Julie Lounds TAYLOR in Autism, 29-7 (July 2025)  

Public ISBD [article]  inAutism > 29-7 (July 2025) . - p.1807-1818 Titre : Correlates of self-reported life satisfaction among autistic youth with and without intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Leann SMITH DAWALT, Auteur ; Meghan M BURKE, Auteur ; Julie Lounds TAYLOR, Auteur Article en page(s) : p.1807-1818 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  Satisfaction with Life Scale  subjective well-being  transition-aged youth Index. décimale : PER Périodiques Résumé : Compared to their nonautistic peers, lower levels of life satisfaction have been reported by autistic individuals. It is unclear, however, whether autistic individuals with intellectual disability report similar levels of life satisfaction as autistic individuals without intellectual disability or which characteristics are associated with life satisfaction. This study sought to examine differences in levels of self-reported life satisfaction across those with and without intellectual disability and explore correlates of life satisfaction in a sample of 35 autistic youth with intellectual disability and 99 autistic youth without intellectual disability. No difference in self-reported life satisfaction was detected between autistic youth with and without intellectual disability. Greater self-reported life satisfaction was associated with higher self-determination for autistic youth without intellectual disability. For autistic youth with intellectual disability, greater self-reported life satisfaction was related to more frequent social participation, lower parent stress, and fewer unmet service needs. Unmet service needs and parent stress were significantly stronger correlates of life satisfaction for youth with intellectual disability compared to youth without intellectual disability. Although the sample size of autistic youth with intellectual disability was small, these findings suggest the importance of considering heterogeneity among individuals on the autism spectrum when seeking to understand their well-being.Lay abstract Autistic people report lower life satisfaction compared to people without autism. It is unclear whether autistic people with intellectual disability report similar levels of life satisfaction to autistic people without intellectual disability. In this study, we did not find a difference in levels of life satisfaction for autistic youth with intellectual disability compared to autistic youth without intellectual disability. We also identified factors that might promote better life satisfaction. Higher self-determination was related to higher life satisfaction for autistic youth without intellectual disability. For autistic youth with intellectual disability, more frequent social participation, lower parent stress, and fewer unmet service needs were associated with higher life satisfaction. Unmet service needs and parent stress were more strongly related to life satisfaction for youth with intellectual disability compared to youth without intellectual disability. Our findings suggest that taking a more individualized approach to support the well-being of autistic youth is important. En ligne : https://dx.doi.org/10.1177/13623613251327347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Correlates of self-reported life satisfaction among autistic youth with and without intellectual disability [Texte imprimé et/ou numérique] / Leann SMITH DAWALT, Auteur ; Meghan M BURKE, Auteur ; Julie Lounds TAYLOR, Auteur . - p.1807-1818. Langues : Anglais (eng) in Autism > 29-7 (July 2025) . - p.1807-1818 Mots-clés : autism spectrum disorder  Satisfaction with Life Scale  subjective well-being  transition-aged youth Index. décimale : PER Périodiques Résumé : Compared to their nonautistic peers, lower levels of life satisfaction have been reported by autistic individuals. It is unclear, however, whether autistic individuals with intellectual disability report similar levels of life satisfaction as autistic individuals without intellectual disability or which characteristics are associated with life satisfaction. This study sought to examine differences in levels of self-reported life satisfaction across those with and without intellectual disability and explore correlates of life satisfaction in a sample of 35 autistic youth with intellectual disability and 99 autistic youth without intellectual disability. No difference in self-reported life satisfaction was detected between autistic youth with and without intellectual disability. Greater self-reported life satisfaction was associated with higher self-determination for autistic youth without intellectual disability. For autistic youth with intellectual disability, greater self-reported life satisfaction was related to more frequent social participation, lower parent stress, and fewer unmet service needs. Unmet service needs and parent stress were significantly stronger correlates of life satisfaction for youth with intellectual disability compared to youth without intellectual disability. Although the sample size of autistic youth with intellectual disability was small, these findings suggest the importance of considering heterogeneity among individuals on the autism spectrum when seeking to understand their well-being.Lay abstract Autistic people report lower life satisfaction compared to people without autism. It is unclear whether autistic people with intellectual disability report similar levels of life satisfaction to autistic people without intellectual disability. In this study, we did not find a difference in levels of life satisfaction for autistic youth with intellectual disability compared to autistic youth without intellectual disability. We also identified factors that might promote better life satisfaction. Higher self-determination was related to higher life satisfaction for autistic youth without intellectual disability. For autistic youth with intellectual disability, more frequent social participation, lower parent stress, and fewer unmet service needs were associated with higher life satisfaction. Unmet service needs and parent stress were more strongly related to life satisfaction for youth with intellectual disability compared to youth without intellectual disability. Our findings suggest that taking a more individualized approach to support the well-being of autistic youth is important. En ligne : https://dx.doi.org/10.1177/13623613251327347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Emerging adulthood in autism: Striving for independence or interdependence? / Carly MOSER in Autism, 28-6 (June 2024)  

Public ISBD [article]  inAutism > 28-6 (June 2024) . - p.1325-1327 Titre : Emerging adulthood in autism: Striving for independence or interdependence? Type de document : Texte imprimé et/ou numérique Auteurs : Carly MOSER, Auteur ; Leann SMITH DAWALT, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur Article en page(s) : p.1325-1327 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241245647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Emerging adulthood in autism: Striving for independence or interdependence? [Texte imprimé et/ou numérique] / Carly MOSER, Auteur ; Leann SMITH DAWALT, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur . - p.1325-1327. Langues : Anglais (eng) in Autism > 28-6 (June 2024) . - p.1325-1327 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241245647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism / W. Catherine CHEUNG ; Meghan M. BURKE ; Julie Lounds TAYLOR ; Leann S. DAWALT in Autism, 28-8 (August 2024)  

Public ISBD [article]  inAutism > 28-8 (August 2024) . - p.2080-2089 Titre : Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism Type de document : Texte imprimé et/ou numérique Auteurs : W. Catherine CHEUNG, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.2080-2089 Langues : Anglais (eng) Mots-clés : advocacy  autism  empowerment  knowledge  parents  transition Index. décimale : PER Périodiques Résumé : Parents of individuals with autism face many challenges in accessing appropriate services and supports for their offspring. Parents also play vital roles in advocating for their offspring?s rights and needs. Furthermore, despite advocacy programs becoming increasingly common, it remains unclear how to best foster advocacy among parents of individuals with autism. To this end, we examined the associations among knowledge, empowerment, and three types of advocacy activities (i.e. individual, peer, and systemic) among 185 parents of transition-aged youth with autism using structural equation modeling. Results show that empowerment has a greater impact on advocacy than knowledge. Significant direct and indirect effects of individual advocacy activities on peer advocacy activities, and peer advocacy activities on systemic advocacy activities were also confirmed. Implications for research and practice are discussed. Lay abstract Parents of individuals with autism face many challenges in finding appropriate services and support for their children, and they also play an important role in advocating for their children?s rights and needs. Despite the increasing availability of advocacy programs, it is still uncertain how to best encourage parents to advocate for their children. This study explored the connection between parents'knowledge and sense of empowerment, and how these factors relate to three types of advocacy activities (i.e. individual, peer, and systemic). The findings reveal that feeling empowered has a greater impact on advocacy than simply having knowledge. In addition, the study found that individual advocacy correlates to more peer advocacy, which also correlates to more systemic advocacy. These results can help researchers and professionals to better develop programs to increase parent advocacy and, in turn, help improve the lives of individuals with autism. En ligne : https://dx.doi.org/10.1177/13623613231221126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism [Texte imprimé et/ou numérique] / W. Catherine CHEUNG, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur ; Leann S. DAWALT, Auteur . - p.2080-2089. Langues : Anglais (eng) in Autism > 28-8 (August 2024) . - p.2080-2089 Mots-clés : advocacy  autism  empowerment  knowledge  parents  transition Index. décimale : PER Périodiques Résumé : Parents of individuals with autism face many challenges in accessing appropriate services and supports for their offspring. Parents also play vital roles in advocating for their offspring?s rights and needs. Furthermore, despite advocacy programs becoming increasingly common, it remains unclear how to best foster advocacy among parents of individuals with autism. To this end, we examined the associations among knowledge, empowerment, and three types of advocacy activities (i.e. individual, peer, and systemic) among 185 parents of transition-aged youth with autism using structural equation modeling. Results show that empowerment has a greater impact on advocacy than knowledge. Significant direct and indirect effects of individual advocacy activities on peer advocacy activities, and peer advocacy activities on systemic advocacy activities were also confirmed. Implications for research and practice are discussed. Lay abstract Parents of individuals with autism face many challenges in finding appropriate services and support for their children, and they also play an important role in advocating for their children?s rights and needs. Despite the increasing availability of advocacy programs, it is still uncertain how to best encourage parents to advocate for their children. This study explored the connection between parents'knowledge and sense of empowerment, and how these factors relate to three types of advocacy activities (i.e. individual, peer, and systemic). The findings reveal that feeling empowered has a greater impact on advocacy than simply having knowledge. In addition, the study found that individual advocacy correlates to more peer advocacy, which also correlates to more systemic advocacy. These results can help researchers and professionals to better develop programs to increase parent advocacy and, in turn, help improve the lives of individuals with autism. En ligne : https://dx.doi.org/10.1177/13623613231221126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

Expanding Research on Contextual Factors in Autism Research: What Took Us So Long? / Teresa BENNETT ; Leann Smith DAWALT ; Maureen S. DURKIN ; Gordon FORBES ; Patricia HOWLIN ; Catherine LORD ; Anat ZAIDMAN-ZAIT ; Lonnie ZWAIGENBAUM ; Vanessa BAL ; Somer BISHOP ; Chung-Hsin CHIANG ; Adriana DIMARTINO ; Christine M. FREITAG ; Stelios GEORGIADES ; Matthew HOLLOCKS ; Meng-Chuan LAI ; Matthew J. MAENNER ; Patrick S. POWELL ; Julie Lounds TAYLOR ; Alycia HALLADAY in Autism Research, 18-4 (April 2025)  

Public ISBD [article]  inAutism Research > 18-4 (April 2025) . - p.710-716 Titre : Expanding Research on Contextual Factors in Autism Research: What Took Us So Long? Type de document : Texte imprimé et/ou numérique Auteurs : Teresa BENNETT, Auteur ; Leann Smith DAWALT, Auteur ; Maureen S. DURKIN, Auteur ; Gordon FORBES, Auteur ; Patricia HOWLIN, Auteur ; Catherine LORD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Vanessa BAL, Auteur ; Somer BISHOP, Auteur ; Chung-Hsin CHIANG, Auteur ; Adriana DIMARTINO, Auteur ; Christine M. FREITAG, Auteur ; Stelios GEORGIADES, Auteur ; Matthew HOLLOCKS, Auteur ; Meng-Chuan LAI, Auteur ; Matthew J. MAENNER, Auteur ; Patrick S. POWELL, Auteur ; Julie Lounds TAYLOR, Auteur ; Alycia HALLADAY, Auteur Article en page(s) : p.710-716 Langues : Anglais (eng) Mots-clés : autism  behavior  contextual  longitudinal  outcomes  research Index. décimale : PER Périodiques Résumé : ABSTRACT Although autism is a childhood-onset neurodevelopmental disorder, its features change across the life course due to a combination of individual and contextual influences. However, the influence of contextual factors on development during childhood and beyond is less frequently studied than individual factors such as genetic variants that increase autism risk, IQ, language, and autistic features. Potentially important contexts include the family environment and socioeconomic status, social networks, school, work, services, neighborhood characteristics, environmental events, and sociocultural factors. Here, we articulate the benefit of studying contextual factors, and we offer selected examples of published longitudinal autism studies that have focused on how individuals develop within context. Expanding the autism research agenda to include the broader context in which autism emerges and changes across the life course can enhance understanding of how contexts influence the heterogeneity of autism, support strengths and resilience, or amplify disabilities. We describe challenges and opportunities for future research on contextual influences and provide a list of digital resources that can be integrated into autism data sets. It is important to conceptualize contextual influences on autism development as main exposures, not only as descriptive variables or factors needing statistical control. En ligne : https://doi.org/10.1002/aur.3312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Expanding Research on Contextual Factors in Autism Research: What Took Us So Long? [Texte imprimé et/ou numérique] / Teresa BENNETT, Auteur ; Leann Smith DAWALT, Auteur ; Maureen S. DURKIN, Auteur ; Gordon FORBES, Auteur ; Patricia HOWLIN, Auteur ; Catherine LORD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Vanessa BAL, Auteur ; Somer BISHOP, Auteur ; Chung-Hsin CHIANG, Auteur ; Adriana DIMARTINO, Auteur ; Christine M. FREITAG, Auteur ; Stelios GEORGIADES, Auteur ; Matthew HOLLOCKS, Auteur ; Meng-Chuan LAI, Auteur ; Matthew J. MAENNER, Auteur ; Patrick S. POWELL, Auteur ; Julie Lounds TAYLOR, Auteur ; Alycia HALLADAY, Auteur . - p.710-716. Langues : Anglais (eng) in Autism Research > 18-4 (April 2025) . - p.710-716 Mots-clés : autism  behavior  contextual  longitudinal  outcomes  research Index. décimale : PER Périodiques Résumé : ABSTRACT Although autism is a childhood-onset neurodevelopmental disorder, its features change across the life course due to a combination of individual and contextual influences. However, the influence of contextual factors on development during childhood and beyond is less frequently studied than individual factors such as genetic variants that increase autism risk, IQ, language, and autistic features. Potentially important contexts include the family environment and socioeconomic status, social networks, school, work, services, neighborhood characteristics, environmental events, and sociocultural factors. Here, we articulate the benefit of studying contextual factors, and we offer selected examples of published longitudinal autism studies that have focused on how individuals develop within context. Expanding the autism research agenda to include the broader context in which autism emerges and changes across the life course can enhance understanding of how contexts influence the heterogeneity of autism, support strengths and resilience, or amplify disabilities. We describe challenges and opportunities for future research on contextual influences and provide a list of digital resources that can be integrated into autism data sets. It is important to conceptualize contextual influences on autism development as main exposures, not only as descriptive variables or factors needing statistical control. En ligne : https://doi.org/10.1002/aur.3312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

Improving parents' ability to advocate for services for youth with autism: A randomized clinical trial / Julie Lounds TAYLOR in Autism Research, 16-10 (October 2023)  

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Perspectives on Employer-Initiated Terminations Among Young Adults on the Autism Spectrum / Florencia PEZZIMENTI in Journal of Autism and Developmental Disorders, 54-4 (April 2024)  

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Satisfaction with friendship support protects autistic youth from the negative effects of peer victimization / Natalie LIBSTER in Autism, 29-8 (August 2025)  

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To better meet the needs of autistic people, we need to rethink how we measure services / Meghan M BURKE in Autism, 27-4 (May 2023)  

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