Child and Family Characteristics Associated with Symptoms of Anxiety in Autistic Children: A Biobank Study / Willow J. SAINSBURY in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2219-2230 Titre : Child and Family Characteristics Associated with Symptoms of Anxiety in Autistic Children: A Biobank Study Type de document : texte imprimé Auteurs : Willow J. SAINSBURY, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Lisa WOODS, Auteur ; Terence JIANG, Auteur ; Hannah WADDINGTON, Auteur Article en page(s) : p.2219-2230 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: Autistic children have an increased likelihood of anxiety, but more research is needed on the characteristics that predict various types of anxiety in this population. Methods: In this study, we examined a range of child and family predictors of various types of anxiety using a sample of 452 autistic children from the Australian Autism Biobank. We used logistic regression to examine child and family predictors of four common types of anxiety in autistic children: generalised, phobic, separation, and social anxiety. Results: We found that 62.8% of children in this sample had symptoms of at least one type of anxiety. Poor quality sleep habits were the only predictive factor consistently identified across all anxiety symptom types. Specific to children with indicated generalised, separation, and phobic anxiety symptoms were the predictive factors of being older than five years, and specific to generalised and social anxiety were the predictive factors of higher cognitive abilities. Maternal anxiety was also a predictive factor in indicated children’s separation anxiety. Conclusion: These findings can help inform the provision of more targeted support for autistic people, particularly the interaction of poor sleep habits and anxiety symptoms. En ligne : https://doi.org/10.1007/s10803-024-06706-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Child and Family Characteristics Associated with Symptoms of Anxiety in Autistic Children: A Biobank Study [texte imprimé] / Willow J. SAINSBURY, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Lisa WOODS, Auteur ; Terence JIANG, Auteur ; Hannah WADDINGTON, Auteur . - p.2219-2230. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2219-2230 Index. décimale : PER Périodiques Résumé : Purpose: Autistic children have an increased likelihood of anxiety, but more research is needed on the characteristics that predict various types of anxiety in this population. Methods: In this study, we examined a range of child and family predictors of various types of anxiety using a sample of 452 autistic children from the Australian Autism Biobank. We used logistic regression to examine child and family predictors of four common types of anxiety in autistic children: generalised, phobic, separation, and social anxiety. Results: We found that 62.8% of children in this sample had symptoms of at least one type of anxiety. Poor quality sleep habits were the only predictive factor consistently identified across all anxiety symptom types. Specific to children with indicated generalised, separation, and phobic anxiety symptoms were the predictive factors of being older than five years, and specific to generalised and social anxiety were the predictive factors of higher cognitive abilities. Maternal anxiety was also a predictive factor in indicated children’s separation anxiety. Conclusion: These findings can help inform the provision of more targeted support for autistic people, particularly the interaction of poor sleep habits and anxiety symptoms. En ligne : https://doi.org/10.1007/s10803-024-06706-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

Parent-reported Early Atypical Development and Age of Diagnosis for Children with Co-occurring Autism and ADHD / Willow J. SAINSBURY ; Kelly CARRASCO ; Andrew J.O. WHITEHOUSE ; Hannah WADDINGTON in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2173-2184 Titre : Parent-reported Early Atypical Development and Age of Diagnosis for Children with Co-occurring Autism and ADHD : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Willow J. SAINSBURY, Auteur ; Kelly CARRASCO, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Hannah WADDINGTON, Auteur Article en page(s) : p.2173-2184 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism and attention-deficit/hyperactivity disorder (ADHD) often co-occur. This survey of 288 New Zealand parents of children diagnosed with autism (n=111), ADHD (n=93), or both conditions (n=84), examined the relations between age of diagnosis and early atypical development, the age specialist consultation was needed and types of specialists seen. Co-occurring autism and ADHD was associated with an earlier ADHD diagnosis and a later autism diagnosis. Parents of children with both diagnoses reported less atypical development in language and social behaviours compared to parents of children of autism, and this co-occurring group also experienced longer wait times to diagnosis, and saw more types of specialists prior to a diagnosis, than those with autism. En ligne : https://doi.org/10.1007/s10803-022-05488-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Parent-reported Early Atypical Development and Age of Diagnosis for Children with Co-occurring Autism and ADHD : Journal of Autism and Developmental Disorders [texte imprimé] / Willow J. SAINSBURY, Auteur ; Kelly CARRASCO, Auteur ; Andrew J.O. WHITEHOUSE, Auteur ; Hannah WADDINGTON, Auteur . - p.2173-2184. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2173-2184 Index. décimale : PER Périodiques Résumé : Autism and attention-deficit/hyperactivity disorder (ADHD) often co-occur. This survey of 288 New Zealand parents of children diagnosed with autism (n=111), ADHD (n=93), or both conditions (n=84), examined the relations between age of diagnosis and early atypical development, the age specialist consultation was needed and types of specialists seen. Co-occurring autism and ADHD was associated with an earlier ADHD diagnosis and a later autism diagnosis. Parents of children with both diagnoses reported less atypical development in language and social behaviours compared to parents of children of autism, and this co-occurring group also experienced longer wait times to diagnosis, and saw more types of specialists prior to a diagnosis, than those with autism. En ligne : https://doi.org/10.1007/s10803-022-05488-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

Priorities and Perspectives Regarding Goals and Outcomes of Support for Autistic Children Under 12 Years: A Systematic Review / Phoebe JORDAN in Autism, 30-6 (June 2026)  

Public ISBD [article]  inAutism > 30-6 (June 2026) . - p.1416-1429 Titre : Priorities and Perspectives Regarding Goals and Outcomes of Support for Autistic Children Under 12 Years: A Systematic Review Type de document : texte imprimé Auteurs : Phoebe JORDAN, Auteur ; Hannah WADDINGTON, Auteur ; Matt HAMMOND, Auteur ; Mirko ULJAREVIĆ, Auteur ; Willow J. SAINSBURY, Auteur ; Jessica TUPOU, Auteur Article en page(s) : p.1416-1429 Langues : Anglais (eng) Mots-clés : autism  goal setting  neurodiversity-affirming  stakeholder perspectives  support priorities Index. décimale : PER Périodiques Résumé : Autistic individuals, family members, and professionals often hold differing perspectives on the goals and outcomes of supports for autistic children under 12 years. While traditional approaches prioritise the acquisition of neurotypical behaviours, emerging frameworks emphasise autonomy, self-determination, and well-being. This systematic review synthesised findings from 15 studies using qualitative, quantitative, and mixed-methods designs, which were assessed for methodological quality using the Joanna Briggs Institute checklists. Communication, social inclusion, and child well-being emerged as shared priorities. Notable differences were observed; professionals tended to focus on normative developmental goals such as skill acquisition and behavioural compliance, while autistic individuals and family members more often valued flexibility, self-advocacy, and strengths-based approaches. Tensions persist between medicalised and neurodiversity-affirming paradigms. To ensure supports align with what matters to autistic people, future research should prioritise co-design with autistic individuals and families, embrace cultural responsiveness, and develop tools that can flexibly but consistently assess neurodiversity-affirming outcomes. These steps will support more ethical, inclusive, and meaningful goal-setting practices in autism research and support.Lay Abstract Autistic children, their families, and the people who support them often want different things from autism services. Some approaches still focus on teaching autistic children to behave more like non-autistic children, such as making eye contact or using spoken language. However, many autistic people and families are calling for support that values autistic ways of being and prioritises well-being, comfort, and meaningful participation. This systematic review brought together findings from 15 research studies published in the last 10 years. These studies explored what goals matter most to autistic adults, parents, and professionals when supporting autistic children aged 0–12. We reviewed studies that used interviews, surveys, or mixed methods and assessed their quality using standard research checklists. Across studies, several shared priorities emerged. Communication was important to everyone, but in broad terms supporting children to express themselves in the ways that work best for them, including through alternative augmentative communication or non-spoken communication. Stakeholders also consistently valued children’s emotional well-being, mental health, and feeling safe and understood. Many studies highlighted the importance of autonomy, including supporting children to make choices, develop a sense of identity, and have control in their daily lives. Traditional goals such as reducing autistic traits, encouraging eye contact, or teaching neurotypical social skills were often rated as less important. There was strong agreement that supports should help children build comfort, confidence, and inclusion rather than force conformity. En ligne : https://dx.doi.org/10.1177/13623613261433132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Priorities and Perspectives Regarding Goals and Outcomes of Support for Autistic Children Under 12 Years: A Systematic Review [texte imprimé] / Phoebe JORDAN, Auteur ; Hannah WADDINGTON, Auteur ; Matt HAMMOND, Auteur ; Mirko ULJAREVIĆ, Auteur ; Willow J. SAINSBURY, Auteur ; Jessica TUPOU, Auteur . - p.1416-1429. Langues : Anglais (eng) in Autism > 30-6 (June 2026) . - p.1416-1429 Mots-clés : autism  goal setting  neurodiversity-affirming  stakeholder perspectives  support priorities Index. décimale : PER Périodiques Résumé : Autistic individuals, family members, and professionals often hold differing perspectives on the goals and outcomes of supports for autistic children under 12 years. While traditional approaches prioritise the acquisition of neurotypical behaviours, emerging frameworks emphasise autonomy, self-determination, and well-being. This systematic review synthesised findings from 15 studies using qualitative, quantitative, and mixed-methods designs, which were assessed for methodological quality using the Joanna Briggs Institute checklists. Communication, social inclusion, and child well-being emerged as shared priorities. Notable differences were observed; professionals tended to focus on normative developmental goals such as skill acquisition and behavioural compliance, while autistic individuals and family members more often valued flexibility, self-advocacy, and strengths-based approaches. Tensions persist between medicalised and neurodiversity-affirming paradigms. To ensure supports align with what matters to autistic people, future research should prioritise co-design with autistic individuals and families, embrace cultural responsiveness, and develop tools that can flexibly but consistently assess neurodiversity-affirming outcomes. These steps will support more ethical, inclusive, and meaningful goal-setting practices in autism research and support.Lay Abstract Autistic children, their families, and the people who support them often want different things from autism services. Some approaches still focus on teaching autistic children to behave more like non-autistic children, such as making eye contact or using spoken language. However, many autistic people and families are calling for support that values autistic ways of being and prioritises well-being, comfort, and meaningful participation. This systematic review brought together findings from 15 research studies published in the last 10 years. These studies explored what goals matter most to autistic adults, parents, and professionals when supporting autistic children aged 0–12. We reviewed studies that used interviews, surveys, or mixed methods and assessed their quality using standard research checklists. Across studies, several shared priorities emerged. Communication was important to everyone, but in broad terms supporting children to express themselves in the ways that work best for them, including through alternative augmentative communication or non-spoken communication. Stakeholders also consistently valued children’s emotional well-being, mental health, and feeling safe and understood. Many studies highlighted the importance of autonomy, including supporting children to make choices, develop a sense of identity, and have control in their daily lives. Traditional goals such as reducing autistic traits, encouraging eye contact, or teaching neurotypical social skills were often rated as less important. There was strong agreement that supports should help children build comfort, confidence, and inclusion rather than force conformity. En ligne : https://dx.doi.org/10.1177/13623613261433132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

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