“I Accept Them, They Accept Me, We Enjoy Our Time Together”: Autistic Adults’ Preferences and Perceptions of Relationships With Other Autistic People / Hannah MINNELL in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2000-2014 Titre : “I Accept Them, They Accept Me, We Enjoy Our Time Together”: Autistic Adults’ Preferences and Perceptions of Relationships With Other Autistic People Type de document : texte imprimé Auteurs : Hannah MINNELL, Auteur ; Hannah WADDINGTON, Auteur ; Phoebe JORDAN, Auteur ; Beth NOBLE, Auteur ; Chris J. BOWDEN, Auteur Article en page(s) : p.2000-2014 Langues : Anglais (eng) Mots-clés : autism  relationship  autistic adults  perception  preference  qualitative Index. décimale : PER Périodiques Résumé : Autistic adults may have distinct relationship preferences and perceptions compared to non-autistic individuals. The Double Empathy Problem suggests that autistic people often experience greater mutual understanding and connection when interacting with other autistic individuals. While some research has examined these relationships, few studies have focused on a range of relationship types. This study aimed to address this gap by qualitatively exploring how autistic adults prefer and perceive their relationships with other autistic people across friendships, romantic relationships, mentoring/support, employment, and volunteering relationships. We surveyed autistic adults living in Australia and New Zealand to better understand their preferences and perceptions regarding these relationships. Written responses from 142 participants were analysed using a reflexive thematic analysis framework. Many autistic adults valued intersubjectivity, mutual understanding, and acceptance in their relationships with other autistic individuals. Within these relationships, they could be authentic and unmask; however, they also had to consider and balance their relational capacity. In addition, some participants experienced conflict in their relationships due to differences in compatibility. While within-neurotype relationships are beneficial for many autistic individuals, they are not always seamless, and challenges and conflicts can still arise. Like all relationships, autistic–autistic relationships are complex and nuanced.Lay Abstract Many autistic people enjoy spending time with other autistic individuals because they feel more comfortable and better understood in these relationships. While some research has explored autistic adults’ relationships with other autistic people, less is known about their preferences and perceptions within these relationships. To learn more, we surveyed autistic adults in Australia and New Zealand about a range of relationship types they may have with other autistic people (i.e. friendships, romantic relationships, mentoring/support, employment, and volunteering relationships). We then analysed written responses from 142 participants using a reflexive thematic analysis to identify themes within the data set. Participants valued intersubjectivity, mutual understanding, acceptance, and a sense of belonging and described being able to unmask and be authentic in these relationships. However, they also had to consider and balance their relational capacity. While shared neurotype was important, other factors like shared interests, values, and emotional compatibility also influenced relationship satisfaction. Some participants also described challenges or conflicts due to differences in compatibility. These findings highlight that many autistic adults have meaningful relationships with other autistic people, challenging a deficit-based perspective. At the same time, they show that shared neurotype alone does not guarantee compatibility. Instead, the Double Empathy Problem should be understood as a spectrum influenced by factors such as shared life experience and social understanding, reminding us that, like all relationships, those between autistic people are complex and nuanced. En ligne : https://dx.doi.org/10.1177/13623613261451898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] “I Accept Them, They Accept Me, We Enjoy Our Time Together”: Autistic Adults’ Preferences and Perceptions of Relationships With Other Autistic People [texte imprimé] / Hannah MINNELL, Auteur ; Hannah WADDINGTON, Auteur ; Phoebe JORDAN, Auteur ; Beth NOBLE, Auteur ; Chris J. BOWDEN, Auteur . - p.2000-2014. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2000-2014 Mots-clés : autism  relationship  autistic adults  perception  preference  qualitative Index. décimale : PER Périodiques Résumé : Autistic adults may have distinct relationship preferences and perceptions compared to non-autistic individuals. The Double Empathy Problem suggests that autistic people often experience greater mutual understanding and connection when interacting with other autistic individuals. While some research has examined these relationships, few studies have focused on a range of relationship types. This study aimed to address this gap by qualitatively exploring how autistic adults prefer and perceive their relationships with other autistic people across friendships, romantic relationships, mentoring/support, employment, and volunteering relationships. We surveyed autistic adults living in Australia and New Zealand to better understand their preferences and perceptions regarding these relationships. Written responses from 142 participants were analysed using a reflexive thematic analysis framework. Many autistic adults valued intersubjectivity, mutual understanding, and acceptance in their relationships with other autistic individuals. Within these relationships, they could be authentic and unmask; however, they also had to consider and balance their relational capacity. In addition, some participants experienced conflict in their relationships due to differences in compatibility. While within-neurotype relationships are beneficial for many autistic individuals, they are not always seamless, and challenges and conflicts can still arise. Like all relationships, autistic–autistic relationships are complex and nuanced.Lay Abstract Many autistic people enjoy spending time with other autistic individuals because they feel more comfortable and better understood in these relationships. While some research has explored autistic adults’ relationships with other autistic people, less is known about their preferences and perceptions within these relationships. To learn more, we surveyed autistic adults in Australia and New Zealand about a range of relationship types they may have with other autistic people (i.e. friendships, romantic relationships, mentoring/support, employment, and volunteering relationships). We then analysed written responses from 142 participants using a reflexive thematic analysis to identify themes within the data set. Participants valued intersubjectivity, mutual understanding, acceptance, and a sense of belonging and described being able to unmask and be authentic in these relationships. However, they also had to consider and balance their relational capacity. While shared neurotype was important, other factors like shared interests, values, and emotional compatibility also influenced relationship satisfaction. Some participants also described challenges or conflicts due to differences in compatibility. These findings highlight that many autistic adults have meaningful relationships with other autistic people, challenging a deficit-based perspective. At the same time, they show that shared neurotype alone does not guarantee compatibility. Instead, the Double Empathy Problem should be understood as a spectrum influenced by factors such as shared life experience and social understanding, reminding us that, like all relationships, those between autistic people are complex and nuanced. En ligne : https://dx.doi.org/10.1177/13623613261451898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

'I wouldn?t want one or the other': Understanding parents' preferences for direct support or parent coaching for young autistic children / Phoebe JORDAN in Autism, 29-3 (March 2025)  

Public ISBD [article]  inAutism > 29-3 (March 2025) . - p.740-753 Titre : 'I wouldn?t want one or the other': Understanding parents' preferences for direct support or parent coaching for young autistic children Type de document : texte imprimé Auteurs : Phoebe JORDAN, Auteur ; Carla WALLACE-WATKIN, Auteur ; Jessica TUPOU, Auteur ; Sarah PILLAR, Auteur ; Hannah WADDINGTON, Auteur Article en page(s) : p.740-753 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There has been considerable research into the barriers and facilitators of coaching parents of autistic children. However, little is known about parents' preferences for this approach compared to support provided directly by a clinician to an autistic or ... En ligne : https://dx.doi.org/10.1177/13623613241287300 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] 'I wouldn?t want one or the other': Understanding parents' preferences for direct support or parent coaching for young autistic children [texte imprimé] / Phoebe JORDAN, Auteur ; Carla WALLACE-WATKIN, Auteur ; Jessica TUPOU, Auteur ; Sarah PILLAR, Auteur ; Hannah WADDINGTON, Auteur . - p.740-753. Langues : Anglais (eng) in Autism > 29-3 (March 2025) . - p.740-753 Index. décimale : PER Périodiques Résumé : There has been considerable research into the barriers and facilitators of coaching parents of autistic children. However, little is known about parents' preferences for this approach compared to support provided directly by a clinician to an autistic or ... En ligne : https://dx.doi.org/10.1177/13623613241287300 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

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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