Gaming in the intervention and support process: A realist evaluation of a gaming-based programme / Abi LILFORD ; Vy NGUYEN ; Erin WALKER ; Haw Huei WEE ; Olov FALKMER ; Sarah MCGARRY in Autism, 29-7 (July 2025)  

Public ISBD [article]  inAutism > 29-7 (July 2025) . - p.1688-1699 Titre : Gaming in the intervention and support process: A realist evaluation of a gaming-based programme Type de document : texte imprimé Auteurs : Abi LILFORD, Auteur ; Vy NGUYEN, Auteur ; Erin WALKER, Auteur ; Haw Huei WEE, Auteur ; Olov FALKMER, Auteur ; Sarah MCGARRY, Auteur Article en page(s) : p.1688-1699 Langues : Anglais (eng) Mots-clés : autism  social connection  strengths-based  video-games Index. décimale : PER Périodiques Résumé : Using games as part of the intervention and support process (sometimes referred to as 'gaming therapy") is an increasingly popular method of supporting autistic youth to develop social competencies and other skills because they are believed to be inherently motivating and fun for youth. Some emerging research has indicated that intervention programmes using games can be beneficial for autistic youth, but little is currently known about why, how and for whom they work. This study conducted a realist evaluation of a programme using the video game "Minecraft" for autistic youth, comprising interviews and observations with autistic youth (n = 4), facilitators (n = 2) and caregivers (n = 6). Findings from interviews and observations suggest that leveraging strengths, sharing power by placing youth in the 'expert role" and learning in a naturalistic and motivating environment provided youth with the opportunities to develop social competencies in communicating their wants and needs and supported the development of social connections, independence and emotion regulation. The results of this realist evaluation may provide a framework for future intervention and support programmes using video games.Lay abstract Using games as part of the intervention and support process (sometimes called 'gaming therapy") is increasingly used with autistic youth. Gaming is believed to be fun, motivating, and helpful in supporting autistic youth to develop social connections and skills, but very little research has explored this. In this study, we looked at a gaming-based programme that uses Minecraft. We did interviews and observations with youth, facilitators and caregivers of youth to find out why, how and for whom it works. We found that the gaming-based programme could be particularly motivating for youth interested in video games. Facilitators shared the interests of the youth and shared power by placing youth in the 'expert role", while providing youth with opportunities to learn and develop in their own way. Feedback from youth, their caregivers and facilitators suggests that the gaming-based programme might help youth develop social connections, independence and emotion regulation. The results of this realist evaluation may provide a framework for future gaming-based programmes. En ligne : https://dx.doi.org/10.1177/13623613251320542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Gaming in the intervention and support process: A realist evaluation of a gaming-based programme [texte imprimé] / Abi LILFORD, Auteur ; Vy NGUYEN, Auteur ; Erin WALKER, Auteur ; Haw Huei WEE, Auteur ; Olov FALKMER, Auteur ; Sarah MCGARRY, Auteur . - p.1688-1699. Langues : Anglais (eng) in Autism > 29-7 (July 2025) . - p.1688-1699 Mots-clés : autism  social connection  strengths-based  video-games Index. décimale : PER Périodiques Résumé : Using games as part of the intervention and support process (sometimes referred to as 'gaming therapy") is an increasingly popular method of supporting autistic youth to develop social competencies and other skills because they are believed to be inherently motivating and fun for youth. Some emerging research has indicated that intervention programmes using games can be beneficial for autistic youth, but little is currently known about why, how and for whom they work. This study conducted a realist evaluation of a programme using the video game "Minecraft" for autistic youth, comprising interviews and observations with autistic youth (n = 4), facilitators (n = 2) and caregivers (n = 6). Findings from interviews and observations suggest that leveraging strengths, sharing power by placing youth in the 'expert role" and learning in a naturalistic and motivating environment provided youth with the opportunities to develop social competencies in communicating their wants and needs and supported the development of social connections, independence and emotion regulation. The results of this realist evaluation may provide a framework for future intervention and support programmes using video games.Lay abstract Using games as part of the intervention and support process (sometimes called 'gaming therapy") is increasingly used with autistic youth. Gaming is believed to be fun, motivating, and helpful in supporting autistic youth to develop social connections and skills, but very little research has explored this. In this study, we looked at a gaming-based programme that uses Minecraft. We did interviews and observations with youth, facilitators and caregivers of youth to find out why, how and for whom it works. We found that the gaming-based programme could be particularly motivating for youth interested in video games. Facilitators shared the interests of the youth and shared power by placing youth in the 'expert role", while providing youth with opportunities to learn and develop in their own way. Feedback from youth, their caregivers and facilitators suggests that the gaming-based programme might help youth develop social connections, independence and emotion regulation. The results of this realist evaluation may provide a framework for future gaming-based programmes. En ligne : https://dx.doi.org/10.1177/13623613251320542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Service-level feasibility analysis of a mental health monitoring program for autistic college students / Annabelle M. MOURNET in Autism, 30-1 (January 2026)  

Public ISBD [article]  inAutism > 30-1 (January 2026) . - p.245-256 Titre : Service-level feasibility analysis of a mental health monitoring program for autistic college students Type de document : texte imprimé Auteurs : Annabelle M. MOURNET, Auteur ; Gentiana KUKAJ, Auteur ; Erin J. LIBSACK, Auteur ; Ellen WILKINSON, Auteur ; Ian BOBER, Auteur ; Erin WALKER, Auteur ; Vanessa H. BAL, Auteur Article en page(s) : p.245-256 Langues : Anglais (eng) Mots-clés : anxiety  autism  college students  depression  suicide Résumé : Screening for mental health concerns is essential to identify individuals whose risk would otherwise go unnoticed. Recognizing the need to address growing mental health concerns among autistic college students, we implemented a mental health screening and monitoring protocol within a university program devoted to supporting autistic college students. This article describes the process and service-level feasibility of implementing this program over the course of one academic year at a large public university in the Northeast United States. Anxiety, depression, and suicide risk were measured at four time points. Students with elevated risk of mental health symptoms were connected to mental health supports and received suicide risk assessments. Thirty-two individuals took part in the monitoring process across the academic year. The monitoring process identified 53 instances where monitoring, checking-in, or a risk assessment was indicated. Fourteen risk assessments occurred, and 12 students received at least one mental health referral. Leveraging interdisciplinary collaborations, the mental health monitoring program was able to connect numerous autistic college students facing mental health challenges to clinical resources. Rates of follow-up and referral highlight the significance of monitoring. Attention to the feasible integration of mental health supports into existing academic support programs for autistic students is warranted.Lay abstract Autistic college students often face conditions like depression, anxiety, and suicide risk. Recognizing a need to address these mental health concerns, we created a system to track aspects of mental health to help more quickly identify autistic college students who may need support. This article describes the monitoring process that took place primarily over one academic year. Thirty-two students were asked about their anxiety, depression, and suicide risk four times during the academic year. On 53 occasions, students were monitored or had a check-in with clinicians. Fourteen assessments took place to assess suicide risk, and 12 students were connected to mental health resources. This process involved many individuals working together to be able to help autistic students connect to mental health supports. The process required thoughtful collaboration across many people to make sure that it could be successful, and insights are provided to support other schools in doing something similar. Including this type of monitoring within existing academic programs for autistic students may help to make this easier to do at other universities. En ligne : https://dx.doi.org/10.1177/13623613251380445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Service-level feasibility analysis of a mental health monitoring program for autistic college students [texte imprimé] / Annabelle M. MOURNET, Auteur ; Gentiana KUKAJ, Auteur ; Erin J. LIBSACK, Auteur ; Ellen WILKINSON, Auteur ; Ian BOBER, Auteur ; Erin WALKER, Auteur ; Vanessa H. BAL, Auteur . - p.245-256. Langues : Anglais (eng) in Autism > 30-1 (January 2026) . - p.245-256 Mots-clés : anxiety  autism  college students  depression  suicide Résumé : Screening for mental health concerns is essential to identify individuals whose risk would otherwise go unnoticed. Recognizing the need to address growing mental health concerns among autistic college students, we implemented a mental health screening and monitoring protocol within a university program devoted to supporting autistic college students. This article describes the process and service-level feasibility of implementing this program over the course of one academic year at a large public university in the Northeast United States. Anxiety, depression, and suicide risk were measured at four time points. Students with elevated risk of mental health symptoms were connected to mental health supports and received suicide risk assessments. Thirty-two individuals took part in the monitoring process across the academic year. The monitoring process identified 53 instances where monitoring, checking-in, or a risk assessment was indicated. Fourteen risk assessments occurred, and 12 students received at least one mental health referral. Leveraging interdisciplinary collaborations, the mental health monitoring program was able to connect numerous autistic college students facing mental health challenges to clinical resources. Rates of follow-up and referral highlight the significance of monitoring. Attention to the feasible integration of mental health supports into existing academic support programs for autistic students is warranted.Lay abstract Autistic college students often face conditions like depression, anxiety, and suicide risk. Recognizing a need to address these mental health concerns, we created a system to track aspects of mental health to help more quickly identify autistic college students who may need support. This article describes the monitoring process that took place primarily over one academic year. Thirty-two students were asked about their anxiety, depression, and suicide risk four times during the academic year. On 53 occasions, students were monitored or had a check-in with clinicians. Fourteen assessments took place to assess suicide risk, and 12 students were connected to mental health resources. This process involved many individuals working together to be able to help autistic students connect to mental health supports. The process required thoughtful collaboration across many people to make sure that it could be successful, and insights are provided to support other schools in doing something similar. Including this type of monitoring within existing academic programs for autistic students may help to make this easier to do at other universities. En ligne : https://dx.doi.org/10.1177/13623613251380445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

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