A “Round, Bruising Sort of Pain”: Autistic Girls’ Social Camouflaging in Inclusive High School Settings / Brittney L. GOSCICKI 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.2282-2295 Titre : A “Round, Bruising Sort of Pain”: Autistic Girls’ Social Camouflaging in Inclusive High School Settings Type de document : texte imprimé Auteurs : Brittney L. GOSCICKI, Auteur ; Mattie E. SCOGGINS, Auteur ; Gabriela Herrera ESPINOSA, Auteur ; Robert M. HODAPP, Auteur Article en page(s) : p.2282-2295 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although autistic females often “camouflage” their autism, few studies examine the degree to which adolescent females demonstrate these behaviors in inclusive school settings. We examined: (a) the nature, extent, and underlying motivation of camouflaging in high school; (b) the extent to which autistic girls’ characteristics related to camouflaging settings, people, benefits, costs, and school supports; and (c) how girls’ open-ended descriptions agreed with closed-ended camouflaging ratings. Using quantitative and qualitative analyses, this study examined the extent, domains, costs, and benefits of autistic females’ school-based camouflaging. Thirty-one autistic female adolescents, all included in general education classrooms, answered rating and interview questions. Autistic females camouflaged most often in general education classrooms and with teachers and neurotypical peers that they did not know well; least often at home or with neurodivergent friends. Later age of diagnosis was associated with more camouflaging and camouflaging costs. Qualitative analyses revealed four themes: autistic identity; negative peer experiences; negative consequences of camouflaging; and value of neurodivergent friends. Some qualitative findings converged with quantitative findings, others diverged. Implications are discussed for research and practice for supporting autistic females in general education school settings. En ligne : https://doi.org/10.1007/s10803-024-06716-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] A “Round, Bruising Sort of Pain”: Autistic Girls’ Social Camouflaging in Inclusive High School Settings [texte imprimé] / Brittney L. GOSCICKI, Auteur ; Mattie E. SCOGGINS, Auteur ; Gabriela Herrera ESPINOSA, Auteur ; Robert M. HODAPP, Auteur . - p.2282-2295. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2282-2295 Index. décimale : PER Périodiques Résumé : Although autistic females often “camouflage” their autism, few studies examine the degree to which adolescent females demonstrate these behaviors in inclusive school settings. We examined: (a) the nature, extent, and underlying motivation of camouflaging in high school; (b) the extent to which autistic girls’ characteristics related to camouflaging settings, people, benefits, costs, and school supports; and (c) how girls’ open-ended descriptions agreed with closed-ended camouflaging ratings. Using quantitative and qualitative analyses, this study examined the extent, domains, costs, and benefits of autistic females’ school-based camouflaging. Thirty-one autistic female adolescents, all included in general education classrooms, answered rating and interview questions. Autistic females camouflaged most often in general education classrooms and with teachers and neurotypical peers that they did not know well; least often at home or with neurodivergent friends. Later age of diagnosis was associated with more camouflaging and camouflaging costs. Qualitative analyses revealed four themes: autistic identity; negative peer experiences; negative consequences of camouflaging; and value of neurodivergent friends. Some qualitative findings converged with quantitative findings, others diverged. Implications are discussed for research and practice for supporting autistic females in general education school settings. En ligne : https://doi.org/10.1007/s10803-024-06716-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Testing an Advocacy Program to Improve Service Access Among Latino Families of Autistic Youth: A Randomized Controlled Trial / Meghan M. BURKE in Autism Research, 18-8 (August 2025)  

Public ISBD [article]  inAutism Research > 18-8 (August 2025) . - p.1714-1724 Titre : Testing an Advocacy Program to Improve Service Access Among Latino Families of Autistic Youth: A Randomized Controlled Trial Type de document : texte imprimé Auteurs : Meghan M. BURKE, Auteur ; Saury RAMOS-TORRES, Auteur ; Gabriela Herrera ESPINOSA, Auteur ; Ana Lucia HINCAPIE, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Rocio PEREZ, Auteur ; Consuelo PUENTE, Auteur Article en page(s) : p.1714-1724 Langues : Anglais (eng) Mots-clés : advocacy  autism  Latino  services Index. décimale : PER Périodiques Résumé : ABSTRACT Families of transition-aged youth with autism often struggle to access services. Due to systemic barriers, Latino, Spanish-speaking families of autistic youth especially struggle to access services. One way to improve service access is through parent advocacy abilities (i.e., knowledge of adult services, advocacy abilities and comfort, empowerment). To improve parent advocacy abilities and, ultimately, service access, we conducted a randomized controlled trial to test the feasibility and efficacy of an advocacy program: ASISTIR (Apoyando a nueStros hIjo/as con autiSmo obTener servIcios de tRansición; Supporting our Children with Autism to Obtain Transition Services). Of the 30 participants who were retained for analyses, intervention (vs. waitlist-control) group participants demonstrated significant increases in knowledge about adult services, advocacy activities, advocacy skills and comfort, and empowerment. Further, intervention (vs. waitlist-control) group participants demonstrated significantly greater service access. Implications for research and practice are discussed. Trial Registration: clinicaltrials.gov: NCT06207149 En ligne : https://doi.org/10.1002/aur.70068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Testing an Advocacy Program to Improve Service Access Among Latino Families of Autistic Youth: A Randomized Controlled Trial [texte imprimé] / Meghan M. BURKE, Auteur ; Saury RAMOS-TORRES, Auteur ; Gabriela Herrera ESPINOSA, Auteur ; Ana Lucia HINCAPIE, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Rocio PEREZ, Auteur ; Consuelo PUENTE, Auteur . - p.1714-1724. Langues : Anglais (eng) in Autism Research > 18-8 (August 2025) . - p.1714-1724 Mots-clés : advocacy  autism  Latino  services Index. décimale : PER Périodiques Résumé : ABSTRACT Families of transition-aged youth with autism often struggle to access services. Due to systemic barriers, Latino, Spanish-speaking families of autistic youth especially struggle to access services. One way to improve service access is through parent advocacy abilities (i.e., knowledge of adult services, advocacy abilities and comfort, empowerment). To improve parent advocacy abilities and, ultimately, service access, we conducted a randomized controlled trial to test the feasibility and efficacy of an advocacy program: ASISTIR (Apoyando a nueStros hIjo/as con autiSmo obTener servIcios de tRansición; Supporting our Children with Autism to Obtain Transition Services). Of the 30 participants who were retained for analyses, intervention (vs. waitlist-control) group participants demonstrated significant increases in knowledge about adult services, advocacy activities, advocacy skills and comfort, and empowerment. Further, intervention (vs. waitlist-control) group participants demonstrated significantly greater service access. Implications for research and practice are discussed. Trial Registration: clinicaltrials.gov: NCT06207149 En ligne : https://doi.org/10.1002/aur.70068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

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