Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma / Jennifer HA in Research in Autism, 130 (February 2026)  

Public ISBD [article]  inResearch in Autism > 130 (February 2026) . - p.202773 Titre : Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma Type de document : texte imprimé Auteurs : Jennifer HA, Auteur ; Hayden CHRISTENSEN, Auteur ; Jac’lyn BERA, Auteur ; Megan E. GOLSON, Auteur ; Benjamin COVINGTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur Article en page(s) : p.202773 Langues : Anglais (eng) Mots-clés : Autism  Autism knowledge  Autism stigma  Autism knowledge intervention Index. décimale : PER Périodiques Résumé : Background Rates of autism diagnosis have steadily increased in recent years, underscoring the need for greater public knowledge and understanding of autism. Although previous studies have shown that increasing autism knowledge can reduce stigma, little is known about how different modes of delivering educational content influence these outcomes. The present study explored the effectiveness of brief autism knowledge interventions delivered through various modalities at increasing autism knowledge and reducing stigma. Methods A total of 148 participants were randomly assigned to one of four intervention conditions (video, video with autistic narrator, audio-only, visual-only) and completed autism knowledge and stigma measures pre- and post-participation. We hypothesized that a video intervention, specifically with an autistic narrator, would be more effective at increasing autism knowledge and decreasing autism stigma compared to other intervention modalities. Results Results showed that autism knowledge increased from pre- to post-intervention, F(1, 144) = 243.75, p < .001, η2 = .63, but no significant difference between intervention conditions was found, F(3, 144) = 0.68, p = .57, η2 = 0.01, indicating that participants improved their autism knowledge regardless of which autism knowledge intervention they received. Autism stigma had similar results, showing a decrease in autism stigma across all intervention conditions, F(1, 144) = 20.01, p < .001, η2 = 0.12, and no difference between intervention conditions, F(3, 144) = 0.76, p = .52, η2 = 0.02. Conclusion Findings revealed significant autism knowledge increases and autism stigma decreases irrespective of intervention condition. This suggests that intervention formats can be chosen based on accessibility and feasibility. A variety of intervention modalities may be effective at increasing autism knowledge and that the information provided during the intervention is more impactful than the delivery modality. En ligne : https://doi.org/10.1016/j.reia.2025.202773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Effectiveness of different modalities of autism knowledge interventions on autism knowledge and stigma [texte imprimé] / Jennifer HA, Auteur ; Hayden CHRISTENSEN, Auteur ; Jac’lyn BERA, Auteur ; Megan E. GOLSON, Auteur ; Benjamin COVINGTON, Auteur ; Maryellen Brunson MCCLAIN, Auteur . - p.202773. Langues : Anglais (eng) in Research in Autism > 130 (February 2026) . - p.202773 Mots-clés : Autism  Autism knowledge  Autism stigma  Autism knowledge intervention Index. décimale : PER Périodiques Résumé : Background Rates of autism diagnosis have steadily increased in recent years, underscoring the need for greater public knowledge and understanding of autism. Although previous studies have shown that increasing autism knowledge can reduce stigma, little is known about how different modes of delivering educational content influence these outcomes. The present study explored the effectiveness of brief autism knowledge interventions delivered through various modalities at increasing autism knowledge and reducing stigma. Methods A total of 148 participants were randomly assigned to one of four intervention conditions (video, video with autistic narrator, audio-only, visual-only) and completed autism knowledge and stigma measures pre- and post-participation. We hypothesized that a video intervention, specifically with an autistic narrator, would be more effective at increasing autism knowledge and decreasing autism stigma compared to other intervention modalities. Results Results showed that autism knowledge increased from pre- to post-intervention, F(1, 144) = 243.75, p < .001, η2 = .63, but no significant difference between intervention conditions was found, F(3, 144) = 0.68, p = .57, η2 = 0.01, indicating that participants improved their autism knowledge regardless of which autism knowledge intervention they received. Autism stigma had similar results, showing a decrease in autism stigma across all intervention conditions, F(1, 144) = 20.01, p < .001, η2 = 0.12, and no difference between intervention conditions, F(3, 144) = 0.76, p = .52, η2 = 0.02. Conclusion Findings revealed significant autism knowledge increases and autism stigma decreases irrespective of intervention condition. This suggests that intervention formats can be chosen based on accessibility and feasibility. A variety of intervention modalities may be effective at increasing autism knowledge and that the information provided during the intervention is more impactful than the delivery modality. En ligne : https://doi.org/10.1016/j.reia.2025.202773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Sociodemographic Differences Impact the Perceived Importance of Social Communication and Interaction Behaviors / Camille J. WYNN 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.2246-2257 Titre : Sociodemographic Differences Impact the Perceived Importance of Social Communication and Interaction Behaviors Type de document : texte imprimé Auteurs : Camille J. WYNN, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Tyus T. ROANHORSE, Auteur ; Megan E. GOLSON, Auteur ; Bryn HARRIS, Auteur ; Jac’lyn BERA, Auteur ; Rabbiya SHAHID, Auteur Article en page(s) : p.2246-2257 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The evaluation of social communication and interaction (SC/I) behaviors is foundational to the autism identification process. However, this type of evaluation is made difficult by the fact that SC/I is a construct in which perceptions and expectations are largely influenced by norms and attitudes of different sociodemographic groups. While there are many factors that influence differences in SC/I behaviors across sociodemographic groups, one factor that may be especially important is the perceived value of these behaviors. The purpose of this study is to investigate which sociodemographic factors influence the perceived importance of SC/I behaviors among caregivers of children and adolescents. Caregivers (n = 398) living in the United States completed the Social Communication and Interaction Perceptions Scale (SCIPS). Linear mixed-effect models were used to investigate the relationship between the perceived importance of SC/I behaviors and seven sociodemographic factors as well as determine if this relationship was moderated by SC/I behavior type (i.e., foundational vs. advanced behaviors). Several different sociodemographic factors (i.e., caregiver race/ethnicity, caregiver gender, household income, child disability status, child age, child gender) were associated with caregiver ratings of the perceived importance of SC/I behaviors. This relation was, in some instances (i.e., caregiver race/ethnicity, caregiver gender, child disability status), moderated by whether the SC/I behaviors were foundational or advanced. Our findings highlight the importance of considering the values of caregivers regarding perceived SC/I importance during the autism identification process. En ligne : https://doi.org/10.1007/s10803-024-06711-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Sociodemographic Differences Impact the Perceived Importance of Social Communication and Interaction Behaviors [texte imprimé] / Camille J. WYNN, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Tyus T. ROANHORSE, Auteur ; Megan E. GOLSON, Auteur ; Bryn HARRIS, Auteur ; Jac’lyn BERA, Auteur ; Rabbiya SHAHID, Auteur . - p.2246-2257. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2246-2257 Index. décimale : PER Périodiques Résumé : The evaluation of social communication and interaction (SC/I) behaviors is foundational to the autism identification process. However, this type of evaluation is made difficult by the fact that SC/I is a construct in which perceptions and expectations are largely influenced by norms and attitudes of different sociodemographic groups. While there are many factors that influence differences in SC/I behaviors across sociodemographic groups, one factor that may be especially important is the perceived value of these behaviors. The purpose of this study is to investigate which sociodemographic factors influence the perceived importance of SC/I behaviors among caregivers of children and adolescents. Caregivers (n = 398) living in the United States completed the Social Communication and Interaction Perceptions Scale (SCIPS). Linear mixed-effect models were used to investigate the relationship between the perceived importance of SC/I behaviors and seven sociodemographic factors as well as determine if this relationship was moderated by SC/I behavior type (i.e., foundational vs. advanced behaviors). Several different sociodemographic factors (i.e., caregiver race/ethnicity, caregiver gender, household income, child disability status, child age, child gender) were associated with caregiver ratings of the perceived importance of SC/I behaviors. This relation was, in some instances (i.e., caregiver race/ethnicity, caregiver gender, child disability status), moderated by whether the SC/I behaviors were foundational or advanced. Our findings highlight the importance of considering the values of caregivers regarding perceived SC/I importance during the autism identification process. En ligne : https://doi.org/10.1007/s10803-024-06711-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

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