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Auteur William MANDY |
Documents disponibles écrits par cet auteur (40)
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Phenomenology of gender dysphoria in autism: a multiperspective qualitative analysis / Kate COOPER in Journal of Child Psychology and Psychiatry, 64-2 (February 2023)
[article]
Titre : Phenomenology of gender dysphoria in autism: a multiperspective qualitative analysis Type de document : Texte imprimé et/ou numérique Auteurs : Kate COOPER, Auteur ; William MANDY, Auteur ; Catherine BUTLER, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.265-276 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Autistic people are overrepresented in gender clinic settings, but limited evidence is available to guide clinical decision making for this patient group. We aimed to generate a comprehensive understanding of the phenomenology of gender dysphoria in autistic people. Methods We conducted a multi-perspectival interpretative phenomenological analysis (IPA), from five different perspectives; autistic young people and adults with experience of gender dysphoria, parents of young people, and clinicians working with autistic people with gender dysphoria in both adult and young person settings (n = 68). Results IPA analysis resulted in two themes, ˜discovering gender identity’ and ˜the complexities of moving towards gender comfort’. Participants agreed that there was often an interaction between gender dysphoria and features of autism such as sensory sensitivities. There was relative consensus across groups about the need for autism adaptations to be made in gender clinics. Autistic adults were more likely to see autism as an important identity than young people, but both groups were clear that autism did not impair their understanding of gender. In contrast, some parents and clinicians working with young people expressed concern that autism did impact self-understanding. Discussion While the groups tended to agree on the ways in which particular features of autism can compound gender dysphoria, there were a range of perspectives on the ways in which autism impacted on self-knowledge. Conclusion Recommendations for adaptations when working with autistic people with gender dysphoria are presented. En ligne : https://doi.org/10.1111/jcpp.13691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492
in Journal of Child Psychology and Psychiatry > 64-2 (February 2023) . - p.265-276[article] Phenomenology of gender dysphoria in autism: a multiperspective qualitative analysis [Texte imprimé et/ou numérique] / Kate COOPER, Auteur ; William MANDY, Auteur ; Catherine BUTLER, Auteur ; Ailsa RUSSELL, Auteur . - p.265-276.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 64-2 (February 2023) . - p.265-276
Index. décimale : PER Périodiques Résumé : Background Autistic people are overrepresented in gender clinic settings, but limited evidence is available to guide clinical decision making for this patient group. We aimed to generate a comprehensive understanding of the phenomenology of gender dysphoria in autistic people. Methods We conducted a multi-perspectival interpretative phenomenological analysis (IPA), from five different perspectives; autistic young people and adults with experience of gender dysphoria, parents of young people, and clinicians working with autistic people with gender dysphoria in both adult and young person settings (n = 68). Results IPA analysis resulted in two themes, ˜discovering gender identity’ and ˜the complexities of moving towards gender comfort’. Participants agreed that there was often an interaction between gender dysphoria and features of autism such as sensory sensitivities. There was relative consensus across groups about the need for autism adaptations to be made in gender clinics. Autistic adults were more likely to see autism as an important identity than young people, but both groups were clear that autism did not impair their understanding of gender. In contrast, some parents and clinicians working with young people expressed concern that autism did impact self-understanding. Discussion While the groups tended to agree on the ways in which particular features of autism can compound gender dysphoria, there were a range of perspectives on the ways in which autism impacted on self-knowledge. Conclusion Recommendations for adaptations when working with autistic people with gender dysphoria are presented. En ligne : https://doi.org/10.1111/jcpp.13691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 Publishing standards for promoting excellence in autism research / Sue FLETCHER-WATSON in Autism, 26-6 (August 2022)
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Titre : Publishing standards for promoting excellence in autism research Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; Sven BÖLTE, Auteur ; Catherine J. CROMPTON, Auteur ; Desi JONES, Auteur ; Meng-Chuan LAI, Auteur ; William MANDY, Auteur ; Liz PELLICANO, Auteur ; Aubyn STAHMER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; David MANDELL, Auteur Article en page(s) : p.1501-1504 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Publishing Quality Improvement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211019830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-6 (August 2022) . - p.1501-1504[article] Publishing standards for promoting excellence in autism research [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; Sven BÖLTE, Auteur ; Catherine J. CROMPTON, Auteur ; Desi JONES, Auteur ; Meng-Chuan LAI, Auteur ; William MANDY, Auteur ; Liz PELLICANO, Auteur ; Aubyn STAHMER, Auteur ; Julie LOUNDS TAYLOR, Auteur ; David MANDELL, Auteur . - p.1501-1504.
Langues : Anglais (eng)
in Autism > 26-6 (August 2022) . - p.1501-1504
Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Publishing Quality Improvement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/13623613211019830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 “Putting on My Best Normal”: Social Camouflaging in Adults with Autism Spectrum Conditions / Laura HULL in Journal of Autism and Developmental Disorders, 47-8 (August 2017)
[article]
Titre : “Putting on My Best Normal”: Social Camouflaging in Adults with Autism Spectrum Conditions Type de document : Texte imprimé et/ou numérique Auteurs : Laura HULL, Auteur ; K. V. PETRIDES, Auteur ; Carrie ALLISON, Auteur ; Paula SMITH, Auteur ; Simon BARON-COHEN, Auteur ; Meng-Chuan LAI, Auteur ; William MANDY, Auteur Article en page(s) : p.2519-2534 Langues : Anglais (eng) Mots-clés : Autism Camouflaging Coping Sex Gender Social adapation Index. décimale : PER Périodiques Résumé : Camouflaging of autistic characteristics in social situations is hypothesised as a common social coping strategy for adults with autism spectrum conditions (ASC). Camouflaging may impact diagnosis, quality of life, and long-term outcomes, but little is known about it. This qualitative study examined camouflaging experiences in 92 adults with ASC, with questions focusing on the nature, motivations, and consequences of camouflaging. Thematic analysis was used to identify key elements of camouflaging, which informed development of a three-stage model of the camouflaging process. First, motivations for camouflaging included fitting in and increasing connections with others. Second, camouflaging itself comprised a combination of masking and compensation techniques. Third, short- and long-term consequences of camouflaging included exhaustion, challenging stereotypes, and threats to self-perception. En ligne : https://doi.org/10.1007/s10803-017-3166-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315
in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2519-2534[article] “Putting on My Best Normal”: Social Camouflaging in Adults with Autism Spectrum Conditions [Texte imprimé et/ou numérique] / Laura HULL, Auteur ; K. V. PETRIDES, Auteur ; Carrie ALLISON, Auteur ; Paula SMITH, Auteur ; Simon BARON-COHEN, Auteur ; Meng-Chuan LAI, Auteur ; William MANDY, Auteur . - p.2519-2534.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2519-2534
Mots-clés : Autism Camouflaging Coping Sex Gender Social adapation Index. décimale : PER Périodiques Résumé : Camouflaging of autistic characteristics in social situations is hypothesised as a common social coping strategy for adults with autism spectrum conditions (ASC). Camouflaging may impact diagnosis, quality of life, and long-term outcomes, but little is known about it. This qualitative study examined camouflaging experiences in 92 adults with ASC, with questions focusing on the nature, motivations, and consequences of camouflaging. Thematic analysis was used to identify key elements of camouflaging, which informed development of a three-stage model of the camouflaging process. First, motivations for camouflaging included fitting in and increasing connections with others. Second, camouflaging itself comprised a combination of masking and compensation techniques. Third, short- and long-term consequences of camouflaging included exhaustion, challenging stereotypes, and threats to self-perception. En ligne : https://doi.org/10.1007/s10803-017-3166-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315 Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study / Alana WHITLOCK in Autism Research, 13-8 (August 2020)
[article]
Titre : Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study Type de document : Texte imprimé et/ou numérique Auteurs : Alana WHITLOCK, Auteur ; Kate FULTON, Auteur ; Meng-Chuan LAI, Auteur ; Elizabeth PELLICANO, Auteur ; William MANDY, Auteur Article en page(s) : p.1358-1372 Langues : Anglais (eng) Mots-clés : autism educator female gender recognition sex stereotype teacher Index. décimale : PER Périodiques Résumé : Autism has long been considered a predominantly male condition. It is increasingly understood, however, that autistic females are under-recognized. This may reflect gender stereotyping, whereby symptoms are missed in females, because it is assumed that autism is mainly a male condition. Also, some autistic girls and women may go unrecognized because there is a "female autism phenotype" (i.e., a female-typical autism presentation), which does not fit current, male-centric views of autism. Potential biases shown by educators, in their role as gatekeepers for an autism assessment, may represent a barrier to the recognition of autism in females. We used vignettes describing autistic children to test: (a) whether gender stereotyping occurs, whereby educators rate males as more likely to be autistic, compared to females with identical symptoms; (b) whether recognition is affected by sex/gender influences on autistic presentation, whereby children showing the male autism phenotype are rated as more likely to be autistic than those with the female phenotype. Ratings by primary school educators showed a significant main effect of both gender and presentation (male phenotype vs. female phenotype) on estimations of the child in the vignette being autistic: respondents showed a bias against girls and the female autism phenotype. There was also an interaction: female gender had an effect on ratings of the female phenotype, but not on the male phenotype vignette. These findings suggest that primary school educators are less sensitive to autism in girls, through under-recognition of the female autism phenotype and a higher sensitivity to autism in males. LAY SUMMARY: Educators have an important role in identifying children who need an autism assessment, so gaps in their knowledge about how autism presents in girls could contribute to the under-diagnosis of autistic girls. By asking educators to identify autism when presented with fictional descriptions of children, this study found that educators were less able to recognize what autism "looks like" in girls. Also, when given identical descriptions of autistic boys and girls, educators were more likely to identify autism in boys. These results suggest that primary school educators might need extra help to improve the recognition of girls on the autism spectrum. Autism Res 2020, 13: 1358-1372. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Autism Research > 13-8 (August 2020) . - p.1358-1372[article] Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study [Texte imprimé et/ou numérique] / Alana WHITLOCK, Auteur ; Kate FULTON, Auteur ; Meng-Chuan LAI, Auteur ; Elizabeth PELLICANO, Auteur ; William MANDY, Auteur . - p.1358-1372.
Langues : Anglais (eng)
in Autism Research > 13-8 (August 2020) . - p.1358-1372
Mots-clés : autism educator female gender recognition sex stereotype teacher Index. décimale : PER Périodiques Résumé : Autism has long been considered a predominantly male condition. It is increasingly understood, however, that autistic females are under-recognized. This may reflect gender stereotyping, whereby symptoms are missed in females, because it is assumed that autism is mainly a male condition. Also, some autistic girls and women may go unrecognized because there is a "female autism phenotype" (i.e., a female-typical autism presentation), which does not fit current, male-centric views of autism. Potential biases shown by educators, in their role as gatekeepers for an autism assessment, may represent a barrier to the recognition of autism in females. We used vignettes describing autistic children to test: (a) whether gender stereotyping occurs, whereby educators rate males as more likely to be autistic, compared to females with identical symptoms; (b) whether recognition is affected by sex/gender influences on autistic presentation, whereby children showing the male autism phenotype are rated as more likely to be autistic than those with the female phenotype. Ratings by primary school educators showed a significant main effect of both gender and presentation (male phenotype vs. female phenotype) on estimations of the child in the vignette being autistic: respondents showed a bias against girls and the female autism phenotype. There was also an interaction: female gender had an effect on ratings of the female phenotype, but not on the male phenotype vignette. These findings suggest that primary school educators are less sensitive to autism in girls, through under-recognition of the female autism phenotype and a higher sensitivity to autism in males. LAY SUMMARY: Educators have an important role in identifying children who need an autism assessment, so gaps in their knowledge about how autism presents in girls could contribute to the under-diagnosis of autistic girls. By asking educators to identify autism when presented with fictional descriptions of children, this study found that educators were less able to recognize what autism "looks like" in girls. Also, when given identical descriptions of autistic boys and girls, educators were more likely to identify autism in boys. These results suggest that primary school educators might need extra help to improve the recognition of girls on the autism spectrum. Autism Res 2020, 13: 1358-1372. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Sex/Gender Differences in Camouflaging in Children and Adolescents with Autism / Henry WOOD-DOWNIE in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Sex/Gender Differences in Camouflaging in Children and Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Henry WOOD-DOWNIE, Auteur ; Bonnie WONG, Auteur ; Hanna KOVSHOFF, Auteur ; William MANDY, Auteur ; Laura HULL, Auteur ; Julie A. HADWIN, Auteur Article en page(s) : p.1353-1364 Langues : Anglais (eng) Mots-clés : Autism Camouflaging Compensation Masking Reciprocity Sex/gender differences Theory of mind Index. décimale : PER Périodiques Résumé : This study investigated sex/gender differences in camouflaging with children and adolescents (N?=?84) with and without an autism diagnosis/increased levels of autistic traits using two conceptualisations/operationalisations of camouflaging. A significant group-by-gender interaction using ANCOVA, with the covariate of verbal IQ, reflected similar levels of social reciprocity in autistic and neurotypical females, whereas autistic males had lower reciprocity than neurotypical males. Autistic females also had higher reciprocity than autistic males, despite similar levels of autistic traits (behavioural camouflaging). Additionally, autistic males and females had similar theory of mind skills, despite females having increased reciprocity (compensatory camouflaging). These findings provide evidence of increased camouflaging in autistic females, which may contribute to delay in the recognition of difficulties and provision of support. En ligne : http://dx.doi.org/10.1007/s10803-020-04615-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1353-1364[article] Sex/Gender Differences in Camouflaging in Children and Adolescents with Autism [Texte imprimé et/ou numérique] / Henry WOOD-DOWNIE, Auteur ; Bonnie WONG, Auteur ; Hanna KOVSHOFF, Auteur ; William MANDY, Auteur ; Laura HULL, Auteur ; Julie A. HADWIN, Auteur . - p.1353-1364.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1353-1364
Mots-clés : Autism Camouflaging Compensation Masking Reciprocity Sex/gender differences Theory of mind Index. décimale : PER Périodiques Résumé : This study investigated sex/gender differences in camouflaging with children and adolescents (N?=?84) with and without an autism diagnosis/increased levels of autistic traits using two conceptualisations/operationalisations of camouflaging. A significant group-by-gender interaction using ANCOVA, with the covariate of verbal IQ, reflected similar levels of social reciprocity in autistic and neurotypical females, whereas autistic males had lower reciprocity than neurotypical males. Autistic females also had higher reciprocity than autistic males, despite similar levels of autistic traits (behavioural camouflaging). Additionally, autistic males and females had similar theory of mind skills, despite females having increased reciprocity (compensatory camouflaging). These findings provide evidence of increased camouflaging in autistic females, which may contribute to delay in the recognition of difficulties and provision of support. En ligne : http://dx.doi.org/10.1007/s10803-020-04615-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Should all young children be screened for autism spectrum disorder? / David MANDELL in Autism, 19-8 (November 2015)
PermalinkThe Cognitive Profile in Autism Spectrum Disorders / William MANDY in Key Issues in Mental Health, 180 (2015)
PermalinkThe Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype / Sarah BARGIELA in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
PermalinkThe lived experience of gender dysphoria in autistic adults: An interpretative phenomenological analysis / Kate COOPER in Autism, 26-4 (May 2022)
PermalinkThe transition from primary to secondary school in mainstream education for children with autism spectrum disorder / William MANDY in Autism, 20-1 (January 2016)
PermalinkPermalinkTrajectories of autistic social traits in childhood and adolescence and disordered eating behaviours at age 14 years: A UK general population cohort study / Francesca SOLMI in Journal of Child Psychology and Psychiatry, 62-1 (January 2021)
PermalinkUsing the Autism-Spectrum Quotient to Measure Autistic Traits in Anorexia Nervosa: A Systematic Review and Meta-Analysis / Heather WESTWOOD in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
PermalinkUtility of the 3Di Short Version for the Diagnostic Assessment of Autism Spectrum Disorder and Compatibility with DSM-5 / Geerte SLAPPENDEL in Journal of Autism and Developmental Disorders, 46-5 (May 2016)
PermalinkVariability in the common genetic architecture of social-communication spectrum phenotypes during childhood and adolescence / Beate ST POURCAIN in Molecular Autism, (February 2014)
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