
- <Centre d'Information et de documentation du CRA Rhône-Alpes
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[n° ou bulletin] 28-8 - August 2024 [Texte imprimé et/ou numérique] . - 2024. Langues : Anglais (eng)
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Code-barres | Cote | Support | Localisation | Section | Disponibilité |
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PER0002177 | PER AUT | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


Reporting participatory methods and author positionality in autism / Sue FLETCHER-WATSON in Autism, 28-8 (August 2024)
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Titre : Reporting participatory methods and author positionality in autism Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur Article en page(s) : p.1869-1871 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241266950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.1869-1871[article] Reporting participatory methods and author positionality in autism [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur . - p.1869-1871.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.1869-1871
Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241266950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Problems with "problem behavior": A secondary systematic review of intervention research on transition-age autistic youth / Rachael MCKINNON ; Sarah MOHIUDDIN ; Shannon Crowley LAPOINT ; So Yoon KIM in Autism, 28-8 (August 2024)
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[article]
Titre : Problems with "problem behavior": A secondary systematic review of intervention research on transition-age autistic youth Type de document : Texte imprimé et/ou numérique Auteurs : Rachael MCKINNON, Auteur ; Sarah MOHIUDDIN, Auteur ; Shannon Crowley LAPOINT, Auteur ; So Yoon KIM, Auteur Article en page(s) : p.1872-1888 Langues : Anglais (eng) Mots-clés : autism challenging behavior intervention problem behavior transition Index. décimale : PER Périodiques Résumé : In this secondary systematic review of single-case and controlled group design intervention studies conducted with transition-age autistic youth, we examined features of 48 studies with 273 participants that measured at least one "problem behavior" outcome (Prospero registration number: 231764). We searched 11 databases for relevant studies, and the final search date was November 2022. Our primary aims were to determine how problem behaviors were defined and selected for reduction, how functions were determined, and the interventions used to address them. Studies were coded and codes were tabulated and converted to percentages to answer each research question. Thirty-eight percent of studies defined problem behavior, and 88% of studies implemented behavioral strategies to reduce problem behaviors. Behaviors with low potential for harm constituted the majority of the 67 outcome variables (61%), while behaviors with high potential for harm were a minority (39%). The most common intervention target was stereotypic behavior. Fewer than half of studies: reported procedures for selecting behaviors, reported procedures to determine behavior function, or ascribed functions to behaviors. We were unable to report on some demographic features of participants (e.g. race/ethnicity) because they were rarely reported in primary studies. We conclude that problem behavior is poorly conceptualized in this research. Lay abstract In a previous study, we looked at research done on strategies to support autistic people who were between 14 and 22?years old. For this study, we looked at all of the studies in our previous study that tried to decrease or stop autistic people from doing certain things-many researchers call these things "problem behavior." There were 48 studies that tried to reduce problem behavior, and most of them used strategies like prompting and reinforcement to try get autistic people to change their behavior. We found many things wrong with these studies. Most of them did not define the group of behaviors they were trying to stop autistic people from doing. None of the studies looked at whether any side effects happened when they tried the strategy they were studying. Also, most of the studies tried to stop autistic people from doing behaviors that probably were not harmful, like stereotypic behavior. Most of the studies did not say how they decided that the behaviors they tried to stop were a problem for the autistic people in the study, and most studies did not try to figure out why the autistic people in the study did the behaviors the researchers were trying to stop them from doing. En ligne : https://dx.doi.org/10.1177/13623613241229159 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.1872-1888[article] Problems with "problem behavior": A secondary systematic review of intervention research on transition-age autistic youth [Texte imprimé et/ou numérique] / Rachael MCKINNON, Auteur ; Sarah MOHIUDDIN, Auteur ; Shannon Crowley LAPOINT, Auteur ; So Yoon KIM, Auteur . - p.1872-1888.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.1872-1888
Mots-clés : autism challenging behavior intervention problem behavior transition Index. décimale : PER Périodiques Résumé : In this secondary systematic review of single-case and controlled group design intervention studies conducted with transition-age autistic youth, we examined features of 48 studies with 273 participants that measured at least one "problem behavior" outcome (Prospero registration number: 231764). We searched 11 databases for relevant studies, and the final search date was November 2022. Our primary aims were to determine how problem behaviors were defined and selected for reduction, how functions were determined, and the interventions used to address them. Studies were coded and codes were tabulated and converted to percentages to answer each research question. Thirty-eight percent of studies defined problem behavior, and 88% of studies implemented behavioral strategies to reduce problem behaviors. Behaviors with low potential for harm constituted the majority of the 67 outcome variables (61%), while behaviors with high potential for harm were a minority (39%). The most common intervention target was stereotypic behavior. Fewer than half of studies: reported procedures for selecting behaviors, reported procedures to determine behavior function, or ascribed functions to behaviors. We were unable to report on some demographic features of participants (e.g. race/ethnicity) because they were rarely reported in primary studies. We conclude that problem behavior is poorly conceptualized in this research. Lay abstract In a previous study, we looked at research done on strategies to support autistic people who were between 14 and 22?years old. For this study, we looked at all of the studies in our previous study that tried to decrease or stop autistic people from doing certain things-many researchers call these things "problem behavior." There were 48 studies that tried to reduce problem behavior, and most of them used strategies like prompting and reinforcement to try get autistic people to change their behavior. We found many things wrong with these studies. Most of them did not define the group of behaviors they were trying to stop autistic people from doing. None of the studies looked at whether any side effects happened when they tried the strategy they were studying. Also, most of the studies tried to stop autistic people from doing behaviors that probably were not harmful, like stereotypic behavior. Most of the studies did not say how they decided that the behaviors they tried to stop were a problem for the autistic people in the study, and most studies did not try to figure out why the autistic people in the study did the behaviors the researchers were trying to stop them from doing. En ligne : https://dx.doi.org/10.1177/13623613241229159 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Evidence-b(i)ased practice: Selective and inadequate reporting in early childhood autism intervention research / Kristen BOTTEMA-BEUTEL ; Ya-Cing SYU ; Nicolette CALDWELL ; Jacob I. FELDMAN ; Tiffany WOYNAROSKI in Autism, 28-8 (August 2024)
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Titre : Evidence-b(i)ased practice: Selective and inadequate reporting in early childhood autism intervention research Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Ya-Cing SYU, Auteur ; Nicolette CALDWELL, Auteur ; Jacob I. FELDMAN, Auteur ; Tiffany WOYNAROSKI, Auteur Article en page(s) : p.1889-1901 Langues : Anglais (eng) Mots-clés : autism early intervention selective reporting trial registration Index. décimale : PER Périodiques Résumé : We conducted a multi-pronged investigation of different types of reporting bias in autism early childhood intervention research. First, we investigated the prevalence of reporting failures of completed trials registered on clinicaltrials.gov, and found that only 7% of registered trials were updated with results on the registration platform and only 64% had associated published reports. Next, we investigated the extent to which inadequate reporting prevents inclusion in meta-analytic summary estimates by identifying reports of studies that were eligible for inclusion in a prior meta-analysis, and found that 25% were excluded due to inadequate reporting. Finally, we investigated selective reporting practices by analyzing the protocols of the studies included in the meta-analysis which had been registered on any trial registry and coding their timing, completeness, and consistency. We found that 23% of studies were pre-registered, 71% were late-registered, and 5% were registered at an unclear date. Only 8% of registrations specified all of the necessary components. Evidence of selective reporting was common; 36% failed to report a registered outcome, 61% reported unregistered outcomes, 23% switched primary and secondary outcomes, and 43% had assessment timepoints that differed from registration specification. Given the inadequacy of registration and reporting practices, we offer practical recommendations to facilitate improvement for the field of autism research. Lay Abstract When researchers fail to report their findings or only report some of their findings, it can make it difficult for clinicians to provide effective intervention recommendations. However, no one has examined whether this is a problem in studies of early childhood autism interventions. We studied how researchers that study early childhood autism interventions report their findings. We found that most researchers did not register their studies when they were supposed to (before the start of the study), and that many researchers did not provide all of the needed information in the registration. We also found that researchers frequently did not publish their findings when their studies were complete. When we looked at published reports, we found that many of the studies did not report enough information, and that many studies were reported differently from their registrations, suggesting that researchers were selectively reporting positive outcomes and ignoring or misrepresenting less positive outcomes. Because we found so much evidence that researchers are failing to report their findings quickly and correctly, we suggested some practical changes to make it better. En ligne : https://dx.doi.org/10.1177/13623613241231624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.1889-1901[article] Evidence-b(i)ased practice: Selective and inadequate reporting in early childhood autism intervention research [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Ya-Cing SYU, Auteur ; Nicolette CALDWELL, Auteur ; Jacob I. FELDMAN, Auteur ; Tiffany WOYNAROSKI, Auteur . - p.1889-1901.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.1889-1901
Mots-clés : autism early intervention selective reporting trial registration Index. décimale : PER Périodiques Résumé : We conducted a multi-pronged investigation of different types of reporting bias in autism early childhood intervention research. First, we investigated the prevalence of reporting failures of completed trials registered on clinicaltrials.gov, and found that only 7% of registered trials were updated with results on the registration platform and only 64% had associated published reports. Next, we investigated the extent to which inadequate reporting prevents inclusion in meta-analytic summary estimates by identifying reports of studies that were eligible for inclusion in a prior meta-analysis, and found that 25% were excluded due to inadequate reporting. Finally, we investigated selective reporting practices by analyzing the protocols of the studies included in the meta-analysis which had been registered on any trial registry and coding their timing, completeness, and consistency. We found that 23% of studies were pre-registered, 71% were late-registered, and 5% were registered at an unclear date. Only 8% of registrations specified all of the necessary components. Evidence of selective reporting was common; 36% failed to report a registered outcome, 61% reported unregistered outcomes, 23% switched primary and secondary outcomes, and 43% had assessment timepoints that differed from registration specification. Given the inadequacy of registration and reporting practices, we offer practical recommendations to facilitate improvement for the field of autism research. Lay Abstract When researchers fail to report their findings or only report some of their findings, it can make it difficult for clinicians to provide effective intervention recommendations. However, no one has examined whether this is a problem in studies of early childhood autism interventions. We studied how researchers that study early childhood autism interventions report their findings. We found that most researchers did not register their studies when they were supposed to (before the start of the study), and that many researchers did not provide all of the needed information in the registration. We also found that researchers frequently did not publish their findings when their studies were complete. When we looked at published reports, we found that many of the studies did not report enough information, and that many studies were reported differently from their registrations, suggesting that researchers were selectively reporting positive outcomes and ignoring or misrepresenting less positive outcomes. Because we found so much evidence that researchers are failing to report their findings quickly and correctly, we suggested some practical changes to make it better. En ligne : https://dx.doi.org/10.1177/13623613241231624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Community-guided, autism-adapted group cognitive behavioral therapy for depression in autistic youth (CBT-DAY): Preliminary feasibility, acceptability, and efficacy / Marissa C. ROTH ; Ann V. PATERSON ; Alexandra X. JACOBS ; Zachary J. WILLIAMS in Autism, 28-8 (August 2024)
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[article]
Titre : Community-guided, autism-adapted group cognitive behavioral therapy for depression in autistic youth (CBT-DAY): Preliminary feasibility, acceptability, and efficacy Type de document : Texte imprimé et/ou numérique Auteurs : Marissa C. ROTH, Auteur ; Ann V. PATERSON, Auteur ; Alexandra X. JACOBS, Auteur ; Zachary J. WILLIAMS, Auteur Article en page(s) : p.1902-1918 Langues : Anglais (eng) Mots-clés : autism cognitive behavioral therapy community-guided intervention depression harms monitoring youth Index. décimale : PER Périodiques Résumé : This study examined the preliminary feasibility, acceptability, and efficacy of an autism-adapted cognitive behavioral therapy for depression in autistic youth, CBT-DAY. Twenty-four autistic youth (11-17?years old) participated in the pilot non-randomized trial including 5 cisgender females, 14 cisgender males, and 5 non-binary youth. Youth participated in 12?weeks of, CBT-DAY and youth depressive symptoms (i.e., primary clinical outcome) and emotional reactivity and self-esteem (i.e., intervention mechanisms) were assessed through self-report and caregiver report at four timepoints: baseline (week 0), midpoint (week 6), post-treatment (week 12), and follow-up (week 24). Results suggested that CBT-DAY may be feasible (16.67% attrition) in an outpatient setting and acceptable to adolescents and their caregivers. Bayesian linear mixed-effects models showed that CBT-DAY may be efficacious in targeting emotional reactivity [?T1-T3 = ?2.53, CrI95% (?4.62, ?0.58), Pd = 0.995, d = ?0.35] and self-esteem [?T1-T3 = ?3.57, CrI95% (?5.17, ?2.00), Pd > 0.999, d = ?0.47], as well as youth depressive symptom severity [? = ?2.72, CrI95% (?3.85, ?1.63), Pd > 0.999]. Treatment gains were maintained at follow-up. A cognitive behavioral group therapy designed for and with autistic people demonstrates promise in targeting emotional reactivity and self-esteem to improve depressive symptom severity in youth. Findings can be leveraged to implement larger, more controlled trials of CBT-DAY. The trial was registered at Clinicaltrials.gov (Identifier: NCT05430022; https://beta.clinicaltrials.gov/study/NCT05430022). Lay Abstract Depression in youth is a significant public health problem worldwide, particularly for autistic youth who are over twice as likely to experience depression than their non-autistic peers. Although pathways to depression are complex, emotional reactivity and negative self-esteem are two risk factors for depression in autistic and non-autistic youth. Although autistic youth are more likely to experience depression than their non-autistic peers, psychotherapy options for autistic youth are very limited; community guidance in the development and testing of psychotherapy programs is a promising approach in autism. Therefore, in this study, we designed an autism-adapted CBT-DAY, in collaboration with autistic community members. Specifically, CBT-DAY combined neurodiversity-affirming and cognitive behavioral approaches to target emotional reactivity and self-esteem in youth to improve depressive symptom severity in a group setting across 12?weeks. We examined the preliminary feasibility, acceptability, and efficacy of CBT-DAY in a pilot non-randomized trial. In addition, we implemented a rigorous protocol for assessing, monitoring, and addressing potential harms in this intervention. Results from 24 autistic youth (11-17?years old) suggest that CBT-DAY may be feasible to use in an outpatient clinical setting and generally acceptable to youth and their caregivers. Participation in CBT-DAY may be associated with significant improvements in youth emotional reactivity and self-esteem, as well as depressive symptom severity per self-report only. Exploratory analyses showed that participation in CBT-DAY may also be associated with significant improvements in internalizing symptoms. Findings demonstrate the potential promise of neurodiversity-affirming and cognitive behavioral approaches to treating depressive symptoms in some autistic youth. En ligne : https://dx.doi.org/10.1177/13623613231213543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.1902-1918[article] Community-guided, autism-adapted group cognitive behavioral therapy for depression in autistic youth (CBT-DAY): Preliminary feasibility, acceptability, and efficacy [Texte imprimé et/ou numérique] / Marissa C. ROTH, Auteur ; Ann V. PATERSON, Auteur ; Alexandra X. JACOBS, Auteur ; Zachary J. WILLIAMS, Auteur . - p.1902-1918.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.1902-1918
Mots-clés : autism cognitive behavioral therapy community-guided intervention depression harms monitoring youth Index. décimale : PER Périodiques Résumé : This study examined the preliminary feasibility, acceptability, and efficacy of an autism-adapted cognitive behavioral therapy for depression in autistic youth, CBT-DAY. Twenty-four autistic youth (11-17?years old) participated in the pilot non-randomized trial including 5 cisgender females, 14 cisgender males, and 5 non-binary youth. Youth participated in 12?weeks of, CBT-DAY and youth depressive symptoms (i.e., primary clinical outcome) and emotional reactivity and self-esteem (i.e., intervention mechanisms) were assessed through self-report and caregiver report at four timepoints: baseline (week 0), midpoint (week 6), post-treatment (week 12), and follow-up (week 24). Results suggested that CBT-DAY may be feasible (16.67% attrition) in an outpatient setting and acceptable to adolescents and their caregivers. Bayesian linear mixed-effects models showed that CBT-DAY may be efficacious in targeting emotional reactivity [?T1-T3 = ?2.53, CrI95% (?4.62, ?0.58), Pd = 0.995, d = ?0.35] and self-esteem [?T1-T3 = ?3.57, CrI95% (?5.17, ?2.00), Pd > 0.999, d = ?0.47], as well as youth depressive symptom severity [? = ?2.72, CrI95% (?3.85, ?1.63), Pd > 0.999]. Treatment gains were maintained at follow-up. A cognitive behavioral group therapy designed for and with autistic people demonstrates promise in targeting emotional reactivity and self-esteem to improve depressive symptom severity in youth. Findings can be leveraged to implement larger, more controlled trials of CBT-DAY. The trial was registered at Clinicaltrials.gov (Identifier: NCT05430022; https://beta.clinicaltrials.gov/study/NCT05430022). Lay Abstract Depression in youth is a significant public health problem worldwide, particularly for autistic youth who are over twice as likely to experience depression than their non-autistic peers. Although pathways to depression are complex, emotional reactivity and negative self-esteem are two risk factors for depression in autistic and non-autistic youth. Although autistic youth are more likely to experience depression than their non-autistic peers, psychotherapy options for autistic youth are very limited; community guidance in the development and testing of psychotherapy programs is a promising approach in autism. Therefore, in this study, we designed an autism-adapted CBT-DAY, in collaboration with autistic community members. Specifically, CBT-DAY combined neurodiversity-affirming and cognitive behavioral approaches to target emotional reactivity and self-esteem in youth to improve depressive symptom severity in a group setting across 12?weeks. We examined the preliminary feasibility, acceptability, and efficacy of CBT-DAY in a pilot non-randomized trial. In addition, we implemented a rigorous protocol for assessing, monitoring, and addressing potential harms in this intervention. Results from 24 autistic youth (11-17?years old) suggest that CBT-DAY may be feasible to use in an outpatient clinical setting and generally acceptable to youth and their caregivers. Participation in CBT-DAY may be associated with significant improvements in youth emotional reactivity and self-esteem, as well as depressive symptom severity per self-report only. Exploratory analyses showed that participation in CBT-DAY may also be associated with significant improvements in internalizing symptoms. Findings demonstrate the potential promise of neurodiversity-affirming and cognitive behavioral approaches to treating depressive symptoms in some autistic youth. En ligne : https://dx.doi.org/10.1177/13623613231213543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Scene construction ability in neurotypical and autistic adults / Lindsey CAMERON ; Heather J. FERGUSON in Autism, 28-8 (August 2024)
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[article]
Titre : Scene construction ability in neurotypical and autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Lindsey CAMERON, Auteur ; Heather J. FERGUSON, Auteur Article en page(s) : p.1919-1933 Langues : Anglais (eng) Mots-clés : autism scene construction self-awareness self-projection social cognition Index. décimale : PER Périodiques Résumé : People with autism spectrum conditions (ASC) have difficulties mentally simulating events, perhaps due to a difficulty mentally generating and maintaining a coherent spatial scene - that is, 'scene construction'. The current study compared scene construction ability between autistic adults (N = 55) and age-, gender- and Intelligence Quotient-matched neurotypical adults (N = 63), using a task in which participants were asked to vividly imagine and describe fictitious scenes. Results showed that scene construction was diminished in autistic compared to neurotypical participants and was negatively associated with autistic traits. ASC diagnosis did not influence the frequency of self-reference or sensory experiences, which followed the same pattern in both groups: sight was referenced more than sound, sound was referenced more than both touch and smell, which were both referenced more than taste. Exploratory analysis of some of the cognitive predictors revealed that scene construction ability was associated with individual differences in Theory of Mind and alexithymia. Lay Abstract People with autism spectrum conditions (ASC) have difficulties imagining events, which might result from difficulty mentally generating and maintaining a coherent spatial scene. This study compared this scene construction ability between autistic (N = 55) and neurotypical (N = 63) adults. Results showed that scene construction was diminished in autistic compared to neurotypical participants, and participants with fewer autistic traits had better scene construction ability. ASC diagnosis did not influence the frequency of mentions of the self or of sensory experiences. Exploratory analysis suggests that scene construction ability is associated with the ability to understand our own and other people?s mental states, and that these individual-level preferences/cognitive styles can overrule typical group-level characteristics. En ligne : https://dx.doi.org/10.1177/13623613231216052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.1919-1933[article] Scene construction ability in neurotypical and autistic adults [Texte imprimé et/ou numérique] / Lindsey CAMERON, Auteur ; Heather J. FERGUSON, Auteur . - p.1919-1933.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.1919-1933
Mots-clés : autism scene construction self-awareness self-projection social cognition Index. décimale : PER Périodiques Résumé : People with autism spectrum conditions (ASC) have difficulties mentally simulating events, perhaps due to a difficulty mentally generating and maintaining a coherent spatial scene - that is, 'scene construction'. The current study compared scene construction ability between autistic adults (N = 55) and age-, gender- and Intelligence Quotient-matched neurotypical adults (N = 63), using a task in which participants were asked to vividly imagine and describe fictitious scenes. Results showed that scene construction was diminished in autistic compared to neurotypical participants and was negatively associated with autistic traits. ASC diagnosis did not influence the frequency of self-reference or sensory experiences, which followed the same pattern in both groups: sight was referenced more than sound, sound was referenced more than both touch and smell, which were both referenced more than taste. Exploratory analysis of some of the cognitive predictors revealed that scene construction ability was associated with individual differences in Theory of Mind and alexithymia. Lay Abstract People with autism spectrum conditions (ASC) have difficulties imagining events, which might result from difficulty mentally generating and maintaining a coherent spatial scene. This study compared this scene construction ability between autistic (N = 55) and neurotypical (N = 63) adults. Results showed that scene construction was diminished in autistic compared to neurotypical participants, and participants with fewer autistic traits had better scene construction ability. ASC diagnosis did not influence the frequency of mentions of the self or of sensory experiences. Exploratory analysis suggests that scene construction ability is associated with the ability to understand our own and other people?s mental states, and that these individual-level preferences/cognitive styles can overrule typical group-level characteristics. En ligne : https://dx.doi.org/10.1177/13623613231216052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Evaluating a new supported employment internship programme for autistic young adults without intellectual disability / Brett HEASMAN ; Laura CRANE ; Anna REMINGTON in Autism, 28-8 (August 2024)
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[article]
Titre : Evaluating a new supported employment internship programme for autistic young adults without intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Brett HEASMAN, Auteur ; Laura CRANE, Auteur ; Anna REMINGTON, Auteur Article en page(s) : p.1934-1946 Langues : Anglais (eng) Mots-clés : autistic young adults employers internship parents supported employment Index. décimale : PER Périodiques Résumé : Supported employment initiatives have been shown to increase employment rates for autistic people who want to enter the workforce. Despite the success of supported employment initiatives in increasing employment rates, little is known about the first-hand experiences and views of those involved. In the current study, we examined the experiences and views of autistic young adults without intellectual disability ('interns'), employers and parents regarding a previously unevaluated paid internship scheme that offers tailored support for interns and employers before, during and after the internship, the Employ Autism network. In total, 51 participants (19 interns, 22 employers, 10 parents), across eight internships, engaged in semi-structured interviews. Reflexive thematic analysis was used to identify three themes, shared across participant groups: (1) the internship was 'an invaluable experience', (2) the internship helped break down autism-specific barriers to employment and (3) stakeholder groups had some unmet expectations. Drawing on this multi-informant qualitative evaluation of a novel supported employment scheme, we derive recommendations of best practice for supported employment initiatives for autistic young adults without intellectual disability. Lay abstract Internships designed for autistic people can help them to find employment, but there is little research about the experiences of those involved with internship schemes. To learn more about a new paid internship scheme in the United Kingdom, the Employ Autism network, we interviewed 19 interns, who were autistic young adults without intellectual disability taking part in one of eight different internships. We also interviewed 22 employers (who worked with the interns), and 10 parents (who supported their children in the internship). The interns, employers and parents told us that the Employ Autism network was a valuable experience that helped the interns become more confident. Also, the parents said it helped the interns become more independent. All the groups said the Employ Autism network removed common barriers to employment, and interns and parents said it would help interns get a job in future. Employers and interns said they understood each other better during the internship, and employers said the internship made them think about how their organisations might have accidentally had barriers in place that could stop autistic people getting employed (barriers that they wanted to address in future). However, all groups said some expectations of the internship were not met. These findings suggest the Employ Autism network is helpful for autistic young adults without intellectual disability and employers, but that there are ways that the internships could be improved in future. We discuss the lessons we can learn from the Employ Autism network that might help others who are thinking about setting up, or getting involved in, similar internship schemes. En ligne : https://dx.doi.org/10.1177/13623613231214834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.1934-1946[article] Evaluating a new supported employment internship programme for autistic young adults without intellectual disability [Texte imprimé et/ou numérique] / Brett HEASMAN, Auteur ; Laura CRANE, Auteur ; Anna REMINGTON, Auteur . - p.1934-1946.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.1934-1946
Mots-clés : autistic young adults employers internship parents supported employment Index. décimale : PER Périodiques Résumé : Supported employment initiatives have been shown to increase employment rates for autistic people who want to enter the workforce. Despite the success of supported employment initiatives in increasing employment rates, little is known about the first-hand experiences and views of those involved. In the current study, we examined the experiences and views of autistic young adults without intellectual disability ('interns'), employers and parents regarding a previously unevaluated paid internship scheme that offers tailored support for interns and employers before, during and after the internship, the Employ Autism network. In total, 51 participants (19 interns, 22 employers, 10 parents), across eight internships, engaged in semi-structured interviews. Reflexive thematic analysis was used to identify three themes, shared across participant groups: (1) the internship was 'an invaluable experience', (2) the internship helped break down autism-specific barriers to employment and (3) stakeholder groups had some unmet expectations. Drawing on this multi-informant qualitative evaluation of a novel supported employment scheme, we derive recommendations of best practice for supported employment initiatives for autistic young adults without intellectual disability. Lay abstract Internships designed for autistic people can help them to find employment, but there is little research about the experiences of those involved with internship schemes. To learn more about a new paid internship scheme in the United Kingdom, the Employ Autism network, we interviewed 19 interns, who were autistic young adults without intellectual disability taking part in one of eight different internships. We also interviewed 22 employers (who worked with the interns), and 10 parents (who supported their children in the internship). The interns, employers and parents told us that the Employ Autism network was a valuable experience that helped the interns become more confident. Also, the parents said it helped the interns become more independent. All the groups said the Employ Autism network removed common barriers to employment, and interns and parents said it would help interns get a job in future. Employers and interns said they understood each other better during the internship, and employers said the internship made them think about how their organisations might have accidentally had barriers in place that could stop autistic people getting employed (barriers that they wanted to address in future). However, all groups said some expectations of the internship were not met. These findings suggest the Employ Autism network is helpful for autistic young adults without intellectual disability and employers, but that there are ways that the internships could be improved in future. We discuss the lessons we can learn from the Employ Autism network that might help others who are thinking about setting up, or getting involved in, similar internship schemes. En ligne : https://dx.doi.org/10.1177/13623613231214834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Provider perspectives on equity in use of mobile health autism screening tools / Luis Andres RIVAS VAZQUEZ ; Yesenia MORALES SANTOS ; Plyce FUCHU ; Sarabeth BRODER-FINGERT ; Jill K. DOLATA ; Steven BEDRICK ; Jasmine FERNANDEZ ; Eric FOMBONNE ; Benjamin W. SANDERS in Autism, 28-8 (August 2024)
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[article]
Titre : Provider perspectives on equity in use of mobile health autism screening tools Type de document : Texte imprimé et/ou numérique Auteurs : Luis Andres RIVAS VAZQUEZ, Auteur ; Yesenia MORALES SANTOS, Auteur ; Plyce FUCHU, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; Jill K. DOLATA, Auteur ; Steven BEDRICK, Auteur ; Jasmine FERNANDEZ, Auteur ; Eric FOMBONNE, Auteur ; Benjamin W. SANDERS, Auteur Article en page(s) : p.1947-1958 Langues : Anglais (eng) Mots-clés : autism spectrum disorder digital divide disparities mass screening mobile applications providers Index. décimale : PER Périodiques Résumé : Mobile health (mHealth) screening tools for autism are gaining in prevalence, and have benefits such as video content and direct resources linkage. However, it is unclear whether such tools will ameliorate autism inequities or will help only those already advantaged in autism care. To investigate this issue, we conducted semi-structured qualitative interviews with 18 primary care and Early Intervention/Early Childhood Special Education providers in six US states. Providers were given hypothetical scenarios in which a family presents to care with results from one of 9 mHealth autism screening tools. Providers discussed their clinical approach and assessed the tool?s fit with their patient/client population. Each transcript was audio-recorded, transcribed, and coded; a phenomenological approach was used to develop key themes. 4 themes and 18 subthemes emerged. These included Clinical and business factors (e.g. scope of practice concerns and clinical efficiency), Validity and trustworthiness (e.g. familiarity, data privacy/security), Family interaction quality (e.g. supporting family advocacy, provision of information, affecting family anxiety, and emotional support), and Accessibility (e.g. English proficiency/language issues, cultural inclusivity, and literacy/educational level). Providers suggested modifications to enhance equity, such as portraying diverse families, reducing the reading level of text, and making tools shorter to better fit clinical context. Lay Abstract Families may find information about autism online, and health care and education providers may use online tools to screen for autism. However, we do not know if online autism screening tools are easily used by families and providers. We interviewed primary care and educational providers, asking them to review results from online tools that screen for autism. Providers had concerns about how usable and accessible these tools are for diverse families and suggested changes to make tools easier to use. En ligne : https://dx.doi.org/10.1177/13623613231215399 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.1947-1958[article] Provider perspectives on equity in use of mobile health autism screening tools [Texte imprimé et/ou numérique] / Luis Andres RIVAS VAZQUEZ, Auteur ; Yesenia MORALES SANTOS, Auteur ; Plyce FUCHU, Auteur ; Sarabeth BRODER-FINGERT, Auteur ; Jill K. DOLATA, Auteur ; Steven BEDRICK, Auteur ; Jasmine FERNANDEZ, Auteur ; Eric FOMBONNE, Auteur ; Benjamin W. SANDERS, Auteur . - p.1947-1958.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.1947-1958
Mots-clés : autism spectrum disorder digital divide disparities mass screening mobile applications providers Index. décimale : PER Périodiques Résumé : Mobile health (mHealth) screening tools for autism are gaining in prevalence, and have benefits such as video content and direct resources linkage. However, it is unclear whether such tools will ameliorate autism inequities or will help only those already advantaged in autism care. To investigate this issue, we conducted semi-structured qualitative interviews with 18 primary care and Early Intervention/Early Childhood Special Education providers in six US states. Providers were given hypothetical scenarios in which a family presents to care with results from one of 9 mHealth autism screening tools. Providers discussed their clinical approach and assessed the tool?s fit with their patient/client population. Each transcript was audio-recorded, transcribed, and coded; a phenomenological approach was used to develop key themes. 4 themes and 18 subthemes emerged. These included Clinical and business factors (e.g. scope of practice concerns and clinical efficiency), Validity and trustworthiness (e.g. familiarity, data privacy/security), Family interaction quality (e.g. supporting family advocacy, provision of information, affecting family anxiety, and emotional support), and Accessibility (e.g. English proficiency/language issues, cultural inclusivity, and literacy/educational level). Providers suggested modifications to enhance equity, such as portraying diverse families, reducing the reading level of text, and making tools shorter to better fit clinical context. Lay Abstract Families may find information about autism online, and health care and education providers may use online tools to screen for autism. However, we do not know if online autism screening tools are easily used by families and providers. We interviewed primary care and educational providers, asking them to review results from online tools that screen for autism. Providers had concerns about how usable and accessible these tools are for diverse families and suggested changes to make tools easier to use. En ligne : https://dx.doi.org/10.1177/13623613231215399 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Evaluating measures to assess loneliness in autistic adults / Anna REMINGTON ; Jade DAVIES ; Laura CRANE in Autism, 28-8 (August 2024)
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[article]
Titre : Evaluating measures to assess loneliness in autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Anna REMINGTON, Auteur ; Jade DAVIES, Auteur ; Laura CRANE, Auteur Article en page(s) : p.1959-1971 Langues : Anglais (eng) Mots-clés : adults autism loneliness measurement Index. décimale : PER Périodiques Résumé : Several measures have been developed to assess loneliness in the general population. Here, we examined if, and how accurately, widely-used measures capture the experience of loneliness in autistic adults. A total of 203 autistic participants from the UK completed an online survey, which included two widely-used loneliness questionnaires: the University of California, Los Angeles (UCLA) Loneliness Scale Version 3 and the Social and Emotional Loneliness Scale for Adults (SELSA). Participants completed the measures and provided their views on how well they captured their experiences of loneliness. A direct measure, asking participants how often they felt lonely, was also completed. Results demonstrated that scores on the UCLA and SELSA questionnaires positively correlated with the direct measure of loneliness, suggesting that these tools accurately index autistic experiences of loneliness. However, qualitative responses suggested that participants found both scales difficult to complete. Using reflexive thematic analysis, we identified three themes that encapsulated participants'views: (1) failing to distinguish between the characteristics/experiences of loneliness and being autistic, (2) loneliness is not a static trait and (3) inappropriate wording. Given that our sample of autistic participants tended to prefer the UCLA scale to the SELSA, we provide initial recommendations around how the UCLA scale could be adapted for autistic adults. Lay abstract There has been increasing interest in research on loneliness in autistic adults. Much of this research has involved giving autistic adults widely-used questionnaires that are thought to measure how lonely people are. However, these questionnaires have been developed for the general public. We do not know whether these questionnaires accurately measure how lonely autistic adults are. We asked 203 autistic adults to complete an online survey that included two widely-used loneliness questionnaires: (1) the University of California, Los Angeles (UCLA) Loneliness Scale Version 3 and (2) the Social and Emotional Loneliness Scale for Adults (SELSA). We also asked participants to rate how lonely they were from 1 (often/always) to 5 (never). Participants were then asked to give their views on the questionnaires (e.g. what they thought was good, and what they thought was not so good about them). We found that the scores on the UCLA scale and the SELSA aligned with participants'ratings of how lonely they were, which suggests that these two questionnaires accurately measure loneliness in autistic people. However, our participants also identified several ways to improve the questionnaires. This included (1) better distinguishing the characteristics/experiences of loneliness from those of being autistic; (2) better reflecting how loneliness may change at different times and in different contexts and (3) making the phrasing of the questions clearer. Overall, our autistic participants tended to prefer the UCLA scale to the SELSA. Therefore, we present some recommendations about how the UCLA scale could be changed to be more suitable for autistic people. En ligne : https://dx.doi.org/10.1177/13623613231217056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.1959-1971[article] Evaluating measures to assess loneliness in autistic adults [Texte imprimé et/ou numérique] / Anna REMINGTON, Auteur ; Jade DAVIES, Auteur ; Laura CRANE, Auteur . - p.1959-1971.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.1959-1971
Mots-clés : adults autism loneliness measurement Index. décimale : PER Périodiques Résumé : Several measures have been developed to assess loneliness in the general population. Here, we examined if, and how accurately, widely-used measures capture the experience of loneliness in autistic adults. A total of 203 autistic participants from the UK completed an online survey, which included two widely-used loneliness questionnaires: the University of California, Los Angeles (UCLA) Loneliness Scale Version 3 and the Social and Emotional Loneliness Scale for Adults (SELSA). Participants completed the measures and provided their views on how well they captured their experiences of loneliness. A direct measure, asking participants how often they felt lonely, was also completed. Results demonstrated that scores on the UCLA and SELSA questionnaires positively correlated with the direct measure of loneliness, suggesting that these tools accurately index autistic experiences of loneliness. However, qualitative responses suggested that participants found both scales difficult to complete. Using reflexive thematic analysis, we identified three themes that encapsulated participants'views: (1) failing to distinguish between the characteristics/experiences of loneliness and being autistic, (2) loneliness is not a static trait and (3) inappropriate wording. Given that our sample of autistic participants tended to prefer the UCLA scale to the SELSA, we provide initial recommendations around how the UCLA scale could be adapted for autistic adults. Lay abstract There has been increasing interest in research on loneliness in autistic adults. Much of this research has involved giving autistic adults widely-used questionnaires that are thought to measure how lonely people are. However, these questionnaires have been developed for the general public. We do not know whether these questionnaires accurately measure how lonely autistic adults are. We asked 203 autistic adults to complete an online survey that included two widely-used loneliness questionnaires: (1) the University of California, Los Angeles (UCLA) Loneliness Scale Version 3 and (2) the Social and Emotional Loneliness Scale for Adults (SELSA). We also asked participants to rate how lonely they were from 1 (often/always) to 5 (never). Participants were then asked to give their views on the questionnaires (e.g. what they thought was good, and what they thought was not so good about them). We found that the scores on the UCLA scale and the SELSA aligned with participants'ratings of how lonely they were, which suggests that these two questionnaires accurately measure loneliness in autistic people. However, our participants also identified several ways to improve the questionnaires. This included (1) better distinguishing the characteristics/experiences of loneliness from those of being autistic; (2) better reflecting how loneliness may change at different times and in different contexts and (3) making the phrasing of the questions clearer. Overall, our autistic participants tended to prefer the UCLA scale to the SELSA. Therefore, we present some recommendations about how the UCLA scale could be changed to be more suitable for autistic people. En ligne : https://dx.doi.org/10.1177/13623613231217056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students / Jared K. RICHARDS ; Talena C. DAY ; Steven M. BRUNWASSER ; Claudia L. CUCCHIARA ; Bella KOFNER ; Rachel G. MCDONALD ; Kristen GILLESPIE-LYNCH ; Jenna LAMM ; Erin KANG ; Matthew D. LERNER in Autism, 28-8 (August 2024)
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[article]
Titre : Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students Type de document : Texte imprimé et/ou numérique Auteurs : Jared K. RICHARDS, Auteur ; Talena C. DAY, Auteur ; Steven M. BRUNWASSER, Auteur ; Claudia L. CUCCHIARA, Auteur ; Bella KOFNER, Auteur ; Rachel G. MCDONALD, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Jenna LAMM, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.1972-1984 Langues : Anglais (eng) Mots-clés : adults anxiety autism spectrum disorders depression Index. décimale : PER Périodiques Résumé : Social difficulties and mental health are primary behavioral health concerns in autistic young adults, perhaps especially during key life transitions such as entering college. This study evaluated how dissatisfaction with social connectedness may predict and/or maintain depression and anxiety symptoms in neurodiverse, first-semester, undergraduate students (N = 263; n = 105 with diagnosed or suspected autism). Participation included a baseline survey battery, a brief survey completed twice per week across 12?weeks, and an endpoint survey battery. Social dissatisfaction at baseline was prospectively associated with biweekly ratings of depression symptoms, when controlling for baseline depressive symptoms. Social dissatisfaction was synchronously related to elevated sadness, anhedonia, and anxiety throughout the semester. These relationships were generally consistent across levels of baseline social motivation; however, there was one significant moderation effect-the negative relationship between baseline social satisfaction and anxiety was strongest for more socially motivated participants. More autistic traits were related to lower social satisfaction at baseline and greater mood concerns across timepoints. In contrast, greater autistic traits at baseline were related to greater satisfaction with social connectedness throughout the semester. Results support ongoing efforts to address mental health in autistic college students by highlighting the importance of social satisfaction. Lay abstract How satisfied people feel with their social connections and support is related to mental health outcomes for many different types of people. People may feel less socially connected at some times in their life-like when they start college. Feeling disconnected from others could lead to depression or anxiety. The transition to college may be especially difficult for autistic students as they are more likely to have difficulties adjusting socially. In our study, we asked 263 college students to answer questions about their emotions and social satisfaction twice per week during their first semester of college. We found that students who reported being less satisfied with their social connectedness (either at the beginning or throughout the semester) tended to express more symptoms of depression and anxiety. This relationship between social satisfaction and anxiety was even stronger for people who had a strong desire for social interaction (i.e. were more socially motivated). Students with more autistic traits tended to report more mood concerns, and they also reported being less satisfied with friendships at the beginning of the semester. This information may help to support ongoing efforts to better address mental health in autistic college students by encouraging efforts to improve social satisfaction. En ligne : https://dx.doi.org/10.1177/13623613231216879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.1972-1984[article] Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students [Texte imprimé et/ou numérique] / Jared K. RICHARDS, Auteur ; Talena C. DAY, Auteur ; Steven M. BRUNWASSER, Auteur ; Claudia L. CUCCHIARA, Auteur ; Bella KOFNER, Auteur ; Rachel G. MCDONALD, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Jenna LAMM, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur . - p.1972-1984.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.1972-1984
Mots-clés : adults anxiety autism spectrum disorders depression Index. décimale : PER Périodiques Résumé : Social difficulties and mental health are primary behavioral health concerns in autistic young adults, perhaps especially during key life transitions such as entering college. This study evaluated how dissatisfaction with social connectedness may predict and/or maintain depression and anxiety symptoms in neurodiverse, first-semester, undergraduate students (N = 263; n = 105 with diagnosed or suspected autism). Participation included a baseline survey battery, a brief survey completed twice per week across 12?weeks, and an endpoint survey battery. Social dissatisfaction at baseline was prospectively associated with biweekly ratings of depression symptoms, when controlling for baseline depressive symptoms. Social dissatisfaction was synchronously related to elevated sadness, anhedonia, and anxiety throughout the semester. These relationships were generally consistent across levels of baseline social motivation; however, there was one significant moderation effect-the negative relationship between baseline social satisfaction and anxiety was strongest for more socially motivated participants. More autistic traits were related to lower social satisfaction at baseline and greater mood concerns across timepoints. In contrast, greater autistic traits at baseline were related to greater satisfaction with social connectedness throughout the semester. Results support ongoing efforts to address mental health in autistic college students by highlighting the importance of social satisfaction. Lay abstract How satisfied people feel with their social connections and support is related to mental health outcomes for many different types of people. People may feel less socially connected at some times in their life-like when they start college. Feeling disconnected from others could lead to depression or anxiety. The transition to college may be especially difficult for autistic students as they are more likely to have difficulties adjusting socially. In our study, we asked 263 college students to answer questions about their emotions and social satisfaction twice per week during their first semester of college. We found that students who reported being less satisfied with their social connectedness (either at the beginning or throughout the semester) tended to express more symptoms of depression and anxiety. This relationship between social satisfaction and anxiety was even stronger for people who had a strong desire for social interaction (i.e. were more socially motivated). Students with more autistic traits tended to report more mood concerns, and they also reported being less satisfied with friendships at the beginning of the semester. This information may help to support ongoing efforts to better address mental health in autistic college students by encouraging efforts to improve social satisfaction. En ligne : https://dx.doi.org/10.1177/13623613231216879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Exploring social touch in autistic and non-autistic adults via a self-report body-painting task: The role of sex, social context and body area / Martina FUSARO ; Salvatore Maria AGLIOTI ; Ilaria MINIO-PALUELLO in Autism, 28-8 (August 2024)
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[article]
Titre : Exploring social touch in autistic and non-autistic adults via a self-report body-painting task: The role of sex, social context and body area Type de document : Texte imprimé et/ou numérique Auteurs : Martina FUSARO, Auteur ; Salvatore Maria AGLIOTI, Auteur ; Ilaria MINIO-PALUELLO, Auteur Article en page(s) : p.1985-2001 Langues : Anglais (eng) Mots-clés : appropriateness autism spectrum disorder erogeneity pleasantness social context social touch Index. décimale : PER Périodiques Résumé : In the typically developing population, social touch experiences are influenced by several factors, including the biological sex of toucher and receiver, the body area wherein the touch is delivered and the social context in which the tactile exchange occurs. However, it is currently unexplored how social touch experiences of autistic adults are modulated by these factors. We sought to address this by utilizing a self-report body-painting task. Our main results show that autistic, compared with non-autistic, adults reported lower levels of pleasantness, erogeneity and appropriateness, specifically in intimate and friendly social contexts and in body areas typically touched in these situations. Importantly, sex played a major role in group differences. For instance, although autistic females reported, across social contexts, less pleasantness than both non-autistic females and autistic males, they experienced similar levels of appropriateness in the professional social context, usually deemed as touch-appropriate. Our findings provide new support to the hypothesis that social touch is experienced and possibly conceptualized differently by autistic compared with non-autistic adults. Moreover, by identifying the factors that influence social touch processing in autistic adults, our results might aid the development of support for autistic individuals seeking help in the spheres of social and intimate touch. Lay Abstract What is already known about the topic? At least in neurotypical individuals, social touch represents an important channel for emotional communication associated with social bonding and pain/anxiety modulation. Autistic adults report to avoid social touch more and to have different tactile sensitivity than their non-autistic comparisons. What this paper adds? Few studies specifically investigated social touch in autistic individuals, and none of them examined the role of participants'sex, social context in which social touch occurs, and specific body areas being touched. In our study, adult participants reported how pleasant, erogenous and appropriate they would consider touches delivered by another person over their entire body in intimate (date), friendly (dance class) and professional (physiotherapy-massage session) social contexts. Autistic adults reported social touch to be less pleasant, erogenous and appropriate specifically in intimate and friendly social contexts and in body areas typically touched in these situations. Importantly, autistic females seem more at risk to experience unpleasant social touch as, although they considered it more unpleasant than non-autistic females and autistic males, they did consider it similarly appropriate in professional social contexts where touch is normed to be socially appropriate. Implications for practice, research or policy Our results might improve awareness and understanding about autistic adults'different, and often more discomforting, experience of social touch and thus help consider and respect it during everyday social interactions. Our results might also benefit future research investigating, for instance, the neural underpinnings of social touch differences in autism or aiming at developing support for autistic individuals seeking help in the diverse spheres of social touch. En ligne : https://dx.doi.org/10.1177/13623613231218314 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.1985-2001[article] Exploring social touch in autistic and non-autistic adults via a self-report body-painting task: The role of sex, social context and body area [Texte imprimé et/ou numérique] / Martina FUSARO, Auteur ; Salvatore Maria AGLIOTI, Auteur ; Ilaria MINIO-PALUELLO, Auteur . - p.1985-2001.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.1985-2001
Mots-clés : appropriateness autism spectrum disorder erogeneity pleasantness social context social touch Index. décimale : PER Périodiques Résumé : In the typically developing population, social touch experiences are influenced by several factors, including the biological sex of toucher and receiver, the body area wherein the touch is delivered and the social context in which the tactile exchange occurs. However, it is currently unexplored how social touch experiences of autistic adults are modulated by these factors. We sought to address this by utilizing a self-report body-painting task. Our main results show that autistic, compared with non-autistic, adults reported lower levels of pleasantness, erogeneity and appropriateness, specifically in intimate and friendly social contexts and in body areas typically touched in these situations. Importantly, sex played a major role in group differences. For instance, although autistic females reported, across social contexts, less pleasantness than both non-autistic females and autistic males, they experienced similar levels of appropriateness in the professional social context, usually deemed as touch-appropriate. Our findings provide new support to the hypothesis that social touch is experienced and possibly conceptualized differently by autistic compared with non-autistic adults. Moreover, by identifying the factors that influence social touch processing in autistic adults, our results might aid the development of support for autistic individuals seeking help in the spheres of social and intimate touch. Lay Abstract What is already known about the topic? At least in neurotypical individuals, social touch represents an important channel for emotional communication associated with social bonding and pain/anxiety modulation. Autistic adults report to avoid social touch more and to have different tactile sensitivity than their non-autistic comparisons. What this paper adds? Few studies specifically investigated social touch in autistic individuals, and none of them examined the role of participants'sex, social context in which social touch occurs, and specific body areas being touched. In our study, adult participants reported how pleasant, erogenous and appropriate they would consider touches delivered by another person over their entire body in intimate (date), friendly (dance class) and professional (physiotherapy-massage session) social contexts. Autistic adults reported social touch to be less pleasant, erogenous and appropriate specifically in intimate and friendly social contexts and in body areas typically touched in these situations. Importantly, autistic females seem more at risk to experience unpleasant social touch as, although they considered it more unpleasant than non-autistic females and autistic males, they did consider it similarly appropriate in professional social contexts where touch is normed to be socially appropriate. Implications for practice, research or policy Our results might improve awareness and understanding about autistic adults'different, and often more discomforting, experience of social touch and thus help consider and respect it during everyday social interactions. Our results might also benefit future research investigating, for instance, the neural underpinnings of social touch differences in autism or aiming at developing support for autistic individuals seeking help in the diverse spheres of social touch. En ligne : https://dx.doi.org/10.1177/13623613231218314 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 The use of psychotropic medications in autistic individuals (21?years and younger) in Western Australia: A preliminary investigation / Kim WATKINS ; Richard PARSONS ; Bruce SUNDERLAND ; Andrew WHITEHOUSE ; Rima CACCETTA in Autism, 28-8 (August 2024)
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[article]
Titre : The use of psychotropic medications in autistic individuals (21?years and younger) in Western Australia: A preliminary investigation Type de document : Texte imprimé et/ou numérique Auteurs : Kim WATKINS, Auteur ; Richard PARSONS, Auteur ; Bruce SUNDERLAND, Auteur ; Andrew WHITEHOUSE, Auteur ; Rima CACCETTA, Auteur Article en page(s) : p.2002-2013 Langues : Anglais (eng) Mots-clés : adolescent antidepressant agents anxiety autism spectrum disorder medication child depression mental health psychotropic risperidone Index. décimale : PER Périodiques Résumé : There is a significant variability in the prevalence of psychotropic medication use among young autistic persons worldwide and this is under-studied in Australia. Apart from risperidone, approved by the Therapeutic Goods Administration to manage challenging behaviour, the appropriateness of other psychotropic medications prescribed to young autistic persons warrants scrutiny. This retrospective study aims to gain initial insight into the magnitude, types and indications of psychotropic medication use in autistic children and adolescents in Western Australia. We analysed de-identified data from 239 autistic children and adolescents (?21?years) who participated in the Western Australian Autism Biological Registry between 2011 and 2015 and who completed a questionnaire regarding medication use. One-quarter (n = 66, 28%) of young autistic people reported using a total of 137 medications. Most (n = 46, 70%) of those medicated were under 12?years of age; half (n = 33) were 6-12?years and a fifth (n = 13) were under 6?years. The most used medications were stimulants (n = 35, 53.0%), followed by antidepressants (n = 24, 36.4%), antiepileptics (n = 21, 31.8%), sedatives (n = 15, 22.7%) and antipsychotics (n = 14, 21.2%). These medications were mainly to manage attention deficit hyperactivity disorder, challenging behaviours, seizures, insomnia, undefined anxiety, depression and mood instability. While most autistic young people in the Western Australian Autism Biological Registry did not report using psychotropic medication, over a quarter were prescribed medications, primarily stimulants, to manage symptoms of attention deficit hyperactivity disorder. Various medications, including risperidone, were used to help manage challenging behaviours. Medication use should be studied more comprehensively in a larger cohort of autistic persons to confirm our current preliminary observations. Further, future studies should monitor the effectiveness and safety outcomes of such medications due to a limited understanding of their effectiveness in managing the atypical presentation of co-occurring disorders in young autistic persons. Lay abstract Prescriptions and use of medications to treat mental health conditions in young autistic populations are inconsistent worldwide. This makes it hard to compare findings from international studies to the Australian autistic population, where there are limited relevant studies. Apart from risperidone, there are no other medications specified for direct use in autistic persons. This study aims to gain initial broad understanding of the use of medications, commonly prescribed for mental health conditions, specifically by autistics under the age of 21?years. We analysed data that were previously collected as part of the Western Australian Autism Biological Registry between 2011 and 2015 which amounted to 239 surveys completed on young persons with diagnosed autism. The questionnaires included information on co-occurring conditions, current or previous use of medications and reasons for use of the medications. Only one-quarter of the participants in this study reported using at least one mental health-related medication in their lifetime. The most reported medications were stimulants, antidepressants and antiepileptics. The reasons for using medication included managing attention deficit hyperactivity disorder, challenging behaviours, seizures, sleep difficulties and symptoms of anxiety and depression. The number of individuals reporting medication use in this study was lower compared to other developed countries. Nevertheless, these medications should be monitored due to limited understanding of their use to manage co-occurring symptoms in young autistic persons. The findings highlight the importance of ongoing research to better understand mental health-related medications and inform best practice. En ligne : https://dx.doi.org/10.1177/13623613231226099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.2002-2013[article] The use of psychotropic medications in autistic individuals (21?years and younger) in Western Australia: A preliminary investigation [Texte imprimé et/ou numérique] / Kim WATKINS, Auteur ; Richard PARSONS, Auteur ; Bruce SUNDERLAND, Auteur ; Andrew WHITEHOUSE, Auteur ; Rima CACCETTA, Auteur . - p.2002-2013.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.2002-2013
Mots-clés : adolescent antidepressant agents anxiety autism spectrum disorder medication child depression mental health psychotropic risperidone Index. décimale : PER Périodiques Résumé : There is a significant variability in the prevalence of psychotropic medication use among young autistic persons worldwide and this is under-studied in Australia. Apart from risperidone, approved by the Therapeutic Goods Administration to manage challenging behaviour, the appropriateness of other psychotropic medications prescribed to young autistic persons warrants scrutiny. This retrospective study aims to gain initial insight into the magnitude, types and indications of psychotropic medication use in autistic children and adolescents in Western Australia. We analysed de-identified data from 239 autistic children and adolescents (?21?years) who participated in the Western Australian Autism Biological Registry between 2011 and 2015 and who completed a questionnaire regarding medication use. One-quarter (n = 66, 28%) of young autistic people reported using a total of 137 medications. Most (n = 46, 70%) of those medicated were under 12?years of age; half (n = 33) were 6-12?years and a fifth (n = 13) were under 6?years. The most used medications were stimulants (n = 35, 53.0%), followed by antidepressants (n = 24, 36.4%), antiepileptics (n = 21, 31.8%), sedatives (n = 15, 22.7%) and antipsychotics (n = 14, 21.2%). These medications were mainly to manage attention deficit hyperactivity disorder, challenging behaviours, seizures, insomnia, undefined anxiety, depression and mood instability. While most autistic young people in the Western Australian Autism Biological Registry did not report using psychotropic medication, over a quarter were prescribed medications, primarily stimulants, to manage symptoms of attention deficit hyperactivity disorder. Various medications, including risperidone, were used to help manage challenging behaviours. Medication use should be studied more comprehensively in a larger cohort of autistic persons to confirm our current preliminary observations. Further, future studies should monitor the effectiveness and safety outcomes of such medications due to a limited understanding of their effectiveness in managing the atypical presentation of co-occurring disorders in young autistic persons. Lay abstract Prescriptions and use of medications to treat mental health conditions in young autistic populations are inconsistent worldwide. This makes it hard to compare findings from international studies to the Australian autistic population, where there are limited relevant studies. Apart from risperidone, there are no other medications specified for direct use in autistic persons. This study aims to gain initial broad understanding of the use of medications, commonly prescribed for mental health conditions, specifically by autistics under the age of 21?years. We analysed data that were previously collected as part of the Western Australian Autism Biological Registry between 2011 and 2015 which amounted to 239 surveys completed on young persons with diagnosed autism. The questionnaires included information on co-occurring conditions, current or previous use of medications and reasons for use of the medications. Only one-quarter of the participants in this study reported using at least one mental health-related medication in their lifetime. The most reported medications were stimulants, antidepressants and antiepileptics. The reasons for using medication included managing attention deficit hyperactivity disorder, challenging behaviours, seizures, sleep difficulties and symptoms of anxiety and depression. The number of individuals reporting medication use in this study was lower compared to other developed countries. Nevertheless, these medications should be monitored due to limited understanding of their use to manage co-occurring symptoms in young autistic persons. The findings highlight the importance of ongoing research to better understand mental health-related medications and inform best practice. En ligne : https://dx.doi.org/10.1177/13623613231226099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Diagnosis as a new beginning not an end: A participatory photovoice study on navigating an autism diagnosis in adulthood / Monique BOTHA ; Lynsey MCDEVITT ; Karis N. KING ; Liz BISCOE ; Kirsty TUCKER ; Amy PEARSON in Autism, 28-8 (August 2024)
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[article]
Titre : Diagnosis as a new beginning not an end: A participatory photovoice study on navigating an autism diagnosis in adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Monique BOTHA, Auteur ; Lynsey MCDEVITT, Auteur ; Karis N. KING, Auteur ; Liz BISCOE, Auteur ; Kirsty TUCKER, Auteur ; Amy PEARSON, Auteur Article en page(s) : p.2014-2027 Langues : Anglais (eng) Mots-clés : adults diagnosis qualitative research Index. décimale : PER Périodiques Résumé : Autistic people diagnosed in adulthood often report that the experience can be life-changing, but there are issues with the diagnostic pathway. Few studies consider the views of people currently seeking diagnosis or contextualise the experience of diagnosis around developing an autistic identity. In this qualitative participatory study, we explored experiences of navigating an autism diagnosis in adulthood in the UK. We recruited six women (aged 21-46 years) who were seeking diagnosis, who worked with the academic researchers across four sessions to develop the study, share their experiences and analyse the themes. In one session, they completed a semi-structured interview alongside photovoice, a community-based action method, to explain and reflect on their experiences. We used reflexive thematic analysis to identify patterns, with four key themes identified: (1) 'everything shattered', (2) 'being seen', (3) 'understanding not judgement, please'and (4) 'here?s a leaflet, off you go'. The themes reflected a desire for change and improved support for both diagnosis and developing autistic identity. Following photovoice methodology, together we identified actions to improve adult diagnosis, including involving autistic people in making improvements to the diagnostic criteria, for key professional and community groups to listen more to autistic people and for diagnostic support services to be flexible and appreciative of wider neurodivergence and intersectionality. Lay abstract Lots of people seek an autism diagnosis as an adult, and they often say that being diagnosed can be positively life-changing, but the experience of getting a diagnosis can be difficult. We often do not hear the views of people currently looking for a diagnosis, or talk to them about how diagnosis relates to their identity. In our study, we looked at experiences of people currently seeking an autism diagnosis in the UK. We used participatory methods, where six people seeking diagnosis were included as collaborators in the research. They took part in four different sessions, where they helped to shape the research, took part in interviews about their experiences and helped to analyse the patterns in all the interviews. We also used something called photovoice during the interviews, where they could use photos to show how they felt about navigating a diagnosis. We identified four common themes: (1) everyone had experienced some form of crisis before seeking diagnosis; (2) when they realised they were autistic, they felt seen; (3) the diagnostic process and criteria were not working, and they felt judged by clinicians and (4) there was limited support available after diagnosis. In another session, we identified actions that need to be taken which have implications for policy and practice, including improving the diagnostic process and criteria with autistic people, autistic people being listened to more by people like general practitioners and clinicians and diagnosis services needing to be more flexible and appreciate different aspects of someone?s identity and neurodivergence. En ligne : https://dx.doi.org/10.1177/13623613231220418 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.2014-2027[article] Diagnosis as a new beginning not an end: A participatory photovoice study on navigating an autism diagnosis in adulthood [Texte imprimé et/ou numérique] / Monique BOTHA, Auteur ; Lynsey MCDEVITT, Auteur ; Karis N. KING, Auteur ; Liz BISCOE, Auteur ; Kirsty TUCKER, Auteur ; Amy PEARSON, Auteur . - p.2014-2027.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.2014-2027
Mots-clés : adults diagnosis qualitative research Index. décimale : PER Périodiques Résumé : Autistic people diagnosed in adulthood often report that the experience can be life-changing, but there are issues with the diagnostic pathway. Few studies consider the views of people currently seeking diagnosis or contextualise the experience of diagnosis around developing an autistic identity. In this qualitative participatory study, we explored experiences of navigating an autism diagnosis in adulthood in the UK. We recruited six women (aged 21-46 years) who were seeking diagnosis, who worked with the academic researchers across four sessions to develop the study, share their experiences and analyse the themes. In one session, they completed a semi-structured interview alongside photovoice, a community-based action method, to explain and reflect on their experiences. We used reflexive thematic analysis to identify patterns, with four key themes identified: (1) 'everything shattered', (2) 'being seen', (3) 'understanding not judgement, please'and (4) 'here?s a leaflet, off you go'. The themes reflected a desire for change and improved support for both diagnosis and developing autistic identity. Following photovoice methodology, together we identified actions to improve adult diagnosis, including involving autistic people in making improvements to the diagnostic criteria, for key professional and community groups to listen more to autistic people and for diagnostic support services to be flexible and appreciative of wider neurodivergence and intersectionality. Lay abstract Lots of people seek an autism diagnosis as an adult, and they often say that being diagnosed can be positively life-changing, but the experience of getting a diagnosis can be difficult. We often do not hear the views of people currently looking for a diagnosis, or talk to them about how diagnosis relates to their identity. In our study, we looked at experiences of people currently seeking an autism diagnosis in the UK. We used participatory methods, where six people seeking diagnosis were included as collaborators in the research. They took part in four different sessions, where they helped to shape the research, took part in interviews about their experiences and helped to analyse the patterns in all the interviews. We also used something called photovoice during the interviews, where they could use photos to show how they felt about navigating a diagnosis. We identified four common themes: (1) everyone had experienced some form of crisis before seeking diagnosis; (2) when they realised they were autistic, they felt seen; (3) the diagnostic process and criteria were not working, and they felt judged by clinicians and (4) there was limited support available after diagnosis. In another session, we identified actions that need to be taken which have implications for policy and practice, including improving the diagnostic process and criteria with autistic people, autistic people being listened to more by people like general practitioners and clinicians and diagnosis services needing to be more flexible and appreciate different aspects of someone?s identity and neurodivergence. En ligne : https://dx.doi.org/10.1177/13623613231220418 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 First things first: An exploration of the effects of psychoeducation for older autistic adults / Machteld A. OUWENS ; Rosalien M.H.J. WILTING ; Arjan C. VIDELER in Autism, 28-8 (August 2024)
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[article]
Titre : First things first: An exploration of the effects of psychoeducation for older autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Machteld A. OUWENS, Auteur ; Rosalien M.H.J. WILTING, Auteur ; Arjan C. VIDELER, Auteur Article en page(s) : p.2028-2039 Langues : Anglais (eng) Mots-clés : autism spectrum disorders interventions-psychosocial/behavioral older adults psychoeducation Index. décimale : PER Périodiques Résumé : A psychoeducation program that was originally developed by the Dutch Association for Autism was adjusted for older adults to enhance its feasibility and efficacy in later life. In this study, we explored the effects of this adapted psychoeducation program for older autistic adults in a pre-test-post-test 6-month follow-up design. A total of 61 patients (55-78?years) and 44 proxies (a person close to them) participated in the study; attrition rate was high for the follow-up assessment. As hypothesized, an increase in knowledge and acceptance of the diagnosis was observed, with a strong and positive correlation between patients and proxies for knowledge. Furthermore, ambiguous results were observed on coping with the diagnosis and no positive effects on psychological distress were found. The feedback of participants and proxies about the psychoeducation program was largely positive. Future research with larger group samples and larger time scales is necessary to gain more insight into the effectiveness of the psychoeducation program. It seems worthwhile to further adjust the program to the needs and requirements of older adults, and to help older autistic adults to construct a new narrative of themselves, and the life they have lived, in the light of the recent autism diagnosis. Lay abstract After receiving an autism diagnosis, psychoeducation (i.e. information regarding autism) is a first intervention. We adjusted a psychoeducation program that was originally developed by the Dutch Association for Autism for older adults to enhance its feasibility and efficacy in later life. We expected that participants would report an increase in knowledge and acceptance of the diagnosis and that people close to them would also observe this. Indeed, we found this and participants and those close to them agreed on this. Furthermore, we found some evidence that older autistic adults were better at coping with their autism. We found no positive intervention effects on psychological distress. The feedback of participants and informants about the psychoeducation program was largely positive. In future research, we advise using larger group samples and larger time scales and we also advise to further adjust the program to the needs and requirements of older adults, and to help older autistic adults to construct a new narrative of themselves, and the life they have lived, in the light of the recent autism diagnosis. En ligne : https://dx.doi.org/10.1177/13623613231219745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.2028-2039[article] First things first: An exploration of the effects of psychoeducation for older autistic adults [Texte imprimé et/ou numérique] / Machteld A. OUWENS, Auteur ; Rosalien M.H.J. WILTING, Auteur ; Arjan C. VIDELER, Auteur . - p.2028-2039.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.2028-2039
Mots-clés : autism spectrum disorders interventions-psychosocial/behavioral older adults psychoeducation Index. décimale : PER Périodiques Résumé : A psychoeducation program that was originally developed by the Dutch Association for Autism was adjusted for older adults to enhance its feasibility and efficacy in later life. In this study, we explored the effects of this adapted psychoeducation program for older autistic adults in a pre-test-post-test 6-month follow-up design. A total of 61 patients (55-78?years) and 44 proxies (a person close to them) participated in the study; attrition rate was high for the follow-up assessment. As hypothesized, an increase in knowledge and acceptance of the diagnosis was observed, with a strong and positive correlation between patients and proxies for knowledge. Furthermore, ambiguous results were observed on coping with the diagnosis and no positive effects on psychological distress were found. The feedback of participants and proxies about the psychoeducation program was largely positive. Future research with larger group samples and larger time scales is necessary to gain more insight into the effectiveness of the psychoeducation program. It seems worthwhile to further adjust the program to the needs and requirements of older adults, and to help older autistic adults to construct a new narrative of themselves, and the life they have lived, in the light of the recent autism diagnosis. Lay abstract After receiving an autism diagnosis, psychoeducation (i.e. information regarding autism) is a first intervention. We adjusted a psychoeducation program that was originally developed by the Dutch Association for Autism for older adults to enhance its feasibility and efficacy in later life. We expected that participants would report an increase in knowledge and acceptance of the diagnosis and that people close to them would also observe this. Indeed, we found this and participants and those close to them agreed on this. Furthermore, we found some evidence that older autistic adults were better at coping with their autism. We found no positive intervention effects on psychological distress. The feedback of participants and informants about the psychoeducation program was largely positive. In future research, we advise using larger group samples and larger time scales and we also advise to further adjust the program to the needs and requirements of older adults, and to help older autistic adults to construct a new narrative of themselves, and the life they have lived, in the light of the recent autism diagnosis. En ligne : https://dx.doi.org/10.1177/13623613231219745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany / Sandra HANS ; Thamar VOSS in Autism, 28-8 (August 2024)
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[article]
Titre : Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany Type de document : Texte imprimé et/ou numérique Auteurs : Sandra HANS, Auteur ; Thamar VOSS, Auteur Article en page(s) : p.2040-2052 Langues : Anglais (eng) Mots-clés : attitude autism inclusion knowledge self-efficacy teachers Index. décimale : PER Périodiques Résumé : To provide inclusive education to autistic students, it is important that teachers possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward the inclusion of autistic students. In this study, we explored knowledge, self-efficacy, and attitude concerning autism among N = 887 teachers in Germany. The results showed that knowledge about autism was only moderate and teachers held some typical misconceptions about autism. Moreover, teachers did not possess overwhelmingly high self-efficacy beliefs whereas their attitude toward inclusion of autistic students was rather positive. Experience with teaching autistic students was associated with more knowledge and higher self-efficacy. Also, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. However, the type of school where teachers were working made hardly any difference in their knowledge, self-efficacy, and attitude. Overall, the results suggest that teachers in Germany need more autism training to increase their knowledge about autism and their self-efficacy beliefs in teaching autistic students. Lay Abstract Nowadays, autistic students are often enrolled in mainstream schools. To successfully include autistic students in general education, teachers need to possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward their inclusion. However, in Germany, little is known about the knowledge, the self-efficacy, and the attitude concerning autism among teachers working at mainstream schools. Therefore, we conducted a study in which we used items to assess knowledge, self-efficacy, and attitude. A total of 887 general education teachers participated in the study. The results showed that the level of knowledge about autism was moderate among teachers. Similarly, teachers did not hold overwhelmingly high self-efficacy beliefs. However, their attitude toward inclusion of autistic students was rather positive. At the same time, teachers who had experience with teaching autistic students possessed more knowledge and higher self-efficacy than teachers who had no experience with teaching autistic students. In addition, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. In contrast, knowledge, self-efficacy, and attitude were rather similar among teachers from different types of schools. The findings suggest that teachers in Germany should possess more knowledge about autism and feel more competent in teaching autistic students. Therefore, it is important to systematically include autism trainings in teacher education programs. En ligne : https://dx.doi.org/10.1177/13623613231220210 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.2040-2052[article] Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany [Texte imprimé et/ou numérique] / Sandra HANS, Auteur ; Thamar VOSS, Auteur . - p.2040-2052.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.2040-2052
Mots-clés : attitude autism inclusion knowledge self-efficacy teachers Index. décimale : PER Périodiques Résumé : To provide inclusive education to autistic students, it is important that teachers possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward the inclusion of autistic students. In this study, we explored knowledge, self-efficacy, and attitude concerning autism among N = 887 teachers in Germany. The results showed that knowledge about autism was only moderate and teachers held some typical misconceptions about autism. Moreover, teachers did not possess overwhelmingly high self-efficacy beliefs whereas their attitude toward inclusion of autistic students was rather positive. Experience with teaching autistic students was associated with more knowledge and higher self-efficacy. Also, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. However, the type of school where teachers were working made hardly any difference in their knowledge, self-efficacy, and attitude. Overall, the results suggest that teachers in Germany need more autism training to increase their knowledge about autism and their self-efficacy beliefs in teaching autistic students. Lay Abstract Nowadays, autistic students are often enrolled in mainstream schools. To successfully include autistic students in general education, teachers need to possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward their inclusion. However, in Germany, little is known about the knowledge, the self-efficacy, and the attitude concerning autism among teachers working at mainstream schools. Therefore, we conducted a study in which we used items to assess knowledge, self-efficacy, and attitude. A total of 887 general education teachers participated in the study. The results showed that the level of knowledge about autism was moderate among teachers. Similarly, teachers did not hold overwhelmingly high self-efficacy beliefs. However, their attitude toward inclusion of autistic students was rather positive. At the same time, teachers who had experience with teaching autistic students possessed more knowledge and higher self-efficacy than teachers who had no experience with teaching autistic students. In addition, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. In contrast, knowledge, self-efficacy, and attitude were rather similar among teachers from different types of schools. The findings suggest that teachers in Germany should possess more knowledge about autism and feel more competent in teaching autistic students. Therefore, it is important to systematically include autism trainings in teacher education programs. En ligne : https://dx.doi.org/10.1177/13623613231220210 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Non-autistic observers both detect and demonstrate the double empathy problem when evaluating interactions between autistic and non-autistic adults / Monique BOTHA ; Robert A. ACKERMAN ; Kathryn KING ; Noah J. SASSON in Autism, 28-8 (August 2024)
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[article]
Titre : Non-autistic observers both detect and demonstrate the double empathy problem when evaluating interactions between autistic and non-autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Monique BOTHA, Auteur ; Robert A. ACKERMAN, Auteur ; Kathryn KING, Auteur ; Noah J. SASSON, Auteur Article en page(s) : p.2053-2065 Langues : Anglais (eng) Mots-clés : double empathy social cognition and social behavior social interaction Index. décimale : PER Périodiques Résumé : Consistent with a "double empathy" framework, autistic adults often experience better interaction with autistic compared with non-autistic partners. Here, we examined whether non-autistic observers detect differences in autistic interactions relative to non-autistic and mixed ones. Non-autistic adults (N = 102) rated the interaction quality and traits of 42 autistic and 44 non-autistic male participants interacting in same or mixed-neurotype dyads. Non-autistic interactions and participants were evaluated most positively, with participants rated more favorably when interacting with non-autistic partners and rated as less intelligent and awkward when interacting with autistic partners. Observers perceived mixed interactions as the least successful overall. Whereas non-autistic interactions were rated as smoother and more enjoyable than mixed interactions, they were not rated differently from autistic interactions on any measure of interaction quality. Observers also perceived that non-autistic participants but not autistic participants disclosed more to non-autistic partners. However, they evaluated autistic participants more negatively than their partners in the interaction evaluated them; they disproportionately underestimated trust and intelligence ratings made by autistic participants; and they and reported lower social interest in participants than did the autistic and non-autistic people in the interactions. Collectively, these findings indicate that non-autistic adults both detect and demonstrate the double empathy problem when observing social interactions involving autistic people. Lay Abstract The "double empathy problem" refers to breakdowns in communication and understanding that frequently occur between autistic and non-autistic people. Previous studies have shown that autistic people often establish better rapport and connection when interacting with other autistic people compared to when interacting with non-autistic people, but it is unclear whether this is noticeable to non-autistic observers. In this study, 102 non-autistic undergraduate students viewed and rated video recordings of "get to know you" conversations between pairs of autistic and non-autistic adults. Sometimes the pairs were two autistic people, sometimes they were two non-autistic people, and sometimes they were "mixed" interactions of one autistic and one non-autistic person. Observers tended to rate non-autistic participants and their interactions the most favorably, but-consistent with the "double empathy problem"-they rated mixed interactions between autistic and non-autistic people as the least successful. They also perceived that only non-autistic people disclosed more when interacting with a non-autistic conversation partner. Autistic participants'partners in the conversations tended to evaluate them more favorably than did outside observers, suggesting that personal contact may facilitate more positive evaluations of autistic people. Furthermore, observers expressed less social interest in participants than did the autistic and non-autistic participants in the interactions. Together, these findings suggest that non-autistic observers both detect and demonstrate some aspects of the double empathy problem. En ligne : https://dx.doi.org/10.1177/13623613231219743 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.2053-2065[article] Non-autistic observers both detect and demonstrate the double empathy problem when evaluating interactions between autistic and non-autistic adults [Texte imprimé et/ou numérique] / Monique BOTHA, Auteur ; Robert A. ACKERMAN, Auteur ; Kathryn KING, Auteur ; Noah J. SASSON, Auteur . - p.2053-2065.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.2053-2065
Mots-clés : double empathy social cognition and social behavior social interaction Index. décimale : PER Périodiques Résumé : Consistent with a "double empathy" framework, autistic adults often experience better interaction with autistic compared with non-autistic partners. Here, we examined whether non-autistic observers detect differences in autistic interactions relative to non-autistic and mixed ones. Non-autistic adults (N = 102) rated the interaction quality and traits of 42 autistic and 44 non-autistic male participants interacting in same or mixed-neurotype dyads. Non-autistic interactions and participants were evaluated most positively, with participants rated more favorably when interacting with non-autistic partners and rated as less intelligent and awkward when interacting with autistic partners. Observers perceived mixed interactions as the least successful overall. Whereas non-autistic interactions were rated as smoother and more enjoyable than mixed interactions, they were not rated differently from autistic interactions on any measure of interaction quality. Observers also perceived that non-autistic participants but not autistic participants disclosed more to non-autistic partners. However, they evaluated autistic participants more negatively than their partners in the interaction evaluated them; they disproportionately underestimated trust and intelligence ratings made by autistic participants; and they and reported lower social interest in participants than did the autistic and non-autistic people in the interactions. Collectively, these findings indicate that non-autistic adults both detect and demonstrate the double empathy problem when observing social interactions involving autistic people. Lay Abstract The "double empathy problem" refers to breakdowns in communication and understanding that frequently occur between autistic and non-autistic people. Previous studies have shown that autistic people often establish better rapport and connection when interacting with other autistic people compared to when interacting with non-autistic people, but it is unclear whether this is noticeable to non-autistic observers. In this study, 102 non-autistic undergraduate students viewed and rated video recordings of "get to know you" conversations between pairs of autistic and non-autistic adults. Sometimes the pairs were two autistic people, sometimes they were two non-autistic people, and sometimes they were "mixed" interactions of one autistic and one non-autistic person. Observers tended to rate non-autistic participants and their interactions the most favorably, but-consistent with the "double empathy problem"-they rated mixed interactions between autistic and non-autistic people as the least successful. They also perceived that only non-autistic people disclosed more when interacting with a non-autistic conversation partner. Autistic participants'partners in the conversations tended to evaluate them more favorably than did outside observers, suggesting that personal contact may facilitate more positive evaluations of autistic people. Furthermore, observers expressed less social interest in participants than did the autistic and non-autistic participants in the interactions. Together, these findings suggest that non-autistic observers both detect and demonstrate some aspects of the double empathy problem. En ligne : https://dx.doi.org/10.1177/13623613231219743 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 No association between alexithymia and emotion recognition or theory of mind in a sample of adolescents enhanced for autistic traits / Hannah PICKARD ; Emily SIMONOFF ; Andrew PICKLES ; Rachael BEDFORD ; Virginia CARTER LENO in Autism, 28-8 (August 2024)
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[article]
Titre : No association between alexithymia and emotion recognition or theory of mind in a sample of adolescents enhanced for autistic traits Type de document : Texte imprimé et/ou numérique Auteurs : Hannah PICKARD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Virginia CARTER LENO, Auteur Article en page(s) : p.2066-2079 Langues : Anglais (eng) Mots-clés : adolescence alexithymia autism emotion recognition theory of mind Index. décimale : PER Périodiques Résumé : The alexithymia hypothesis posits that specific aspects of the autistic socio-cognitive profile, namely emotion recognition difficulties, can be explained by the increased prevalence of alexithymia in autistic populations. However, this hypothesis has largely been tested in adults. We tested whether co-occurring alexithymia could account for associations between autistic traits and two key domains of socio-emotional cognitive functioning in adolescence. Participants were 184 (44% male) children aged 10-16?years with and without a diagnosis of autism (n = 75 autistic), who completed experimental measures of emotion recognition and theory of mind. Parents completed assessment of autistic traits and alexithymia. Pre-registered analyses tested associations between autistic traits and socio-cognitive task performance, and whether including alexithymia as an additional predictor changed the nature of the association between autistic traits and task performance. Results showed participants with higher levels of autistic traits performed lower on emotion recognition and theory of mind tasks, and that these associations were not significantly altered by including alexithymia in the models. Results suggest that more work is needed to understand the applicability of the alexithymia hypothesis in younger populations, but that at least in young adolescents and when using parent-report measures, alexithymia may not be associated with emotion recognition or theory of mind ability. Lay abstract Alexithymia is a sub-clinical condition characterised by difficulties identifying and describing one?s own emotions, which is found in many, but not all autistic people. The alexithymia hypothesis suggests that certain aspects of socio-cognitive functioning typically attributed to autism, namely difficulties in emotion recognition, might be better explained by often co-occurring alexithymia. It is important to understand what is specific to autism and what is due to other co-occurring characteristics to develop appropriate support for autistic people. However, most research on this topic has been conducted in adults, which limits our knowledge about the relevance of this theory to younger autistic populations. This study tested whether difficulties in emotion recognition and theory of mind traditionally associated with autism might be better explained by alexithymia in a sample of adolescents with and without a diagnosis of autism. Results found that difficulties in emotion recognition and theory of mind were both associated with autistic traits, and this was not accounted for by individual differences in levels of alexithymia. This research suggests that more work is needed to understand the applicability of the alexithymia hypothesis in younger populations, but that at least in adolescents and when using parent-report measures, alexithymia may not account for emotion recognition or theory of mind difficulties associated with autistic traits. En ligne : https://dx.doi.org/10.1177/13623613231221928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.2066-2079[article] No association between alexithymia and emotion recognition or theory of mind in a sample of adolescents enhanced for autistic traits [Texte imprimé et/ou numérique] / Hannah PICKARD, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Virginia CARTER LENO, Auteur . - p.2066-2079.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.2066-2079
Mots-clés : adolescence alexithymia autism emotion recognition theory of mind Index. décimale : PER Périodiques Résumé : The alexithymia hypothesis posits that specific aspects of the autistic socio-cognitive profile, namely emotion recognition difficulties, can be explained by the increased prevalence of alexithymia in autistic populations. However, this hypothesis has largely been tested in adults. We tested whether co-occurring alexithymia could account for associations between autistic traits and two key domains of socio-emotional cognitive functioning in adolescence. Participants were 184 (44% male) children aged 10-16?years with and without a diagnosis of autism (n = 75 autistic), who completed experimental measures of emotion recognition and theory of mind. Parents completed assessment of autistic traits and alexithymia. Pre-registered analyses tested associations between autistic traits and socio-cognitive task performance, and whether including alexithymia as an additional predictor changed the nature of the association between autistic traits and task performance. Results showed participants with higher levels of autistic traits performed lower on emotion recognition and theory of mind tasks, and that these associations were not significantly altered by including alexithymia in the models. Results suggest that more work is needed to understand the applicability of the alexithymia hypothesis in younger populations, but that at least in young adolescents and when using parent-report measures, alexithymia may not be associated with emotion recognition or theory of mind ability. Lay abstract Alexithymia is a sub-clinical condition characterised by difficulties identifying and describing one?s own emotions, which is found in many, but not all autistic people. The alexithymia hypothesis suggests that certain aspects of socio-cognitive functioning typically attributed to autism, namely difficulties in emotion recognition, might be better explained by often co-occurring alexithymia. It is important to understand what is specific to autism and what is due to other co-occurring characteristics to develop appropriate support for autistic people. However, most research on this topic has been conducted in adults, which limits our knowledge about the relevance of this theory to younger autistic populations. This study tested whether difficulties in emotion recognition and theory of mind traditionally associated with autism might be better explained by alexithymia in a sample of adolescents with and without a diagnosis of autism. Results found that difficulties in emotion recognition and theory of mind were both associated with autistic traits, and this was not accounted for by individual differences in levels of alexithymia. This research suggests that more work is needed to understand the applicability of the alexithymia hypothesis in younger populations, but that at least in adolescents and when using parent-report measures, alexithymia may not account for emotion recognition or theory of mind difficulties associated with autistic traits. En ligne : https://dx.doi.org/10.1177/13623613231221928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism / W. Catherine CHEUNG ; Meghan M. BURKE ; Julie Lounds TAYLOR ; Leann S. DAWALT in Autism, 28-8 (August 2024)
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[article]
Titre : Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism Type de document : Texte imprimé et/ou numérique Auteurs : W. Catherine CHEUNG, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.2080-2089 Langues : Anglais (eng) Mots-clés : advocacy autism empowerment knowledge parents transition Index. décimale : PER Périodiques Résumé : Parents of individuals with autism face many challenges in accessing appropriate services and supports for their offspring. Parents also play vital roles in advocating for their offspring?s rights and needs. Furthermore, despite advocacy programs becoming increasingly common, it remains unclear how to best foster advocacy among parents of individuals with autism. To this end, we examined the associations among knowledge, empowerment, and three types of advocacy activities (i.e. individual, peer, and systemic) among 185 parents of transition-aged youth with autism using structural equation modeling. Results show that empowerment has a greater impact on advocacy than knowledge. Significant direct and indirect effects of individual advocacy activities on peer advocacy activities, and peer advocacy activities on systemic advocacy activities were also confirmed. Implications for research and practice are discussed. Lay abstract Parents of individuals with autism face many challenges in finding appropriate services and support for their children, and they also play an important role in advocating for their children?s rights and needs. Despite the increasing availability of advocacy programs, it is still uncertain how to best encourage parents to advocate for their children. This study explored the connection between parents'knowledge and sense of empowerment, and how these factors relate to three types of advocacy activities (i.e. individual, peer, and systemic). The findings reveal that feeling empowered has a greater impact on advocacy than simply having knowledge. In addition, the study found that individual advocacy correlates to more peer advocacy, which also correlates to more systemic advocacy. These results can help researchers and professionals to better develop programs to increase parent advocacy and, in turn, help improve the lives of individuals with autism. En ligne : https://dx.doi.org/10.1177/13623613231221126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.2080-2089[article] Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism [Texte imprimé et/ou numérique] / W. Catherine CHEUNG, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur ; Leann S. DAWALT, Auteur . - p.2080-2089.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.2080-2089
Mots-clés : advocacy autism empowerment knowledge parents transition Index. décimale : PER Périodiques Résumé : Parents of individuals with autism face many challenges in accessing appropriate services and supports for their offspring. Parents also play vital roles in advocating for their offspring?s rights and needs. Furthermore, despite advocacy programs becoming increasingly common, it remains unclear how to best foster advocacy among parents of individuals with autism. To this end, we examined the associations among knowledge, empowerment, and three types of advocacy activities (i.e. individual, peer, and systemic) among 185 parents of transition-aged youth with autism using structural equation modeling. Results show that empowerment has a greater impact on advocacy than knowledge. Significant direct and indirect effects of individual advocacy activities on peer advocacy activities, and peer advocacy activities on systemic advocacy activities were also confirmed. Implications for research and practice are discussed. Lay abstract Parents of individuals with autism face many challenges in finding appropriate services and support for their children, and they also play an important role in advocating for their children?s rights and needs. Despite the increasing availability of advocacy programs, it is still uncertain how to best encourage parents to advocate for their children. This study explored the connection between parents'knowledge and sense of empowerment, and how these factors relate to three types of advocacy activities (i.e. individual, peer, and systemic). The findings reveal that feeling empowered has a greater impact on advocacy than simply having knowledge. In addition, the study found that individual advocacy correlates to more peer advocacy, which also correlates to more systemic advocacy. These results can help researchers and professionals to better develop programs to increase parent advocacy and, in turn, help improve the lives of individuals with autism. En ligne : https://dx.doi.org/10.1177/13623613231221126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 'Who, When, How to Share': Pilot study of a new disclosure decision-making programme for autistic adults / Katrina SCIOR ; Kana GRACE ; Eric HEATH ; Simone Dufresne ; Laura CRANE in Autism, 28-8 (August 2024)
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[article]
Titre : 'Who, When, How to Share': Pilot study of a new disclosure decision-making programme for autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Katrina SCIOR, Auteur ; Kana GRACE, Auteur ; Eric HEATH, Auteur ; Simone Dufresne, Auteur ; Laura CRANE, Auteur Article en page(s) : p.2090-2104 Langues : Anglais (eng) Mots-clés : autism autistic adults decision-making disclosure feasibility intervention pilot programme stigma support Index. décimale : PER Périodiques Résumé : In this pilot study, we report on the feasibility, acceptability and potential impact of 'Who, When, How to Share', a new disclosure decision-making programme for autistic adults. We evaluated this programme using pre-post mixed-methods surveys that included questions about participants'experiences of the programme and four psychosocial outcome measures. While 32 autistic adults completed the pre-programme survey and enrolled into the programme, there was high attrition, with only 19 autistic adults completing the programme and post-programme survey. We found that it was feasible to deliver the programme in a guided self-help format, although a minority of participants (who completed the programme or provided reasons for withdrawing from the programme) found it challenging to work through the programme independently and within the study time frame. High levels of satisfaction and positive qualitative feedback also suggested that the programme was acceptable to autistic adults. Participants provided useful recommendations for improvement, such as more interactive elements to enhance engagement. The programme showed potential to improve decisional conflict, disclosure-related distress, stigma-related stress and internalised stigma among autistic adults, though further evaluation of the impact of the programme is needed. Lay abstract 'Who, When, How to Share'is a new programme that aims to support autistic adults in making decisions around sharing their autistic identity with others. The programme involves working through a self-help guide independently over 3?weeks with optional peer support. We wanted to find out if autistic adults would join the programme and find it useful. Thirty-two autistic adults took part in the programme and 19 of them completed it. Most participants who completed the programme liked the programme and found it helpful, but some felt that they needed more time and support to complete it. They suggested that the programme would be more accessible if it was more interactive, such as including videos and other ways to gain feedback on their progress. Surveys filled in by participants before and after the programme suggested that they became more confident and less stressed about sharing their autistic identity with others, but some felt they still needed to build more confidence in order to handle negative attitudes from others. More work is needed to improve and test the programme further. En ligne : https://dx.doi.org/10.1177/13623613231221685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.2090-2104[article] 'Who, When, How to Share': Pilot study of a new disclosure decision-making programme for autistic adults [Texte imprimé et/ou numérique] / Katrina SCIOR, Auteur ; Kana GRACE, Auteur ; Eric HEATH, Auteur ; Simone Dufresne, Auteur ; Laura CRANE, Auteur . - p.2090-2104.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.2090-2104
Mots-clés : autism autistic adults decision-making disclosure feasibility intervention pilot programme stigma support Index. décimale : PER Périodiques Résumé : In this pilot study, we report on the feasibility, acceptability and potential impact of 'Who, When, How to Share', a new disclosure decision-making programme for autistic adults. We evaluated this programme using pre-post mixed-methods surveys that included questions about participants'experiences of the programme and four psychosocial outcome measures. While 32 autistic adults completed the pre-programme survey and enrolled into the programme, there was high attrition, with only 19 autistic adults completing the programme and post-programme survey. We found that it was feasible to deliver the programme in a guided self-help format, although a minority of participants (who completed the programme or provided reasons for withdrawing from the programme) found it challenging to work through the programme independently and within the study time frame. High levels of satisfaction and positive qualitative feedback also suggested that the programme was acceptable to autistic adults. Participants provided useful recommendations for improvement, such as more interactive elements to enhance engagement. The programme showed potential to improve decisional conflict, disclosure-related distress, stigma-related stress and internalised stigma among autistic adults, though further evaluation of the impact of the programme is needed. Lay abstract 'Who, When, How to Share'is a new programme that aims to support autistic adults in making decisions around sharing their autistic identity with others. The programme involves working through a self-help guide independently over 3?weeks with optional peer support. We wanted to find out if autistic adults would join the programme and find it useful. Thirty-two autistic adults took part in the programme and 19 of them completed it. Most participants who completed the programme liked the programme and found it helpful, but some felt that they needed more time and support to complete it. They suggested that the programme would be more accessible if it was more interactive, such as including videos and other ways to gain feedback on their progress. Surveys filled in by participants before and after the programme suggested that they became more confident and less stressed about sharing their autistic identity with others, but some felt they still needed to build more confidence in order to handle negative attitudes from others. More work is needed to improve and test the programme further. En ligne : https://dx.doi.org/10.1177/13623613231221685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Measuring autism-associated traits in the general population: Factor structure and measurement invariance across sex and diagnosis status of the Social Communication Questionnaire / Ragna BUGGE ASKELAND ; Stian BARBO VALAND ; Anne-Siri ØYEN ; Synnve SCHJØLBERG ; Vanessa H. BAL ; Somer L. BISHOP ; Camilla STOLTENBERG ; Tilmann VON SOEST ; Laurie J. HANNIGAN ; Alexandra HAVDAHL in Autism, 28-8 (August 2024)
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[article]
Titre : Measuring autism-associated traits in the general population: Factor structure and measurement invariance across sex and diagnosis status of the Social Communication Questionnaire Type de document : Texte imprimé et/ou numérique Auteurs : Ragna BUGGE ASKELAND, Auteur ; Stian BARBO VALAND, Auteur ; Anne-Siri ØYEN, Auteur ; Synnve SCHJØLBERG, Auteur ; Vanessa H. BAL, Auteur ; Somer L. BISHOP, Auteur ; Camilla STOLTENBERG, Auteur ; Tilmann VON SOEST, Auteur ; Laurie J. HANNIGAN, Auteur ; Alexandra HAVDAHL, Auteur Article en page(s) : p.2105-2119 Langues : Anglais (eng) Mots-clés : cohort studies factor analysis MBRN measurement invariance MoBa psychometrics statistical surveys and questionnaires Index. décimale : PER Périodiques Résumé : Autism screening questionnaires are sometimes used as a measure of "autism-associated traits" in samples drawn from the general population, even though such tools are primarily developed and designed for use in samples of children diagnosed with or being assessed for autism. Here, we explore the psychometric properties of the Social Communication Questionnaire (SCQ) current version reported at age 8 in a large population-based sample. Using data from the Norwegian Mother, Father and Child Cohort study (MoBa), we perform exploratory (N = 21,775) and confirmatory (N = 21,674) factor analyses on items and compare our results with previously suggested factor structure models of the SCQ. Furthermore, we test for measurement invariance across sex and registry-ascertained autism diagnostic status (Ndiagnosed = 636). A 5-factor model provided best fit to the data in both children with and without autism diagnoses, though with some qualitative differences in what the factors represent across these groups. This model performed largely consistently across boys and girls in the general population. Taken together, the SCQ?s measurement properties must be carefully considered when it is used in population-based samples and measurement invariance testing of other autism screening tools used in similar contexts is warranted. Lay abstract Using questionnaires in research relies on the expectation that they measure the same things across different groups of individuals. If this is not true, then interpretations of results can be misleading when researchers compare responses across different groups of individuals or use in it a group that differs from that in which the questionnaire was developed. For the questionnaire we investigated, the Social Communication Questionnaire (SCQ), we found that parents of boys and girls responded to questionnaire items in largely the same way but that the SCQ measured traits and behaviors slightly differently depending on whether the children had autism. Based on these results, we concluded that researchers using this questionnaire should carefully consider these differences when deciding how to interpret findings. SCQ scores as a reflection of "autism-associated traits" in samples that are mostly or entirely made up of individuals without an autism diagnosis may be misleading and we encourage a more precise interpretation of scores as a broader indication of social-communicative and behavioral traits. En ligne : https://dx.doi.org/10.1177/13623613231219306 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Autism > 28-8 (August 2024) . - p.2105-2119[article] Measuring autism-associated traits in the general population: Factor structure and measurement invariance across sex and diagnosis status of the Social Communication Questionnaire [Texte imprimé et/ou numérique] / Ragna BUGGE ASKELAND, Auteur ; Stian BARBO VALAND, Auteur ; Anne-Siri ØYEN, Auteur ; Synnve SCHJØLBERG, Auteur ; Vanessa H. BAL, Auteur ; Somer L. BISHOP, Auteur ; Camilla STOLTENBERG, Auteur ; Tilmann VON SOEST, Auteur ; Laurie J. HANNIGAN, Auteur ; Alexandra HAVDAHL, Auteur . - p.2105-2119.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.2105-2119
Mots-clés : cohort studies factor analysis MBRN measurement invariance MoBa psychometrics statistical surveys and questionnaires Index. décimale : PER Périodiques Résumé : Autism screening questionnaires are sometimes used as a measure of "autism-associated traits" in samples drawn from the general population, even though such tools are primarily developed and designed for use in samples of children diagnosed with or being assessed for autism. Here, we explore the psychometric properties of the Social Communication Questionnaire (SCQ) current version reported at age 8 in a large population-based sample. Using data from the Norwegian Mother, Father and Child Cohort study (MoBa), we perform exploratory (N = 21,775) and confirmatory (N = 21,674) factor analyses on items and compare our results with previously suggested factor structure models of the SCQ. Furthermore, we test for measurement invariance across sex and registry-ascertained autism diagnostic status (Ndiagnosed = 636). A 5-factor model provided best fit to the data in both children with and without autism diagnoses, though with some qualitative differences in what the factors represent across these groups. This model performed largely consistently across boys and girls in the general population. Taken together, the SCQ?s measurement properties must be carefully considered when it is used in population-based samples and measurement invariance testing of other autism screening tools used in similar contexts is warranted. Lay abstract Using questionnaires in research relies on the expectation that they measure the same things across different groups of individuals. If this is not true, then interpretations of results can be misleading when researchers compare responses across different groups of individuals or use in it a group that differs from that in which the questionnaire was developed. For the questionnaire we investigated, the Social Communication Questionnaire (SCQ), we found that parents of boys and girls responded to questionnaire items in largely the same way but that the SCQ measured traits and behaviors slightly differently depending on whether the children had autism. Based on these results, we concluded that researchers using this questionnaire should carefully consider these differences when deciding how to interpret findings. SCQ scores as a reflection of "autism-associated traits" in samples that are mostly or entirely made up of individuals without an autism diagnosis may be misleading and we encourage a more precise interpretation of scores as a broader indication of social-communicative and behavioral traits. En ligne : https://dx.doi.org/10.1177/13623613231219306 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Made to feel different: Families perspectives on external responses to autism and the impacts on family well-being and relationships / Sebastian TREW in Autism, 28-8 (August 2024)
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[article]
Titre : Made to feel different: Families perspectives on external responses to autism and the impacts on family well-being and relationships Type de document : Texte imprimé et/ou numérique Auteurs : Sebastian TREW, Auteur Article en page(s) : p.2120-2139 Langues : Anglais (eng) Mots-clés : autism spectrum disorders environmental factors family functioning and support health services school-age children social services Index. décimale : PER Périodiques Résumé : This study aimed to investigate the impact of external factors on the experiences and family relationships of autistic adolescents and their families. A qualitative approach was used, with in-depth interviews conducted with 30 participants, including autistic adolescents, siblings and parents from within families with an autistic adolescent family member. The findings suggest that external factors significantly influence the well-being of autistic adolescents and their families. The school environment was identified as a significant factor, with sensory overload, bullying and adverse interactions with teachers having a negative impact on the mental health and quality of family relationships for participants. In addition, the study highlighted that isolation and stigma were major concerns for families, suggesting a need for public efforts to raise awareness and understanding of autism. The lack of appropriate support and services was also identified as a significant challenge that families face. The study highlights the need for person-centred approaches to service provision, which involves including autistic adolescents and their families in the design and delivery of support and services. The study recommends collaboration among schools, service providers, and families, as well as efforts to promote autism-friendly environments in schools and the broader community. Lay abstract The influence of the environment on different groups of people with disabilities has rarely been studied in the context of neurodevelopmental disabilities, such as autism, in adolescence. This study explored how external responses to autism affect the experiences, outcomes and family relationships of autistic adolescents and their family members, including siblings and parents. This study adds to the knowledge of factors that contribute to the social disadvantage and exclusion autistic adolescents and their families face in their communities. Interviews with 30 participants from families with an autistic adolescent show that external factors greatly impact the well-being of autistic adolescents and their families. The school environment, including sensory overload, bullying and negative interactions with teachers, was found to be a key factor that negatively influenced mental health and family relationships. The study also revealed that isolation and stigma are major concerns for families, indicating the importance of public awareness campaigns to increase understanding of autism. In addition, the lack of adequate support and services presented significant challenges for families. The study emphasises the importance of person-centred approaches to providing services, which involve including autistic individuals and their families in designing and delivering support. En ligne : https://dx.doi.org/10.1177/13623613231221684 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Autism > 28-8 (August 2024) . - p.2120-2139[article] Made to feel different: Families perspectives on external responses to autism and the impacts on family well-being and relationships [Texte imprimé et/ou numérique] / Sebastian TREW, Auteur . - p.2120-2139.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.2120-2139
Mots-clés : autism spectrum disorders environmental factors family functioning and support health services school-age children social services Index. décimale : PER Périodiques Résumé : This study aimed to investigate the impact of external factors on the experiences and family relationships of autistic adolescents and their families. A qualitative approach was used, with in-depth interviews conducted with 30 participants, including autistic adolescents, siblings and parents from within families with an autistic adolescent family member. The findings suggest that external factors significantly influence the well-being of autistic adolescents and their families. The school environment was identified as a significant factor, with sensory overload, bullying and adverse interactions with teachers having a negative impact on the mental health and quality of family relationships for participants. In addition, the study highlighted that isolation and stigma were major concerns for families, suggesting a need for public efforts to raise awareness and understanding of autism. The lack of appropriate support and services was also identified as a significant challenge that families face. The study highlights the need for person-centred approaches to service provision, which involves including autistic adolescents and their families in the design and delivery of support and services. The study recommends collaboration among schools, service providers, and families, as well as efforts to promote autism-friendly environments in schools and the broader community. Lay abstract The influence of the environment on different groups of people with disabilities has rarely been studied in the context of neurodevelopmental disabilities, such as autism, in adolescence. This study explored how external responses to autism affect the experiences, outcomes and family relationships of autistic adolescents and their family members, including siblings and parents. This study adds to the knowledge of factors that contribute to the social disadvantage and exclusion autistic adolescents and their families face in their communities. Interviews with 30 participants from families with an autistic adolescent show that external factors greatly impact the well-being of autistic adolescents and their families. The school environment, including sensory overload, bullying and negative interactions with teachers, was found to be a key factor that negatively influenced mental health and family relationships. The study also revealed that isolation and stigma are major concerns for families, indicating the importance of public awareness campaigns to increase understanding of autism. In addition, the lack of adequate support and services presented significant challenges for families. The study emphasises the importance of person-centred approaches to providing services, which involve including autistic individuals and their families in designing and delivering support. En ligne : https://dx.doi.org/10.1177/13623613231221684 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 Short report: Do parents use asynchronous materials in a hybrid coaching via telehealth intervention? / Lauren M. LITTLE ; Winnie DUNN ; Scott TOMCHEK in Autism, 28-8 (August 2024)
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[article]
Titre : Short report: Do parents use asynchronous materials in a hybrid coaching via telehealth intervention? Type de document : Texte imprimé et/ou numérique Auteurs : Lauren M. LITTLE, Auteur ; Winnie DUNN, Auteur ; Scott TOMCHEK, Auteur Article en page(s) : p.2140-2145 Langues : Anglais (eng) Mots-clés : autism parent competence telehealth Index. décimale : PER Périodiques Résumé : Telehealth is rapidly expanding; however, few studies have investigated hybrid models that include synchronous and asynchronous components. While research recognizes the importance of tailoring interventions to meet individual child needs, we have yet to understand how to tailor interventions to parent characteristics. This study examined how baseline parent characteristics (n = 25) were related to asynchronous material usage in a hybrid coaching via telehealth intervention for potty training in children with autism. Results suggested that parents with lower baseline competence used the asynchronous materials more frequently than parents with higher baseline competence and were more likely to make greater gains in parent competence between pre- and post-intervention. There were no differences between groups on the acceptability of the intervention. Future research should examine multiple baseline parent characteristics in a larger sample to better understand how to tailor interventions to meet both parent and child needs. Lay abstract Using telehealth to provide services to families and children with autism has grown since the start of the COVID-19 pandemic. Yet, we still know less about telehealth models that use both virtual sessions and online materials to support families. Research suggests it is important to make sure an intervention matches the characteristics of a child with autism, but fewer studies have examined the importance of matching an intervention to parent characteristics. In this study, we looked at parent characteristics (25 parents included in the study) before a parent coaching telehealth intervention for potty training in autism. We specifically looked at how parent competence (i.e. how confident and effective one feels with parenting) levels before the intervention influenced the usage of online education materials (i.e. podcasts/tip sheets). Results suggested that parents with lower competence used the online materials more often than parents with higher competence, and often made greater gains in parent competence during the intervention. Both parents with lower and higher competence found the intervention acceptable. Future research should study additional parent characteristics in a larger sample to better understand how to tailor interventions to meet both parent and child needs. En ligne : https://dx.doi.org/10.1177/13623613241232467 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534
in Autism > 28-8 (August 2024) . - p.2140-2145[article] Short report: Do parents use asynchronous materials in a hybrid coaching via telehealth intervention? [Texte imprimé et/ou numérique] / Lauren M. LITTLE, Auteur ; Winnie DUNN, Auteur ; Scott TOMCHEK, Auteur . - p.2140-2145.
Langues : Anglais (eng)
in Autism > 28-8 (August 2024) . - p.2140-2145
Mots-clés : autism parent competence telehealth Index. décimale : PER Périodiques Résumé : Telehealth is rapidly expanding; however, few studies have investigated hybrid models that include synchronous and asynchronous components. While research recognizes the importance of tailoring interventions to meet individual child needs, we have yet to understand how to tailor interventions to parent characteristics. This study examined how baseline parent characteristics (n = 25) were related to asynchronous material usage in a hybrid coaching via telehealth intervention for potty training in children with autism. Results suggested that parents with lower baseline competence used the asynchronous materials more frequently than parents with higher baseline competence and were more likely to make greater gains in parent competence between pre- and post-intervention. There were no differences between groups on the acceptability of the intervention. Future research should examine multiple baseline parent characteristics in a larger sample to better understand how to tailor interventions to meet both parent and child needs. Lay abstract Using telehealth to provide services to families and children with autism has grown since the start of the COVID-19 pandemic. Yet, we still know less about telehealth models that use both virtual sessions and online materials to support families. Research suggests it is important to make sure an intervention matches the characteristics of a child with autism, but fewer studies have examined the importance of matching an intervention to parent characteristics. In this study, we looked at parent characteristics (25 parents included in the study) before a parent coaching telehealth intervention for potty training in autism. We specifically looked at how parent competence (i.e. how confident and effective one feels with parenting) levels before the intervention influenced the usage of online education materials (i.e. podcasts/tip sheets). Results suggested that parents with lower competence used the online materials more often than parents with higher competence, and often made greater gains in parent competence during the intervention. Both parents with lower and higher competence found the intervention acceptable. Future research should study additional parent characteristics in a larger sample to better understand how to tailor interventions to meet both parent and child needs. En ligne : https://dx.doi.org/10.1177/13623613241232467 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534