Dépouillements

Participatory training: Highlighting the need for a more inclusive and interdisciplinary approach to training / Jessica SUHRHEINRICH in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2425-2429 Titre : Participatory training: Highlighting the need for a more inclusive and interdisciplinary approach to training Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SUHRHEINRICH, Auteur ; Rachel HAINE-SCHLAGEL, Auteur ; Colby CHLEBOWSKI, Auteur ; Jennifer LEE, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.2425-2429 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241280011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Participatory training: Highlighting the need for a more inclusive and interdisciplinary approach to training [Texte imprimé et/ou numérique] / Jessica SUHRHEINRICH, Auteur ; Rachel HAINE-SCHLAGEL, Auteur ; Colby CHLEBOWSKI, Auteur ; Jennifer LEE, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.2425-2429. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2425-2429 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241280011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Motivation to participate in structured physical activity for autistic youth: A systematic scoping review / Michelle L. WONG in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2430-2444 Titre : Motivation to participate in structured physical activity for autistic youth: A systematic scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Michelle L. WONG, Auteur ; Sonya GIRDLER, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Nikos NTOUMANIS, Auteur ; Ben MILBOURN, Auteur ; Paul KEBBLE, Auteur ; Susan MORRIS, Auteur ; Melissa H. BLACK, Auteur Article en page(s) : p.2430-2444 Langues : Anglais (eng) Mots-clés : adolescents  autism  autism spectrum disorders  environmental factors  motivation  physical activity  school-age children  self-determination theory  youth Index. décimale : PER Périodiques Résumé : Autistic youth participate in less mainstream physical activity than their neurotypical peers. A scoping review was conducted to explore motivational factors influencing participation in structured physical activity for autistic youth. Relevant databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses with the inclusion of stakeholder consultation, to synthesise existing literature describing the participation and motivations of autistic youth in structured physical activities. Eighteen publications met the eligibility criteria. Qualitative data were extracted and analysed using directed content analysis and then mapped to the motivational constructs of the self-determination theory. Autism-specific themes falling outside of the self-determination theory were coded inductively. Competence was the most reported psychological need (k = 14), with intrinsic motivation being the most common motivational regulator (k = 12). Inductive analysis revealed one additional theme, which was the impact of the sensory environment on autistic youths' motivation to participate. Findings indicate that meeting the psychological needs of autistic youth support self-determined motivation to participate in structured physical activities, although fulfilling these needs may differ from their neurotypical peers. Additional autism-specific factors may also influence motivation to participate in structured physical activities. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. Lay abstract Autistic youth participate less in physical education classes and organised sport than their neurotypical peers. We conducted a review of existing studies to investigate what is known about what motivates (and does not motivate) autistic youth to take part in structured physical activities. We systematically searched electronic databases and found 18 publications that met the criteria to be included in this review. Data from these studies were extracted and mapped to the self-determination theory to identify factors that support (or undermine) motivation for autistic youth. We also discussed the findings with autistic individuals and other relevant stakeholders to discover how the review related to their experiences. Our results found competence (youth feeling competent in their athletic and social skills and abilities) to be the most reported psychological need impacting motivation for autistic youth. Intrinsic motivation (participating for enjoyment and satisfaction) was the most common facilitator of motivation. Autism-specific themes outside of the self-determination theory were mapped inductively, and we found that the sensory environment was a prominent theme reported to influence the motivation of autistic youth not covered by the self-determination theory. The findings of this review suggest that supporting the psychological needs of autistic youth can foster motivation to engage in physical activity, although how these needs are met can differ from their neurotypical peers. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. En ligne : https://dx.doi.org/10.1177/13623613241240603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Motivation to participate in structured physical activity for autistic youth: A systematic scoping review [Texte imprimé et/ou numérique] / Michelle L. WONG, Auteur ; Sonya GIRDLER, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Nikos NTOUMANIS, Auteur ; Ben MILBOURN, Auteur ; Paul KEBBLE, Auteur ; Susan MORRIS, Auteur ; Melissa H. BLACK, Auteur . - p.2430-2444. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2430-2444 Mots-clés : adolescents  autism  autism spectrum disorders  environmental factors  motivation  physical activity  school-age children  self-determination theory  youth Index. décimale : PER Périodiques Résumé : Autistic youth participate in less mainstream physical activity than their neurotypical peers. A scoping review was conducted to explore motivational factors influencing participation in structured physical activity for autistic youth. Relevant databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses with the inclusion of stakeholder consultation, to synthesise existing literature describing the participation and motivations of autistic youth in structured physical activities. Eighteen publications met the eligibility criteria. Qualitative data were extracted and analysed using directed content analysis and then mapped to the motivational constructs of the self-determination theory. Autism-specific themes falling outside of the self-determination theory were coded inductively. Competence was the most reported psychological need (k = 14), with intrinsic motivation being the most common motivational regulator (k = 12). Inductive analysis revealed one additional theme, which was the impact of the sensory environment on autistic youths' motivation to participate. Findings indicate that meeting the psychological needs of autistic youth support self-determined motivation to participate in structured physical activities, although fulfilling these needs may differ from their neurotypical peers. Additional autism-specific factors may also influence motivation to participate in structured physical activities. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. Lay abstract Autistic youth participate less in physical education classes and organised sport than their neurotypical peers. We conducted a review of existing studies to investigate what is known about what motivates (and does not motivate) autistic youth to take part in structured physical activities. We systematically searched electronic databases and found 18 publications that met the criteria to be included in this review. Data from these studies were extracted and mapped to the self-determination theory to identify factors that support (or undermine) motivation for autistic youth. We also discussed the findings with autistic individuals and other relevant stakeholders to discover how the review related to their experiences. Our results found competence (youth feeling competent in their athletic and social skills and abilities) to be the most reported psychological need impacting motivation for autistic youth. Intrinsic motivation (participating for enjoyment and satisfaction) was the most common facilitator of motivation. Autism-specific themes outside of the self-determination theory were mapped inductively, and we found that the sensory environment was a prominent theme reported to influence the motivation of autistic youth not covered by the self-determination theory. The findings of this review suggest that supporting the psychological needs of autistic youth can foster motivation to engage in physical activity, although how these needs are met can differ from their neurotypical peers. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences. En ligne : https://dx.doi.org/10.1177/13623613241240603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Person- and identity-first language in autism research: A systematic analysis of abstracts from 11 autism journals / Matthew Carl ZAJIC in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2445-2461 Titre : Person- and identity-first language in autism research: A systematic analysis of abstracts from 11 autism journals Type de document : Texte imprimé et/ou numérique Auteurs : Matthew Carl ZAJIC, Auteur ; Juliette GUDKNECHT, Auteur Article en page(s) : p.2445-2461 Langues : Anglais (eng) Mots-clés : autism  identity-first language  person-first language  scholarly writing  systematic analysis Index. décimale : PER Périodiques Résumé : We examined the use of person- and identity-first language (PFL, IFL) in scholarly writing about autism by reviewing 12,962 journal abstracts from 11 autism research journals (mostly covering the years 2001-2022). We found a preference for PFL (64.68%) over IFL (15.83%) when considering aggregated, within-journal breakdowns (with abstracts using both representing 19.50%). However, when examining language use longitudinally, we observed a general trend toward increasing use of IFL after years of stable trends showing predominant use of PFL. These trends were not consistent across all reviewed journals, as some journals demonstrated preference for either PFL or IFL across all observed years. Notably, we highlight the Journal of Autism and Developmental Disorders as a special case that offers a 51-year perspective (1971-2022); here, IFL was predominant until the 1990s, when PFL became a stable majority, and in the late 2010s, IFL started to increase. Journal differences in aggregate breakdowns and longitudinal trends are discussed in line with recent policy changes, journal submission guidelines, and shifting perspectives in autism research. Implications for writing about autistic individuals and the role that language plays within the broader autism research scholarly community are discussed. Lay Abstract There are many ways to refer to an individual who is on the autism spectrum. A recommended approach has been to use person-first language (PFL), such as "person with autism." A different approach is to use identity-first language (IFL), such as "autistic person." Recent studies focused on different groups of people (e.g. autistic self-advocates, parents, and practitioners) show that some groups prefer PFL (practitioners) while others prefer IFL (autistic self-advocates). However, less is known about how researchers use PFL and IFL in academic writing (e.g. studies published in scientific journals) involving autistic research participants. Our study examined 12,962 journal abstracts (short summaries of scientific articles) from 11 academic journals that publish autism research findings. We wanted to know (a) about the use of PFL and IFL across abstracts, and (b) how PFL and IFL use has changed annually over time. We examined data for all journals individually and grouped together. Our findings showed that journal abstracts generally use PFL (65%) with some using either IFL (16%) or both PFL and IFL (20%). However, journals varied, with some showing a clear majority for PFL and a couple for IFL. Examining trends over time across journals showed that while PFL appeared to be the majority for most journals, IFL has steadily increased in the recent few years. Our study helps us understand how autism researchers write about autistic individuals and offers implications for helping researchers intentionally make choices about the language used in their autism research studies. En ligne : https://dx.doi.org/10.1177/13623613241241202 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Person- and identity-first language in autism research: A systematic analysis of abstracts from 11 autism journals [Texte imprimé et/ou numérique] / Matthew Carl ZAJIC, Auteur ; Juliette GUDKNECHT, Auteur . - p.2445-2461. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2445-2461 Mots-clés : autism  identity-first language  person-first language  scholarly writing  systematic analysis Index. décimale : PER Périodiques Résumé : We examined the use of person- and identity-first language (PFL, IFL) in scholarly writing about autism by reviewing 12,962 journal abstracts from 11 autism research journals (mostly covering the years 2001-2022). We found a preference for PFL (64.68%) over IFL (15.83%) when considering aggregated, within-journal breakdowns (with abstracts using both representing 19.50%). However, when examining language use longitudinally, we observed a general trend toward increasing use of IFL after years of stable trends showing predominant use of PFL. These trends were not consistent across all reviewed journals, as some journals demonstrated preference for either PFL or IFL across all observed years. Notably, we highlight the Journal of Autism and Developmental Disorders as a special case that offers a 51-year perspective (1971-2022); here, IFL was predominant until the 1990s, when PFL became a stable majority, and in the late 2010s, IFL started to increase. Journal differences in aggregate breakdowns and longitudinal trends are discussed in line with recent policy changes, journal submission guidelines, and shifting perspectives in autism research. Implications for writing about autistic individuals and the role that language plays within the broader autism research scholarly community are discussed. Lay Abstract There are many ways to refer to an individual who is on the autism spectrum. A recommended approach has been to use person-first language (PFL), such as "person with autism." A different approach is to use identity-first language (IFL), such as "autistic person." Recent studies focused on different groups of people (e.g. autistic self-advocates, parents, and practitioners) show that some groups prefer PFL (practitioners) while others prefer IFL (autistic self-advocates). However, less is known about how researchers use PFL and IFL in academic writing (e.g. studies published in scientific journals) involving autistic research participants. Our study examined 12,962 journal abstracts (short summaries of scientific articles) from 11 academic journals that publish autism research findings. We wanted to know (a) about the use of PFL and IFL across abstracts, and (b) how PFL and IFL use has changed annually over time. We examined data for all journals individually and grouped together. Our findings showed that journal abstracts generally use PFL (65%) with some using either IFL (16%) or both PFL and IFL (20%). However, journals varied, with some showing a clear majority for PFL and a couple for IFL. Examining trends over time across journals showed that while PFL appeared to be the majority for most journals, IFL has steadily increased in the recent few years. Our study helps us understand how autism researchers write about autistic individuals and offers implications for helping researchers intentionally make choices about the language used in their autism research studies. En ligne : https://dx.doi.org/10.1177/13623613241241202 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Using Q-sort method to explore autistic students' views of the impacts of their anxiety at school / Kathryn AMBROSE in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2462-2477 Titre : Using Q-sort method to explore autistic students' views of the impacts of their anxiety at school Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn AMBROSE, Auteur ; Kate SIMPSON, Auteur ; Dawn ADAMS, Auteur Article en page(s) : p.2462-2477 Langues : Anglais (eng) Mots-clés : academic outcomes  anxiety  autism  education  school-age children  self-report  social outcomes Index. décimale : PER Périodiques Résumé : Anxiety is a common co-occurring condition for autistic students; however, little is known about how anxiety may affect their social or academic outcomes in an educational setting. Furthermore, the perspectives of students themselves have rarely been included in the literature. Using Q-sort method, 45 autistic participants aged 7 to 17?years identified the outcomes they perceived were most impacted by their anxiety in the educational setting. The three outcomes most highly rated as being impacted by anxiety overall were academic outcomes. Using by-person factor analysis, six distinct factors, or 'viewpoints', were identified. These viewpoints reflect different combinations of outcomes affected by anxiety, including missing school or activities, reduced interactions with friends, reduced classroom communication and finding it harder to complete schoolwork. This study adds to the literature by using Q-sort method to enable autistic children and adolescents to report the impacts of their anxiety. Anxiety has additional impacts on the social and academic outcomes of autistic students, highlighting the need for increased awareness and training for parents and professionals, an individualised approach to student support and further research regarding the relationship between anxiety and academic outcomes. Lay abstract Many autistic students experience anxiety, but there is little research that explores how anxiety might affect autistic students in the school environment. In this study, 45 autistic students, aged 7 to 17?years, completed an online sorting activity to tell us how anxiety impacts them at school. The students were given 21 statements about possible social and academic effects of anxiety (for example, 'When I?m worried it?s hard to start my schoolwork' or 'When I?m worried I talk less to my friends or other students'), and sorted them based on how much they agreed each statement was true for them. The three statements most highly rated as being impacted by anxiety were difficulties related to schoolwork. By comparing the information provided by students, six smaller groups of students were identified who sorted the statements in a similar order. These groups show that anxiety affects different autistic students in different ways, including missing school or activities, communicating less with friends and teachers and finding it harder to complete schoolwork. This online sorting activity enabled autistic students themselves to report how anxiety affects them at school. The results suggest that it is important to provide individualised support for autistic students who experience anxiety at school, to reduce the impact of their anxiety on their participation, communication and interactions, and schoolwork. Further research about the effects of anxiety on the academic outcomes of autistic students is also needed. En ligne : https://dx.doi.org/10.1177/13623613241231607 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Using Q-sort method to explore autistic students' views of the impacts of their anxiety at school [Texte imprimé et/ou numérique] / Kathryn AMBROSE, Auteur ; Kate SIMPSON, Auteur ; Dawn ADAMS, Auteur . - p.2462-2477. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2462-2477 Mots-clés : academic outcomes  anxiety  autism  education  school-age children  self-report  social outcomes Index. décimale : PER Périodiques Résumé : Anxiety is a common co-occurring condition for autistic students; however, little is known about how anxiety may affect their social or academic outcomes in an educational setting. Furthermore, the perspectives of students themselves have rarely been included in the literature. Using Q-sort method, 45 autistic participants aged 7 to 17?years identified the outcomes they perceived were most impacted by their anxiety in the educational setting. The three outcomes most highly rated as being impacted by anxiety overall were academic outcomes. Using by-person factor analysis, six distinct factors, or 'viewpoints', were identified. These viewpoints reflect different combinations of outcomes affected by anxiety, including missing school or activities, reduced interactions with friends, reduced classroom communication and finding it harder to complete schoolwork. This study adds to the literature by using Q-sort method to enable autistic children and adolescents to report the impacts of their anxiety. Anxiety has additional impacts on the social and academic outcomes of autistic students, highlighting the need for increased awareness and training for parents and professionals, an individualised approach to student support and further research regarding the relationship between anxiety and academic outcomes. Lay abstract Many autistic students experience anxiety, but there is little research that explores how anxiety might affect autistic students in the school environment. In this study, 45 autistic students, aged 7 to 17?years, completed an online sorting activity to tell us how anxiety impacts them at school. The students were given 21 statements about possible social and academic effects of anxiety (for example, 'When I?m worried it?s hard to start my schoolwork' or 'When I?m worried I talk less to my friends or other students'), and sorted them based on how much they agreed each statement was true for them. The three statements most highly rated as being impacted by anxiety were difficulties related to schoolwork. By comparing the information provided by students, six smaller groups of students were identified who sorted the statements in a similar order. These groups show that anxiety affects different autistic students in different ways, including missing school or activities, communicating less with friends and teachers and finding it harder to complete schoolwork. This online sorting activity enabled autistic students themselves to report how anxiety affects them at school. The results suggest that it is important to provide individualised support for autistic students who experience anxiety at school, to reduce the impact of their anxiety on their participation, communication and interactions, and schoolwork. Further research about the effects of anxiety on the academic outcomes of autistic students is also needed. En ligne : https://dx.doi.org/10.1177/13623613241231607 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

The effect of autism phenotype and diagnosis disclosure on students' desire for social distance from autistic peers / Indr? MURA?KAIT? in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2478-2488 Titre : The effect of autism phenotype and diagnosis disclosure on students' desire for social distance from autistic peers Type de document : Texte imprimé et/ou numérique Auteurs : Indr? MURA?KAIT?, Auteur ; Kristina ?ARDECKAIT?-MATULAITIEN?, Auteur Article en page(s) : p.2478-2488 Langues : Anglais (eng) Mots-clés : autism  autism knowledge  contact  female phenotype  social distance Index. décimale : PER Périodiques Résumé : Autistic students report feeling lonely, rejected by peers which is associated with poorer well-being and lower academic results. This study aims to evaluate the effect of autism phenotype and diagnosis disclosure on students' desire for social distance from autistic students and factors related to social distancing. 303 students (72.3% women; mean age = 22.37?years) participated in this study. Each participant was assigned to one of the six vignettes depicting students of different gender and diagnostic status. Respondents' willingness to engage in different social situations, type and quality of prior contact with autism, autism knowledge and social desirability bias were measured. Results showed that students desired greater social distance from autistic males compared to autistic females, as well as from peers with non-disclosed diagnosis compared to those with disclosed diagnosis. Greater autism knowledge was related to less desire for social distance in non-disclosure, disclosure and in male autism phenotype conditions. Higher quality of contact was associated with less desire for social distance from autistic students with disclosed diagnosis. Type of contact was not related to social distance. Findings suggest that autistic male students and individuals with non-disclosed diagnosis might be more vulnerable to social exclusion. Lay abstract Autistic students experience loneliness, rejection from peers, which might negatively affect both their well-being, as well as academic results. Others have studied this topic, however, the existing research does not analyze the desire for social distance from autistic female students in higher education. The goal of this study was to evaluate whether the way autism is expressed and disclosing the autism diagnosis had an effect on students' willingness to interact with autistic male and female students. We also analyzed participants' knowledge about autism, contact with autistic people in the past and its pleasantness in relation to their willingness to interact with autistic students described in the scenarios of the present study. We found that students were less willing to interact with autistic male students compared to autistic female students, as well as with autistic students whose diagnosis was not disclosed compared to autistic students whose diagnosis was disclosed to the raters. In addition, students who reported more pleasant contact with autistic individuals in the past were more willing to socially interact with autistic students if their diagnosis was disclosed. Students with higher knowledge of autism expressed greater willingness to interact with autistic males and autistic students regardless of diagnosis disclosure. Findings suggest that autistic males and individuals who prefer not to disclose their diagnosis are more vulnerable to social exclusion. More subtle expressions of autism need to be researched further. En ligne : https://dx.doi.org/10.1177/13623613241230128 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] The effect of autism phenotype and diagnosis disclosure on students' desire for social distance from autistic peers [Texte imprimé et/ou numérique] / Indr? MURA?KAIT?, Auteur ; Kristina ?ARDECKAIT?-MATULAITIEN?, Auteur . - p.2478-2488. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2478-2488 Mots-clés : autism  autism knowledge  contact  female phenotype  social distance Index. décimale : PER Périodiques Résumé : Autistic students report feeling lonely, rejected by peers which is associated with poorer well-being and lower academic results. This study aims to evaluate the effect of autism phenotype and diagnosis disclosure on students' desire for social distance from autistic students and factors related to social distancing. 303 students (72.3% women; mean age = 22.37?years) participated in this study. Each participant was assigned to one of the six vignettes depicting students of different gender and diagnostic status. Respondents' willingness to engage in different social situations, type and quality of prior contact with autism, autism knowledge and social desirability bias were measured. Results showed that students desired greater social distance from autistic males compared to autistic females, as well as from peers with non-disclosed diagnosis compared to those with disclosed diagnosis. Greater autism knowledge was related to less desire for social distance in non-disclosure, disclosure and in male autism phenotype conditions. Higher quality of contact was associated with less desire for social distance from autistic students with disclosed diagnosis. Type of contact was not related to social distance. Findings suggest that autistic male students and individuals with non-disclosed diagnosis might be more vulnerable to social exclusion. Lay abstract Autistic students experience loneliness, rejection from peers, which might negatively affect both their well-being, as well as academic results. Others have studied this topic, however, the existing research does not analyze the desire for social distance from autistic female students in higher education. The goal of this study was to evaluate whether the way autism is expressed and disclosing the autism diagnosis had an effect on students' willingness to interact with autistic male and female students. We also analyzed participants' knowledge about autism, contact with autistic people in the past and its pleasantness in relation to their willingness to interact with autistic students described in the scenarios of the present study. We found that students were less willing to interact with autistic male students compared to autistic female students, as well as with autistic students whose diagnosis was not disclosed compared to autistic students whose diagnosis was disclosed to the raters. In addition, students who reported more pleasant contact with autistic individuals in the past were more willing to socially interact with autistic students if their diagnosis was disclosed. Students with higher knowledge of autism expressed greater willingness to interact with autistic males and autistic students regardless of diagnosis disclosure. Findings suggest that autistic males and individuals who prefer not to disclose their diagnosis are more vulnerable to social exclusion. More subtle expressions of autism need to be researched further. En ligne : https://dx.doi.org/10.1177/13623613241230128 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Social media shaping autism perception and identity / Ingjerd SKAFLE in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2489-2502 Titre : Social media shaping autism perception and identity Type de document : Texte imprimé et/ou numérique Auteurs : Ingjerd SKAFLE, Auteur ; Elia GABARRON, Auteur ; Anders NORDAHL-HANSEN, Auteur Article en page(s) : p.2489-2502 Langues : Anglais (eng) Mots-clés : autistic adults  autistic communities  autistic identity  information-seeking behaviour  reflexive thematic analysis  social media Index. décimale : PER Périodiques Résumé : The aim of this study was to explore how autistic adults experienced using social media to find information about autism, and how they experienced online autistic communities. There is little research on the rationale why autistic people look for information on autism via social media, and on how such information is perceived from an autistic viewpoint. Twelve Norwegian autistic adults (aged 18-49?years) completed semi-structured interviews where they discussed social media and content specifically about autism and online autistic communities. Using reflexive thematic analysis, three main themes were developed. The themes were (1) Representation and Identity: An Online Journey; (2) An Unreliable, but Necessary Tool; and (3) Tensions and Discord. The findings indicated that even though social media was looked upon as an unreliable information source, the participants found information that helped them to learn about their experiences which had not been fully captured by the majority of the current research literature and online health sites. Also, social media groups for autistic people did not necessarily create a sense of community, as participants reported feeling alienated by hostile discussions. This study highlights the importance of having a greater variation and availability of information about autism online through official health channels. Lay abstract This study suggested that social media can provide important information about autism to autistic people. We interviewed 12 autistic adults (aged 18-49?years) and talked to them about the use of social media to find both general information and content specifically about autism, autism identity and online autistic communities. There is little research exploring how autistic people find information about autism on social media and how that makes them feel. Therefore, it is important to ask autistic people about their experiences with using social media to obtain content about autism. The 12 participants explained that when they searched for information about autism on the official health pages, they often felt that the information they found was insufficient and could not answer their questions. In addition, they searched on social media platforms for information about autism despite that they perceived social media as an unreliable source. On the social media platforms, many found content that was positive in relation to their autistic identities. The participants also found comfort in some of the forums and social media groups and received helpful advice. Nevertheless, some of the discussions were aggressive and the participants felt alienated, which did not provide a sense of community online. The findings from the study may advice on what is missing in the official pages about autism, and highlight the need to involve the autistic community in writing the content on such platforms. En ligne : https://dx.doi.org/10.1177/13623613241230454 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Social media shaping autism perception and identity [Texte imprimé et/ou numérique] / Ingjerd SKAFLE, Auteur ; Elia GABARRON, Auteur ; Anders NORDAHL-HANSEN, Auteur . - p.2489-2502. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2489-2502 Mots-clés : autistic adults  autistic communities  autistic identity  information-seeking behaviour  reflexive thematic analysis  social media Index. décimale : PER Périodiques Résumé : The aim of this study was to explore how autistic adults experienced using social media to find information about autism, and how they experienced online autistic communities. There is little research on the rationale why autistic people look for information on autism via social media, and on how such information is perceived from an autistic viewpoint. Twelve Norwegian autistic adults (aged 18-49?years) completed semi-structured interviews where they discussed social media and content specifically about autism and online autistic communities. Using reflexive thematic analysis, three main themes were developed. The themes were (1) Representation and Identity: An Online Journey; (2) An Unreliable, but Necessary Tool; and (3) Tensions and Discord. The findings indicated that even though social media was looked upon as an unreliable information source, the participants found information that helped them to learn about their experiences which had not been fully captured by the majority of the current research literature and online health sites. Also, social media groups for autistic people did not necessarily create a sense of community, as participants reported feeling alienated by hostile discussions. This study highlights the importance of having a greater variation and availability of information about autism online through official health channels. Lay abstract This study suggested that social media can provide important information about autism to autistic people. We interviewed 12 autistic adults (aged 18-49?years) and talked to them about the use of social media to find both general information and content specifically about autism, autism identity and online autistic communities. There is little research exploring how autistic people find information about autism on social media and how that makes them feel. Therefore, it is important to ask autistic people about their experiences with using social media to obtain content about autism. The 12 participants explained that when they searched for information about autism on the official health pages, they often felt that the information they found was insufficient and could not answer their questions. In addition, they searched on social media platforms for information about autism despite that they perceived social media as an unreliable source. On the social media platforms, many found content that was positive in relation to their autistic identities. The participants also found comfort in some of the forums and social media groups and received helpful advice. Nevertheless, some of the discussions were aggressive and the participants felt alienated, which did not provide a sense of community online. The findings from the study may advice on what is missing in the official pages about autism, and highlight the need to involve the autistic community in writing the content on such platforms. En ligne : https://dx.doi.org/10.1177/13623613241230454 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Literacy in nonspeaking autistic people / Vikram K. JASWAL in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2503-2514 Titre : Literacy in nonspeaking autistic people Type de document : Texte imprimé et/ou numérique Auteurs : Vikram K. JASWAL, Auteur ; Andrew J. LAMPI, Auteur ; Kayden M. STOCKWELL, Auteur Article en page(s) : p.2503-2514 Langues : Anglais (eng) Mots-clés : communication  disability  literacy  nonspeaking autism Index. décimale : PER Périodiques Résumé : Autistic people who cannot speak risk being underestimated. Their inability to speak, along with other unconventional behaviors and mannerisms, can give rise to limiting assumptions about their capacities, including their capacity to acquire literacy. In this preregistered study, we developed a task to investigate whether autistic adolescents and adults with limited or no phrase speech (N = 31) have learned English orthographic conventions. Participants played a game that involved tapping sequentially pulsing targets on an iPad as quickly as they could. Three patterns in their response times suggest they know how to spell: (a) They were faster to tap letters of the alphabet that pulsed in sequences that spelled sentences than letters or nonsense symbols that pulsed in closely matched but meaningless sequences; (b) they responded more quickly to pairs of letters in meaningful sequences the more often the letters co-occur in English; and (c) they spontaneously paused before tapping the first pulsing letter of a new word. These findings suggest that nonspeaking autistic people can acquire foundational literacy skills. With appropriate instruction and support, it might be possible to harness these skills to provide nonspeaking autistic people access to written forms of communication as an alternative to speech. Lay abstract Many autistic people who do not talk cannot tell other people what they know or what they are thinking. As a result, they might not be able to go to the schools they want, share feelings with friends, or get jobs they like. It might be possible to teach them to type on a computer or tablet instead of talking. But first, they would have to know how to spell. Some people do not believe that nonspeaking autistic people can learn to spell. We did a study to see if they can. We tested 31 autistic teenagers and adults who do not talk much or at all. They played a game on an iPad where they had to tap flashing letters. After they played the game, we looked at how fast they tapped the letters. They did three things that people who know how to spell would do. First, they tapped flashing letters faster when the letters spelled out sentences than when the letters made no sense. Second, they tapped letters that usually go together faster than letters that do not usually go together. This shows that they knew some spelling rules. Third, they paused before tapping the first letter of a new word. This shows that they knew where one word ended and the next word began. These results suggest that many autistic people who do not talk can learn how to spell. If they are given appropriate opportunities, they might be able to learn to communicate by typing. En ligne : https://dx.doi.org/10.1177/13623613241230709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Literacy in nonspeaking autistic people [Texte imprimé et/ou numérique] / Vikram K. JASWAL, Auteur ; Andrew J. LAMPI, Auteur ; Kayden M. STOCKWELL, Auteur . - p.2503-2514. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2503-2514 Mots-clés : communication  disability  literacy  nonspeaking autism Index. décimale : PER Périodiques Résumé : Autistic people who cannot speak risk being underestimated. Their inability to speak, along with other unconventional behaviors and mannerisms, can give rise to limiting assumptions about their capacities, including their capacity to acquire literacy. In this preregistered study, we developed a task to investigate whether autistic adolescents and adults with limited or no phrase speech (N = 31) have learned English orthographic conventions. Participants played a game that involved tapping sequentially pulsing targets on an iPad as quickly as they could. Three patterns in their response times suggest they know how to spell: (a) They were faster to tap letters of the alphabet that pulsed in sequences that spelled sentences than letters or nonsense symbols that pulsed in closely matched but meaningless sequences; (b) they responded more quickly to pairs of letters in meaningful sequences the more often the letters co-occur in English; and (c) they spontaneously paused before tapping the first pulsing letter of a new word. These findings suggest that nonspeaking autistic people can acquire foundational literacy skills. With appropriate instruction and support, it might be possible to harness these skills to provide nonspeaking autistic people access to written forms of communication as an alternative to speech. Lay abstract Many autistic people who do not talk cannot tell other people what they know or what they are thinking. As a result, they might not be able to go to the schools they want, share feelings with friends, or get jobs they like. It might be possible to teach them to type on a computer or tablet instead of talking. But first, they would have to know how to spell. Some people do not believe that nonspeaking autistic people can learn to spell. We did a study to see if they can. We tested 31 autistic teenagers and adults who do not talk much or at all. They played a game on an iPad where they had to tap flashing letters. After they played the game, we looked at how fast they tapped the letters. They did three things that people who know how to spell would do. First, they tapped flashing letters faster when the letters spelled out sentences than when the letters made no sense. Second, they tapped letters that usually go together faster than letters that do not usually go together. This shows that they knew some spelling rules. Third, they paused before tapping the first letter of a new word. This shows that they knew where one word ended and the next word began. These results suggest that many autistic people who do not talk can learn how to spell. If they are given appropriate opportunities, they might be able to learn to communicate by typing. En ligne : https://dx.doi.org/10.1177/13623613241230709 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Using music to assist language learning in autistic children with minimal verbal language: The MAP feasibility RCT / Tim I. WILLIAMS in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2515-2533 Titre : Using music to assist language learning in autistic children with minimal verbal language: The MAP feasibility RCT Type de document : Texte imprimé et/ou numérique Auteurs : Tim I. WILLIAMS, Auteur ; Tom LOUCAS, Auteur ; Jacqueline SIN, Auteur ; Mirjana JEREMIC, Auteur ; Sina MEYER, Auteur ; Sam BOSELEY, Auteur ; Sara FINCHAM-MAJUMDAR, Auteur ; Georgia ASLETT, Auteur ; Ruan RENSHAW, Auteur ; Fang LIU, Auteur Article en page(s) : p.2515-2533 Langues : Anglais (eng) Mots-clés : autism  early language learning  music  parent-child interaction  social communication Index. décimale : PER Périodiques Résumé : Music has been shown to improve social interaction and attention to verbal stimuli in autism. We report a feasibility randomised controlled trial of an online intervention using music-assisted programmes, compared with best-practice treatment (Social Communication Intervention for Pre-schoolers-Intensive) for language learning in preschool autistic children with minimal verbal language. Minimisation randomisation ensured comparability of groups before intervention. Ninety-one people expressed interest in taking part; 27 met eligibility criteria and were randomised to receive either music-assisted programmes or Social Communication Intervention for Pre-schoolers-Intensive. Children and their parent received two 45-min sessions weekly, over 18?weeks, coached online by a speech and language therapist. A smartphone app was developed to support home-based practice between sessions. Over the study period, 20% of participants completed the intervention and assessments of outcome measures. At 3?months post-intervention follow-up, social responsiveness, understanding of words and phrases and number of words spoken and parent-child interaction improved more in the music-assisted programmes than the Social Communication Intervention for Pre-schoolers-Intensive group. The results demonstrate the feasibility of recruiting this population into a randomised controlled trial and the music-assisted programmes had high perceived acceptability highlighted by parent interviews. A full clinical trial to establish music-assisted programmes' effectiveness in improving early vocabulary learning in autistic children is warranted. Lay abstract Research has shown that autistic individuals often have unusually good musical skills and that combining words and music helps autistic individuals to focus on spoken words. This study tests the idea that music will help with early language learning of preschool autistic children. The results show that when caregivers sing words to autistic children, the children pay more attention to the caregiver than when the words are spoken and that they learn word combinations more easily. En ligne : https://dx.doi.org/10.1177/13623613241233804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Using music to assist language learning in autistic children with minimal verbal language: The MAP feasibility RCT [Texte imprimé et/ou numérique] / Tim I. WILLIAMS, Auteur ; Tom LOUCAS, Auteur ; Jacqueline SIN, Auteur ; Mirjana JEREMIC, Auteur ; Sina MEYER, Auteur ; Sam BOSELEY, Auteur ; Sara FINCHAM-MAJUMDAR, Auteur ; Georgia ASLETT, Auteur ; Ruan RENSHAW, Auteur ; Fang LIU, Auteur . - p.2515-2533. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2515-2533 Mots-clés : autism  early language learning  music  parent-child interaction  social communication Index. décimale : PER Périodiques Résumé : Music has been shown to improve social interaction and attention to verbal stimuli in autism. We report a feasibility randomised controlled trial of an online intervention using music-assisted programmes, compared with best-practice treatment (Social Communication Intervention for Pre-schoolers-Intensive) for language learning in preschool autistic children with minimal verbal language. Minimisation randomisation ensured comparability of groups before intervention. Ninety-one people expressed interest in taking part; 27 met eligibility criteria and were randomised to receive either music-assisted programmes or Social Communication Intervention for Pre-schoolers-Intensive. Children and their parent received two 45-min sessions weekly, over 18?weeks, coached online by a speech and language therapist. A smartphone app was developed to support home-based practice between sessions. Over the study period, 20% of participants completed the intervention and assessments of outcome measures. At 3?months post-intervention follow-up, social responsiveness, understanding of words and phrases and number of words spoken and parent-child interaction improved more in the music-assisted programmes than the Social Communication Intervention for Pre-schoolers-Intensive group. The results demonstrate the feasibility of recruiting this population into a randomised controlled trial and the music-assisted programmes had high perceived acceptability highlighted by parent interviews. A full clinical trial to establish music-assisted programmes' effectiveness in improving early vocabulary learning in autistic children is warranted. Lay abstract Research has shown that autistic individuals often have unusually good musical skills and that combining words and music helps autistic individuals to focus on spoken words. This study tests the idea that music will help with early language learning of preschool autistic children. The results show that when caregivers sing words to autistic children, the children pay more attention to the caregiver than when the words are spoken and that they learn word combinations more easily. En ligne : https://dx.doi.org/10.1177/13623613241233804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Expression and co-regulation of negative emotion in 18-month-olds at increased likelihood for autism with diverse developmental outcomes / Jessie B. NORTHRUP in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2534-2548 Titre : Expression and co-regulation of negative emotion in 18-month-olds at increased likelihood for autism with diverse developmental outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Jessie B. NORTHRUP, Auteur ; Kaitlyn B. CORTEZ, Auteur ; Carla A. MAZEFSKY, Auteur ; Jana M. IVERSON, Auteur Article en page(s) : p.2534-2548 Langues : Anglais (eng) Mots-clés : autism  co-regulation  emotion expression  emotion regulation  negative emotion Index. décimale : PER Périodiques Résumé : Emotion dysregulation is a common challenge for autistic individuals, yet research examining early emotion regulation processes in autism is lacking. The present study examined negative emotion expression and parent-child co-regulatory processes in 18-month-old younger siblings of autistic children (children with an "elevated likelihood" (EL) of autism) with diverse outcomes: autism, language delay without autism (EL-LD), and no delay/diagnosis (EL-ND). Thirty-nine toddlers were videotaped at home with a parent. Negative emotion and parent co-regulatory responses were coded from the video. Results indicated that autistic toddlers exhibited more high-intensity negative emotion than EL-ND toddlers. The likelihood of negative emotion continuing once initiated was higher for autistic and EL-LD toddlers. Parental co-regulation strategy use was similar across groups. Parental co-regulation reduced the likelihood of continued negative emotion, although the effect appeared somewhat weaker for autistic toddlers. This research corroborates evidence that increased risk for heightened and prolonged negative emotion starts early in autistic children and, to a lesser extent, in EL-LD children. Parents of all children were highly responsive, but coregulatory responses may be less effective at reducing negative emotions for autistic children. While more research is needed, the present study contributes to our understanding of the unique emotional experiences of autistic toddlers. Lay Abstract Managing negative emotion can be challenging for autistic individuals and their families from a young age. Parents help young children manage negative emotions by responding in comforting or supportive ways. Not much research has examined how negative emotions and parent responses to negative emotions are different in very young autistic children. This study used videotapes of 18-month-old toddlers and parents at home. We examined how much and how intensely toddlers expressed negative emotion in everyday situations, and how parents responded. Participants were younger siblings of autistic children, and we compared three groups-children that (1) later received an autism diagnosis; (2) had language delays but not autism; and (3) had no delays or autism. We found that autistic toddlers' negative emotion was more likely to be intense and to continue once it started compared with children without delays or autism. Language-delayed toddlers also showed some, but not all these differences. Parents responded similarly to negative emotions in all groups. When parents used strategies to help, it reduced the chances of the negative emotions continuing, although it may have been less helpful for autistic toddlers. This study shows that autistic children may express more intense and long-lasting negative emotions from an early age. It also shows that parents of autistic children are very responsive to their children?s negative emotions, but these responses may not be as helpful to autistic children. While more research is needed, this study helps us understand how autistic toddlers may express and experience emotions differently. En ligne : https://dx.doi.org/10.1177/13623613241233664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Expression and co-regulation of negative emotion in 18-month-olds at increased likelihood for autism with diverse developmental outcomes [Texte imprimé et/ou numérique] / Jessie B. NORTHRUP, Auteur ; Kaitlyn B. CORTEZ, Auteur ; Carla A. MAZEFSKY, Auteur ; Jana M. IVERSON, Auteur . - p.2534-2548. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2534-2548 Mots-clés : autism  co-regulation  emotion expression  emotion regulation  negative emotion Index. décimale : PER Périodiques Résumé : Emotion dysregulation is a common challenge for autistic individuals, yet research examining early emotion regulation processes in autism is lacking. The present study examined negative emotion expression and parent-child co-regulatory processes in 18-month-old younger siblings of autistic children (children with an "elevated likelihood" (EL) of autism) with diverse outcomes: autism, language delay without autism (EL-LD), and no delay/diagnosis (EL-ND). Thirty-nine toddlers were videotaped at home with a parent. Negative emotion and parent co-regulatory responses were coded from the video. Results indicated that autistic toddlers exhibited more high-intensity negative emotion than EL-ND toddlers. The likelihood of negative emotion continuing once initiated was higher for autistic and EL-LD toddlers. Parental co-regulation strategy use was similar across groups. Parental co-regulation reduced the likelihood of continued negative emotion, although the effect appeared somewhat weaker for autistic toddlers. This research corroborates evidence that increased risk for heightened and prolonged negative emotion starts early in autistic children and, to a lesser extent, in EL-LD children. Parents of all children were highly responsive, but coregulatory responses may be less effective at reducing negative emotions for autistic children. While more research is needed, the present study contributes to our understanding of the unique emotional experiences of autistic toddlers. Lay Abstract Managing negative emotion can be challenging for autistic individuals and their families from a young age. Parents help young children manage negative emotions by responding in comforting or supportive ways. Not much research has examined how negative emotions and parent responses to negative emotions are different in very young autistic children. This study used videotapes of 18-month-old toddlers and parents at home. We examined how much and how intensely toddlers expressed negative emotion in everyday situations, and how parents responded. Participants were younger siblings of autistic children, and we compared three groups-children that (1) later received an autism diagnosis; (2) had language delays but not autism; and (3) had no delays or autism. We found that autistic toddlers' negative emotion was more likely to be intense and to continue once it started compared with children without delays or autism. Language-delayed toddlers also showed some, but not all these differences. Parents responded similarly to negative emotions in all groups. When parents used strategies to help, it reduced the chances of the negative emotions continuing, although it may have been less helpful for autistic toddlers. This study shows that autistic children may express more intense and long-lasting negative emotions from an early age. It also shows that parents of autistic children are very responsive to their children?s negative emotions, but these responses may not be as helpful to autistic children. While more research is needed, this study helps us understand how autistic toddlers may express and experience emotions differently. En ligne : https://dx.doi.org/10.1177/13623613241233664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

It?s our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care / Melanie R. MARTIN LOYA in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2549-2561 Titre : It?s our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care Type de document : Texte imprimé et/ou numérique Auteurs : Melanie R. MARTIN LOYA, Auteur ; Hedda MEADAN, Auteur Article en page(s) : p.2549-2561 Langues : Anglais (eng) Mots-clés : applied behavior analysis  autism  bilingualism  communication and language  dual language  multilingualism Index. décimale : PER Périodiques Résumé : Autistic children from heritage-language-speaking homes in the United States are a growing group that would benefit from tailored support that honors their linguistic heritage. Bilingual autistic adults share benefits of their bilingualism abilities and report childhood learning environments as necessary for facilitating language learning or maintenance. Caregivers of young autistic children also report the desire to maintain their heritage languages but sometimes struggle to do so due to misconceptions and a lack of resources such as bilingual personnel. This study was the first to explore U.S.-based bilingual providers' (N = 16) experiences and perceptions of providing bilingual care for autistic children. Data analysis was conducted using reflexive thematic analysis, and resulted in five themes, including (a) You Don?t Have to Change Who You Are: Experiences and Beliefs About Bilingualism, (b) Having the "Other" Perspective: Empathy and Intersectionality, (c) Services as a Gateway: Beliefs Rooted in Social Justice, (d) He Was Like a Different Child: Impacts of Receiving Heritage-Language Support, and (e) It Was Just Business: Impacts of Not Receiving Same Language Support. Findings from this study suggest that autistic children and their families benefit from heritage language care, and the recruitment and retention of a linguistically diverse workforce is recommended. Additional implications for research and practice are discussed. Lay abstract In the United States, many people have heritage languages they speak in their homes other than English, such as Chinese or Spanish. Autistic children whose families speak different languages could benefit from support and teaching in their heritage languages. Still, caregivers have reported that it is challenging to do so. Many autism professionals make suggestions that are not based on research. To date, researchers have not examined the perspectives of the small group of bilingual professionals in the United States who provide bilingual support for autistic children. Therefore, this study explored how bilingual autism providers in the United States talked about their work, bilingualism, and the impacts their bilingual work has on autistic children and families. The bilingual providers in this study reported many positive outcomes for autistic children when they can learn and use their heritage languages and some negative outcomes when providers cannot communicate in the same language. Recommendations from this study highlight the need to recruit more bilingual providers in the field of autism. En ligne : https://dx.doi.org/10.1177/13623613241234413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] It?s our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care [Texte imprimé et/ou numérique] / Melanie R. MARTIN LOYA, Auteur ; Hedda MEADAN, Auteur . - p.2549-2561. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2549-2561 Mots-clés : applied behavior analysis  autism  bilingualism  communication and language  dual language  multilingualism Index. décimale : PER Périodiques Résumé : Autistic children from heritage-language-speaking homes in the United States are a growing group that would benefit from tailored support that honors their linguistic heritage. Bilingual autistic adults share benefits of their bilingualism abilities and report childhood learning environments as necessary for facilitating language learning or maintenance. Caregivers of young autistic children also report the desire to maintain their heritage languages but sometimes struggle to do so due to misconceptions and a lack of resources such as bilingual personnel. This study was the first to explore U.S.-based bilingual providers' (N = 16) experiences and perceptions of providing bilingual care for autistic children. Data analysis was conducted using reflexive thematic analysis, and resulted in five themes, including (a) You Don?t Have to Change Who You Are: Experiences and Beliefs About Bilingualism, (b) Having the "Other" Perspective: Empathy and Intersectionality, (c) Services as a Gateway: Beliefs Rooted in Social Justice, (d) He Was Like a Different Child: Impacts of Receiving Heritage-Language Support, and (e) It Was Just Business: Impacts of Not Receiving Same Language Support. Findings from this study suggest that autistic children and their families benefit from heritage language care, and the recruitment and retention of a linguistically diverse workforce is recommended. Additional implications for research and practice are discussed. Lay abstract In the United States, many people have heritage languages they speak in their homes other than English, such as Chinese or Spanish. Autistic children whose families speak different languages could benefit from support and teaching in their heritage languages. Still, caregivers have reported that it is challenging to do so. Many autism professionals make suggestions that are not based on research. To date, researchers have not examined the perspectives of the small group of bilingual professionals in the United States who provide bilingual support for autistic children. Therefore, this study explored how bilingual autism providers in the United States talked about their work, bilingualism, and the impacts their bilingual work has on autistic children and families. The bilingual providers in this study reported many positive outcomes for autistic children when they can learn and use their heritage languages and some negative outcomes when providers cannot communicate in the same language. Recommendations from this study highlight the need to recruit more bilingual providers in the field of autism. En ligne : https://dx.doi.org/10.1177/13623613241234413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Sex differences in autism screening: An examination of the Childhood Autism Spectrum Test-Hebrew version / Michael TERNER in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2562-2571 Titre : Sex differences in autism screening: An examination of the Childhood Autism Spectrum Test-Hebrew version Type de document : Texte imprimé et/ou numérique Auteurs : Michael TERNER, Auteur ; Sandra ISRAEL-YAACOV, Auteur ; Ofer GOLAN, Auteur Article en page(s) : p.2562-2571 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  diagnosis  screening  school-age children  sex differences Index. décimale : PER Périodiques Résumé : Autism is a neurodevelopmental condition, characterized by altered social communication and repetitive behavior. Typically diagnosed in early childhood, screening and diagnosis at a later age can be challenging, particularly in girls who exhibit a wider range of behaviors and characteristics. This study aimed to examine the Childhood Autism Spectrum Test-Hebrew version in a clinically referred Israeli sample, and to identify items that best discriminate between autistic and non-autistic boys and girls. Parents of 211 autistic (retrospectively reviewed) and 192 non-autistic children, aged 4-12?years, completed the Childhood Autism Spectrum Test-Hebrew version. Results indicated good discriminatory power, with an area under the curve of 0.93. A cutoff of 9 offered optimal sensitivity of 0.93 and specificity of 0.82. The addition of a more focused sex-specific analysis using items that best discriminated autistic from non-autistic boys and girls significantly improved the overall identification rate of autism, particularly in girls. The Childhood Autism Spectrum Test-Hebrew version was positively correlated with the Autism Diagnostic Interview-Revised but not with Autism Diagnostic Observation Schedule-2. Findings underscore the importance of considering sex differences in autism screening and the potential value of sex-specific screening. Future research should focus on replicating these findings in a larger, diverse, prospective study. Lay abstract Autism is a neurodevelopmental condition, characterized by social communication alterations and restricted, repetitive behaviors. Typically diagnosed in early childhood, screening and diagnosis at a later age can be challenging, particularly in girls who exhibit a wider range of behaviors and characteristics. Our study set out to examine the effectiveness of the Hebrew translation of the Childhood Autism Spectrum Test, a parent report questionnaire, in identifying these diverse characteristics of autism within an Israeli sample of boys and girls. We examined parent reports on 403 (211 autistic, 192 non-autistic) children, aged 4-12?years. Results revealed the Childhood Autism Spectrum Test-Hebrew version was a valuable tool in differentiating between autistic and typically developing children, correctly identifying 93% of children with autism and 82% of typically developing children. In addition, specific items of the Childhood Autism Spectrum Test-Hebrew version were particularly useful in differentiating between autistic and non-autistic boys and autistic and non-autistic girls. Using these items, in addition to the overall score of the questionnaire, increased the correct identification of children as autistic or typically developing, especially in girls. The Childhood Autism Spectrum Test-Hebrew version test results corresponded well with the Autism Diagnostic Interview-Revised, which relies on parental input, but not with the clinician-administered Autism Diagnostic Observation Schedule-2. Our findings highlight the potential benefits of gender-specific tools to better support correct identification of autism in boys and in girls. More research is recommended to further explore these gender differences and to validate our findings with a larger, diverse group. En ligne : https://dx.doi.org/10.1177/13623613241235053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Sex differences in autism screening: An examination of the Childhood Autism Spectrum Test-Hebrew version [Texte imprimé et/ou numérique] / Michael TERNER, Auteur ; Sandra ISRAEL-YAACOV, Auteur ; Ofer GOLAN, Auteur . - p.2562-2571. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2562-2571 Mots-clés : autism spectrum disorders  diagnosis  screening  school-age children  sex differences Index. décimale : PER Périodiques Résumé : Autism is a neurodevelopmental condition, characterized by altered social communication and repetitive behavior. Typically diagnosed in early childhood, screening and diagnosis at a later age can be challenging, particularly in girls who exhibit a wider range of behaviors and characteristics. This study aimed to examine the Childhood Autism Spectrum Test-Hebrew version in a clinically referred Israeli sample, and to identify items that best discriminate between autistic and non-autistic boys and girls. Parents of 211 autistic (retrospectively reviewed) and 192 non-autistic children, aged 4-12?years, completed the Childhood Autism Spectrum Test-Hebrew version. Results indicated good discriminatory power, with an area under the curve of 0.93. A cutoff of 9 offered optimal sensitivity of 0.93 and specificity of 0.82. The addition of a more focused sex-specific analysis using items that best discriminated autistic from non-autistic boys and girls significantly improved the overall identification rate of autism, particularly in girls. The Childhood Autism Spectrum Test-Hebrew version was positively correlated with the Autism Diagnostic Interview-Revised but not with Autism Diagnostic Observation Schedule-2. Findings underscore the importance of considering sex differences in autism screening and the potential value of sex-specific screening. Future research should focus on replicating these findings in a larger, diverse, prospective study. Lay abstract Autism is a neurodevelopmental condition, characterized by social communication alterations and restricted, repetitive behaviors. Typically diagnosed in early childhood, screening and diagnosis at a later age can be challenging, particularly in girls who exhibit a wider range of behaviors and characteristics. Our study set out to examine the effectiveness of the Hebrew translation of the Childhood Autism Spectrum Test, a parent report questionnaire, in identifying these diverse characteristics of autism within an Israeli sample of boys and girls. We examined parent reports on 403 (211 autistic, 192 non-autistic) children, aged 4-12?years. Results revealed the Childhood Autism Spectrum Test-Hebrew version was a valuable tool in differentiating between autistic and typically developing children, correctly identifying 93% of children with autism and 82% of typically developing children. In addition, specific items of the Childhood Autism Spectrum Test-Hebrew version were particularly useful in differentiating between autistic and non-autistic boys and autistic and non-autistic girls. Using these items, in addition to the overall score of the questionnaire, increased the correct identification of children as autistic or typically developing, especially in girls. The Childhood Autism Spectrum Test-Hebrew version test results corresponded well with the Autism Diagnostic Interview-Revised, which relies on parental input, but not with the clinician-administered Autism Diagnostic Observation Schedule-2. Our findings highlight the potential benefits of gender-specific tools to better support correct identification of autism in boys and in girls. More research is recommended to further explore these gender differences and to validate our findings with a larger, diverse group. En ligne : https://dx.doi.org/10.1177/13623613241235053 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Self-compassion improves emotion regulation and mental health outcomes: A pilot study of an online self-compassion program for autistic adults / Ru Ying CAI in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2572-2585 Titre : Self-compassion improves emotion regulation and mental health outcomes: A pilot study of an online self-compassion program for autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Ru Ying CAI, Auteur ; Chris EDWARDS, Auteur ; Abigail MA LOVE, Auteur ; Lydia BROWN, Auteur ; Vicki GIBBS, Auteur Article en page(s) : p.2572-2585 Langues : Anglais (eng) Mots-clés : self-compassion  anxiety  autism spectrum disorder  depression  interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : People thrive in compassionate environments. For autistic people, their environments are often non-conducive to care and support. We propose that cultivating autistic people?s self-compassion may be an antidote to the mental health difficulties arising from environmental causes. The current study aimed to pilot a self-guided online self-compassion program for autistic adults to assess its feasibility, acceptability, and outcomes related to completing this program. The program was co-produced with autistic individuals. Thirty-nine autistic adults aged 20-77?years (Mage = 45.28, SDage = 11.92) completed the online program. They also provided feedback about their self-compassion practices every week. They completed pre- and post-intervention online surveys measuring self-compassion, symptoms of anxiety and depression, positive and negative affect, emotion regulation difficulties, and psychological well-being. As hypothesized, there were significant group improvements in all outcome measures. Preliminary results suggest that the program is feasible and accepted by participants. Approximately half of the autistic participants reported experiences of backdraft, which are adverse reactions associated with self-compassion practices. Based on our findings, we provided clinical recommendations on how self-compassion can be taught to autistic adults. Lay abstract Self-compassion is when we are aware of our feelings and thoughts, are friendly toward ourselves, and realize everyone feels pain and makes mistakes. Self-compassion is associated with having better mental health and well-being in autistic and non-autistic people. But we do not know if autistic people?s self-compassion can be improved through psychoeducation and self-compassion practices. We co-produced an online self-guided self-compassion program based on evidence-based self-compassion practices for autistic adults called the Self-compassion Program for Autistic Adults. This program included live-experiences videos of autistic adults reflecting on their self-compassion and self-critical experiences. This study piloted the program with 39 autistic adults. We wanted to see if these autistic adults' self-compassion, emotion regulation, mental health, and psychological well-being improved after completing this program. We found that the autistic participants' self-compassion, emotion regulation, mental health, and psychological well-being improved significantly after completing the program over 5?weeks. We also found that just over half of the participants reported experiencing negative reactions associated with self-compassion practices. We suggested some clinical implications, including a recommendation for emotion regulation interventions to incorporate self-compassion to help promote access to the affiliative system. In addition, autistic adults who are psychologically vulnerable may need to work with mental health professionals while developing self-compassion to help manage the possible negative reactions associated with some self-compassion practices. En ligne : https://dx.doi.org/10.1177/13623613241235061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Self-compassion improves emotion regulation and mental health outcomes: A pilot study of an online self-compassion program for autistic adults [Texte imprimé et/ou numérique] / Ru Ying CAI, Auteur ; Chris EDWARDS, Auteur ; Abigail MA LOVE, Auteur ; Lydia BROWN, Auteur ; Vicki GIBBS, Auteur . - p.2572-2585. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2572-2585 Mots-clés : self-compassion  anxiety  autism spectrum disorder  depression  interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : People thrive in compassionate environments. For autistic people, their environments are often non-conducive to care and support. We propose that cultivating autistic people?s self-compassion may be an antidote to the mental health difficulties arising from environmental causes. The current study aimed to pilot a self-guided online self-compassion program for autistic adults to assess its feasibility, acceptability, and outcomes related to completing this program. The program was co-produced with autistic individuals. Thirty-nine autistic adults aged 20-77?years (Mage = 45.28, SDage = 11.92) completed the online program. They also provided feedback about their self-compassion practices every week. They completed pre- and post-intervention online surveys measuring self-compassion, symptoms of anxiety and depression, positive and negative affect, emotion regulation difficulties, and psychological well-being. As hypothesized, there were significant group improvements in all outcome measures. Preliminary results suggest that the program is feasible and accepted by participants. Approximately half of the autistic participants reported experiences of backdraft, which are adverse reactions associated with self-compassion practices. Based on our findings, we provided clinical recommendations on how self-compassion can be taught to autistic adults. Lay abstract Self-compassion is when we are aware of our feelings and thoughts, are friendly toward ourselves, and realize everyone feels pain and makes mistakes. Self-compassion is associated with having better mental health and well-being in autistic and non-autistic people. But we do not know if autistic people?s self-compassion can be improved through psychoeducation and self-compassion practices. We co-produced an online self-guided self-compassion program based on evidence-based self-compassion practices for autistic adults called the Self-compassion Program for Autistic Adults. This program included live-experiences videos of autistic adults reflecting on their self-compassion and self-critical experiences. This study piloted the program with 39 autistic adults. We wanted to see if these autistic adults' self-compassion, emotion regulation, mental health, and psychological well-being improved after completing this program. We found that the autistic participants' self-compassion, emotion regulation, mental health, and psychological well-being improved significantly after completing the program over 5?weeks. We also found that just over half of the participants reported experiencing negative reactions associated with self-compassion practices. We suggested some clinical implications, including a recommendation for emotion regulation interventions to incorporate self-compassion to help promote access to the affiliative system. In addition, autistic adults who are psychologically vulnerable may need to work with mental health professionals while developing self-compassion to help manage the possible negative reactions associated with some self-compassion practices. En ligne : https://dx.doi.org/10.1177/13623613241235061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Revisiting the Link: A qualitative analysis of the diverse experiences of gender dysphoria as a subset of pervasive social dysphoria co-occurring with autism in Japan / Shoko SHIMOYAMA in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2586-2597 Titre : Revisiting the Link: A qualitative analysis of the diverse experiences of gender dysphoria as a subset of pervasive social dysphoria co-occurring with autism in Japan Type de document : Texte imprimé et/ou numérique Auteurs : Shoko SHIMOYAMA, Auteur ; Toshihiko ENDO, Auteur Article en page(s) : p.2586-2597 Langues : Anglais (eng) Mots-clés : autism  gender dysphoria  pervasive social dysphoria  Japan Index. décimale : PER Périodiques Résumé : While the link between autism and gender dysphoria has received increasing attention, the phenomenon of gender dysphoria co-occurring with autism remains unclear owing to the lack of autistic transgender perspectives. Therefore, we explored the gender dysphoria experiences of 15 Japanese autistic transgender adults, obtaining two key findings. First, their gender dysphoria experiences were diverse; some were related to gender incongruence, whereas others were not. The latter were characterized by resistance to the societal gender norms themselves, sensory disgust related to autistic sensory sensitivities, uncertainty regarding the gender norms of the social majority, and the autistic burden of living in a gendered society. Second, by examining the participants' life stories of being autistic in society, we found that most of them not only accumulate distress over gender norms (i.e. gender dysphoria) but pervasive social norms as well, which we termed pervasive social dysphoria. In other words, most participants experienced gender dysphoria as a subset of pervasive social dysphoria. These findings indicate that future research and practice need to further affirm the internal perspectives, such as by investigating which among the diverse gender dysphoria experiences co-occur with autism or a link between autism and pervasive social dysphoria, and by providing support for both gender dysphoria and pervasive social dysphoria in practice. Lay abstract Studies have suggested that autistic people are more likely to experience gender dysphoria, which refers to the gender-related distress emerging from personal factors and gender norms that some transgender people experience. Transgender people are diverse; some experience gender incongruence (i.e. an incompatibility between a person?s gender identity and that expected of them based on their birth-assigned gender), whereas others do not. Therefore, the association of autistic transgender people?s gender dysphoria with gender incongruence varies, and the literature has overlooked such diversity. Interviews with 15 Japanese autistic transgender adults revealed diverse gender dysphoria experiences independent of gender incongruence, such as resistance to the societal gender norms themselves, physical dysphoria caused by the imposition of gender, sensory disgust related to autistic sensory sensitivities, uncertainty about the gender norms of the social majority, and the autistic burden of living in a gendered society. Moreover, we found that most participants had not only accumulated distress over gender norms (i.e. gender dysphoria) but also over pervasive social norms, termed Pervasive Social Dysphoria. Our findings suggests that future co-occurrence research and practice must affirm these internal perspectives more, such as by providing support for both gender dysphoria and Pervasive Social Dysphoria, as autistic transgender people may experience gender dysphoria as a subset of Pervasive Social Dysphoria. En ligne : https://dx.doi.org/10.1177/13623613241235722 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Revisiting the Link: A qualitative analysis of the diverse experiences of gender dysphoria as a subset of pervasive social dysphoria co-occurring with autism in Japan [Texte imprimé et/ou numérique] / Shoko SHIMOYAMA, Auteur ; Toshihiko ENDO, Auteur . - p.2586-2597. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2586-2597 Mots-clés : autism  gender dysphoria  pervasive social dysphoria  Japan Index. décimale : PER Périodiques Résumé : While the link between autism and gender dysphoria has received increasing attention, the phenomenon of gender dysphoria co-occurring with autism remains unclear owing to the lack of autistic transgender perspectives. Therefore, we explored the gender dysphoria experiences of 15 Japanese autistic transgender adults, obtaining two key findings. First, their gender dysphoria experiences were diverse; some were related to gender incongruence, whereas others were not. The latter were characterized by resistance to the societal gender norms themselves, sensory disgust related to autistic sensory sensitivities, uncertainty regarding the gender norms of the social majority, and the autistic burden of living in a gendered society. Second, by examining the participants' life stories of being autistic in society, we found that most of them not only accumulate distress over gender norms (i.e. gender dysphoria) but pervasive social norms as well, which we termed pervasive social dysphoria. In other words, most participants experienced gender dysphoria as a subset of pervasive social dysphoria. These findings indicate that future research and practice need to further affirm the internal perspectives, such as by investigating which among the diverse gender dysphoria experiences co-occur with autism or a link between autism and pervasive social dysphoria, and by providing support for both gender dysphoria and pervasive social dysphoria in practice. Lay abstract Studies have suggested that autistic people are more likely to experience gender dysphoria, which refers to the gender-related distress emerging from personal factors and gender norms that some transgender people experience. Transgender people are diverse; some experience gender incongruence (i.e. an incompatibility between a person?s gender identity and that expected of them based on their birth-assigned gender), whereas others do not. Therefore, the association of autistic transgender people?s gender dysphoria with gender incongruence varies, and the literature has overlooked such diversity. Interviews with 15 Japanese autistic transgender adults revealed diverse gender dysphoria experiences independent of gender incongruence, such as resistance to the societal gender norms themselves, physical dysphoria caused by the imposition of gender, sensory disgust related to autistic sensory sensitivities, uncertainty about the gender norms of the social majority, and the autistic burden of living in a gendered society. Moreover, we found that most participants had not only accumulated distress over gender norms (i.e. gender dysphoria) but also over pervasive social norms, termed Pervasive Social Dysphoria. Our findings suggests that future co-occurrence research and practice must affirm these internal perspectives more, such as by providing support for both gender dysphoria and Pervasive Social Dysphoria, as autistic transgender people may experience gender dysphoria as a subset of Pervasive Social Dysphoria. En ligne : https://dx.doi.org/10.1177/13623613241235722 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Workforce perspective on racial and ethnic equity in early childhood autism evaluation and treatment: "The cornerstone of everything we do" / A. BUCK in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2598-2611 Titre : Workforce perspective on racial and ethnic equity in early childhood autism evaluation and treatment: "The cornerstone of everything we do" Type de document : Texte imprimé et/ou numérique Auteurs : A. BUCK, Auteur ; S. HUREWITZ, Auteur ; M. Scotton FRANKLIN, Auteur Article en page(s) : p.2598-2611 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  ethnic equity  policy  pre-school children  professional development  qualitative research  racial equity  workforce Index. décimale : PER Périodiques Résumé : Black and non-White Latinx children have historically been diagnosed with autism at a later age and with more significant impairments than White peers. This study aimed to gather insights from members of the autism service provider workforce on current barriers and facilitators to achieving equity in early childhood autism evaluation, referrals, and treatment. We employed a qualitative descriptive design using semi-structured virtual focus groups with autism experts in North Carolina (N = 26). Our final sample included pediatric clinicians across disciplines, researchers, family/caregiver advocates, and policymakers/government representatives. We identified four overarching themes representing challenges to equitable autism service provision: (1) workforce composition and recruitment concerns, (2) workforce capacity and accessibility concerns, (3) workforce compensation obstacles, and (4) COVID-19 pandemic adaptations' impact. Our findings demonstrate the need for improved workforce diversity, autism-specific education, adequate compensation, and interventions to address burnout. To remediate existing barriers to equity, diversity in recruitment across training levels, cultural awareness, autism education for all pediatric providers, and partnerships with caregivers as experts must be prioritized. These investments in the autism workforce will allow its interdisciplinary professionals to better meet the needs of children and families from historically marginalized communities and achieve equitable early childhood service provision. Lay abstract Black and non-White Latinx children tend to receive autism diagnoses later in life and with a higher degree of impairment than White children. The purpose of this study was to learn what is currently helping as well as preventing Black and non-White Latinx children from getting access to autism evaluation and services. We held virtual interviews with 26 experts who work with autistic children and their families, including clinical providers, researchers, advocates, and policymakers/government representatives. From these interviews, we identified four themes that have an impact on equity in autism services: (1) who makes up the workforce, (2) workforce capacity and accessibility, (3) workforce payment structure, and (4) changes due to the COVID-19 pandemic. These findings show the need for improved workforce diversity, autism-specific education, payment structures, and additional support for workforce members to avoid burnout. To make childhood autism services more equitable, diversity in recruitment across training levels, cultural awareness, increased autism education for all pediatric providers, and partnerships with caregivers as experts must be prioritized. These investments in the autism workforce will allow professionals in the field to better meet the needs of children and families from Black and non-White Latinx communities and achieve equity in early childhood autism services. En ligne : https://dx.doi.org/10.1177/13623613241235522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Workforce perspective on racial and ethnic equity in early childhood autism evaluation and treatment: "The cornerstone of everything we do" [Texte imprimé et/ou numérique] / A. BUCK, Auteur ; S. HUREWITZ, Auteur ; M. Scotton FRANKLIN, Auteur . - p.2598-2611. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2598-2611 Mots-clés : autism spectrum disorders  ethnic equity  policy  pre-school children  professional development  qualitative research  racial equity  workforce Index. décimale : PER Périodiques Résumé : Black and non-White Latinx children have historically been diagnosed with autism at a later age and with more significant impairments than White peers. This study aimed to gather insights from members of the autism service provider workforce on current barriers and facilitators to achieving equity in early childhood autism evaluation, referrals, and treatment. We employed a qualitative descriptive design using semi-structured virtual focus groups with autism experts in North Carolina (N = 26). Our final sample included pediatric clinicians across disciplines, researchers, family/caregiver advocates, and policymakers/government representatives. We identified four overarching themes representing challenges to equitable autism service provision: (1) workforce composition and recruitment concerns, (2) workforce capacity and accessibility concerns, (3) workforce compensation obstacles, and (4) COVID-19 pandemic adaptations' impact. Our findings demonstrate the need for improved workforce diversity, autism-specific education, adequate compensation, and interventions to address burnout. To remediate existing barriers to equity, diversity in recruitment across training levels, cultural awareness, autism education for all pediatric providers, and partnerships with caregivers as experts must be prioritized. These investments in the autism workforce will allow its interdisciplinary professionals to better meet the needs of children and families from historically marginalized communities and achieve equitable early childhood service provision. Lay abstract Black and non-White Latinx children tend to receive autism diagnoses later in life and with a higher degree of impairment than White children. The purpose of this study was to learn what is currently helping as well as preventing Black and non-White Latinx children from getting access to autism evaluation and services. We held virtual interviews with 26 experts who work with autistic children and their families, including clinical providers, researchers, advocates, and policymakers/government representatives. From these interviews, we identified four themes that have an impact on equity in autism services: (1) who makes up the workforce, (2) workforce capacity and accessibility, (3) workforce payment structure, and (4) changes due to the COVID-19 pandemic. These findings show the need for improved workforce diversity, autism-specific education, payment structures, and additional support for workforce members to avoid burnout. To make childhood autism services more equitable, diversity in recruitment across training levels, cultural awareness, increased autism education for all pediatric providers, and partnerships with caregivers as experts must be prioritized. These investments in the autism workforce will allow professionals in the field to better meet the needs of children and families from Black and non-White Latinx communities and achieve equity in early childhood autism services. En ligne : https://dx.doi.org/10.1177/13623613241235522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Impact of adverse childhood experiences and family resilience on sleep duration in autistic children / Eleonora SADIKOVA in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2612-2622 Titre : Impact of adverse childhood experiences and family resilience on sleep duration in autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Eleonora SADIKOVA, Auteur ; Jim SOLAND, Auteur ; Michelle MENEZES, Auteur ; Micah MAZUREK, Auteur Article en page(s) : p.2612-2622 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  family functioning and support  sleep Index. décimale : PER Périodiques Résumé : Autistic children are at higher risk of experiencing adverse childhood experiences, which lead to negative health outcomes such as sleep difficulties. In the general population, family resilience can help reduce the negative impact of adverse childhood experiences on child functioning. The aim of this study was to examine the impact of adverse childhood experiences on sleep duration, and whether family resilience moderates this impact in autistic children. With data from 2882 caregivers of children with autism from the National Survey of Children?s Health, we examined the role of family resilience on the relationship between adverse childhood experiences and sleep duration. As shown in previous findings, there was a main effect of adverse childhood experiences on sleep duration. There was no significant main effect of family resilience on sleep duration. Results also show that family resilience moderates the relationship between adverse childhood experiences and sleep duration, possibly serving as a protective factor. Lay abstract Autistic children are more likely to have sleep difficulties and to experience adverse childhood experiences. Adverse childhood experiences can include parental divorce, bullying, or witnessing violence. We also know that children in families who are resilient (e.g. families who are connected, work together, and help each other) are less impacted by adverse childhood experiences. Our study examined whether there was a relationship between adverse childhood experiences and sleep duration in autistic children. We also wanted to find out whether family resilience protects from the negative impact of adverse childhood experiences on sleep duration. We used data from 3247 parent surveys about their children that we got from the National Survey of Children?s Health. We found that children with adverse childhood experiences are more likely to get less sleep. We also found that children with resilient families were more likely to get more sleep. Our results show that family resilience helps weaken the relationship between adverse childhood experiences and sleep, so it is important to help families build resilience. En ligne : https://dx.doi.org/10.1177/13623613241235880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Impact of adverse childhood experiences and family resilience on sleep duration in autistic children [Texte imprimé et/ou numérique] / Eleonora SADIKOVA, Auteur ; Jim SOLAND, Auteur ; Michelle MENEZES, Auteur ; Micah MAZUREK, Auteur . - p.2612-2622. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2612-2622 Mots-clés : autism spectrum disorders  family functioning and support  sleep Index. décimale : PER Périodiques Résumé : Autistic children are at higher risk of experiencing adverse childhood experiences, which lead to negative health outcomes such as sleep difficulties. In the general population, family resilience can help reduce the negative impact of adverse childhood experiences on child functioning. The aim of this study was to examine the impact of adverse childhood experiences on sleep duration, and whether family resilience moderates this impact in autistic children. With data from 2882 caregivers of children with autism from the National Survey of Children?s Health, we examined the role of family resilience on the relationship between adverse childhood experiences and sleep duration. As shown in previous findings, there was a main effect of adverse childhood experiences on sleep duration. There was no significant main effect of family resilience on sleep duration. Results also show that family resilience moderates the relationship between adverse childhood experiences and sleep duration, possibly serving as a protective factor. Lay abstract Autistic children are more likely to have sleep difficulties and to experience adverse childhood experiences. Adverse childhood experiences can include parental divorce, bullying, or witnessing violence. We also know that children in families who are resilient (e.g. families who are connected, work together, and help each other) are less impacted by adverse childhood experiences. Our study examined whether there was a relationship between adverse childhood experiences and sleep duration in autistic children. We also wanted to find out whether family resilience protects from the negative impact of adverse childhood experiences on sleep duration. We used data from 3247 parent surveys about their children that we got from the National Survey of Children?s Health. We found that children with adverse childhood experiences are more likely to get less sleep. We also found that children with resilient families were more likely to get more sleep. Our results show that family resilience helps weaken the relationship between adverse childhood experiences and sleep, so it is important to help families build resilience. En ligne : https://dx.doi.org/10.1177/13623613241235880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Measurement invariance of the parent-reported Strengths and Difficulties Questionnaire in autistic adolescents / Chloe TURCAN in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2623-2636 Titre : Measurement invariance of the parent-reported Strengths and Difficulties Questionnaire in autistic adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Chloe TURCAN, Auteur ; Henry DELAMAIN, Auteur ; Asher LOKE, Auteur ; Richard PENDER, Auteur ; Will MANDY, Auteur ; Rob SAUNDERS, Auteur Article en page(s) : p.2623-2636 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  psychiatric comorbidity  quality of life  screening Index. décimale : PER Périodiques Résumé : Mental health conditions are more prevalent in autistic people than non-autistic people. The Strengths and Difficulties Questionnaire is a commonly used screening tool for emotional and behavioural difficulties in autistic children and adolescents. However, few studies have assessed the psychometric properties of the Strengths and Difficulties Questionnaire in populations of autistic people, especially measurement invariance, to examine whether the underlying latent structure is consistent across time or groups. Measurement invariance of the parent-reported Strengths and Difficulties Questionnaire in a nationally representative cohort study was examined: longitudinal invariance (autistic 11-, 14- and 17-year-olds) and group invariance (autistic and non-autistic 17-year-olds). Differential item functioning was explored in the autistic/non-autistic group analysis. The five-factor structure showed inadequate fit, especially in the autistic group; by extension, measurement invariance could not be established. Differential item functioning was observed for several conduct problems, prosocial behaviour and peer problems subscale items, as well as reverse-coded items. Poor structural validity and item-level invariance may confound findings from research within and between populations of autistic and non-autistic adolescents, as well as screening of mental health conditions in autistic adolescents. This research calls for the development and improvement of screening tools for emotional and behavioural difficulties in populations of autistic people while accounting for their heterogeneity. Lay abstract Autistic people are more likely than non-autistic people to experience mental health difficulties. The Strengths and Difficulties Questionnaire is often used to screen for these difficulties and to otherwise make important decisions about mental health treatment and research in populations of autistic people. However, this study suggests that parent-reported Strengths and Difficulties Questionnaire scores may not be useful for comparing autistic and non-autistic adolescents at 11, 14 and 17?years old, as well as screening for mental health conditions in autistic adolescents. In addition, several items may be more likely to be endorsed by parents of autistic 17-year-olds than by parents of non-autistic 17-year-olds (and vice versa), which might suggest caution is needed when comparing groups on specific items. En ligne : https://dx.doi.org/10.1177/13623613241236805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Measurement invariance of the parent-reported Strengths and Difficulties Questionnaire in autistic adolescents [Texte imprimé et/ou numérique] / Chloe TURCAN, Auteur ; Henry DELAMAIN, Auteur ; Asher LOKE, Auteur ; Richard PENDER, Auteur ; Will MANDY, Auteur ; Rob SAUNDERS, Auteur . - p.2623-2636. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2623-2636 Mots-clés : adolescents  autism spectrum disorders  psychiatric comorbidity  quality of life  screening Index. décimale : PER Périodiques Résumé : Mental health conditions are more prevalent in autistic people than non-autistic people. The Strengths and Difficulties Questionnaire is a commonly used screening tool for emotional and behavioural difficulties in autistic children and adolescents. However, few studies have assessed the psychometric properties of the Strengths and Difficulties Questionnaire in populations of autistic people, especially measurement invariance, to examine whether the underlying latent structure is consistent across time or groups. Measurement invariance of the parent-reported Strengths and Difficulties Questionnaire in a nationally representative cohort study was examined: longitudinal invariance (autistic 11-, 14- and 17-year-olds) and group invariance (autistic and non-autistic 17-year-olds). Differential item functioning was explored in the autistic/non-autistic group analysis. The five-factor structure showed inadequate fit, especially in the autistic group; by extension, measurement invariance could not be established. Differential item functioning was observed for several conduct problems, prosocial behaviour and peer problems subscale items, as well as reverse-coded items. Poor structural validity and item-level invariance may confound findings from research within and between populations of autistic and non-autistic adolescents, as well as screening of mental health conditions in autistic adolescents. This research calls for the development and improvement of screening tools for emotional and behavioural difficulties in populations of autistic people while accounting for their heterogeneity. Lay abstract Autistic people are more likely than non-autistic people to experience mental health difficulties. The Strengths and Difficulties Questionnaire is often used to screen for these difficulties and to otherwise make important decisions about mental health treatment and research in populations of autistic people. However, this study suggests that parent-reported Strengths and Difficulties Questionnaire scores may not be useful for comparing autistic and non-autistic adolescents at 11, 14 and 17?years old, as well as screening for mental health conditions in autistic adolescents. In addition, several items may be more likely to be endorsed by parents of autistic 17-year-olds than by parents of non-autistic 17-year-olds (and vice versa), which might suggest caution is needed when comparing groups on specific items. En ligne : https://dx.doi.org/10.1177/13623613241236805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Understanding autism diagnosis in primary care: Rates of diagnosis from 2004 to 2019 and child age at diagnosis / Jessica V. SMITH in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2637-2646 Titre : Understanding autism diagnosis in primary care: Rates of diagnosis from 2004 to 2019 and child age at diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : Jessica V. SMITH, Auteur ; Michelle MENEZES, Auteur ; Sophie BRUNT, Auteur ; Jessica PAPPAGIANOPOULOS, Auteur ; Eleonora SADIKOVA, Auteur ; Micah O MAZUREK, Auteur Article en page(s) : p.2637-2646 Langues : Anglais (eng) Mots-clés : age at diagnosis  autism  capacity-building  diagnostic timing  early identification  primary care Index. décimale : PER Périodiques Résumé : The capacity of the workforce lags behind the current demand for timely autism diagnostic assessment. Primary care providers (PCPs) are well-positioned to diagnose autism at earlier ages than providers from other disciplines. Thus, bolstering PCPs' diagnostic capabilities has been the focus of many recent capacity-building initiatives. Using data from the National Survey of Children?s Health, this study aimed to evaluate whether diagnosis of autism in primary care has changed over time and whether diagnosis in primary care relates to age at autism diagnosis. Results indicated that the likelihood of being diagnosed with autism by a PCP decreased by about 2% with every passing year from 2004 to 2019 when controlling for demographic characteristics. PCPs diagnosed children approximately 1 year earlier than non-PCPs (e.g., psychiatrists and psychologists), which supports the critical role PCPs can play in timely diagnosis. Further research is needed to understand why the proportion of children diagnosed by PCPs has decreased over time; however, these findings suggest that capacity-building initiatives have not yet reached community practice. Future research should focus on the dissemination and implementation of training initiatives in community-based primary care practices. Lay abstract The current demand for autism diagnostic services exceeds the ability of the workforce to assess and diagnose children in a timely manner. One solution may be to equip primary care providers (PCPs) with the tools and expertise needed to diagnose autism within their practice. PCPs are often trusted professionals who have many touchpoints with children during early development, in which they can identify early signs of autism. Recent initiatives have focused on bolstering PCPs' diagnostic capabilities; however, no studies have examined how the rates of autism diagnosis in primary care have changed over time. We aimed to evaluate whether autism diagnosis in primary care has changed over time and how diagnosis in primary care relates to a child?s age at the time of diagnosis. We found that the likelihood of a child being diagnosed by a PCP decreased by about 2% with every passing year from 2004 to 2019 when accounting for demographic characteristics. In our sample, PCPs diagnosed children approximately 1 year earlier than non-PCPs (e.g., psychologists and psychiatrists). Further research is needed to understand why the proportion of children diagnosed by PCPs decreases over time. However, this decrease suggests more work is needed to get capacity-building initiatives into community primary care practice. Though we must continue to find effective ways to build community PCPs' ability to diagnose autism, the present findings support the crucial role PCPs can play in early autism diagnosis. En ligne : https://dx.doi.org/10.1177/13623613241236112 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Understanding autism diagnosis in primary care: Rates of diagnosis from 2004 to 2019 and child age at diagnosis [Texte imprimé et/ou numérique] / Jessica V. SMITH, Auteur ; Michelle MENEZES, Auteur ; Sophie BRUNT, Auteur ; Jessica PAPPAGIANOPOULOS, Auteur ; Eleonora SADIKOVA, Auteur ; Micah O MAZUREK, Auteur . - p.2637-2646. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2637-2646 Mots-clés : age at diagnosis  autism  capacity-building  diagnostic timing  early identification  primary care Index. décimale : PER Périodiques Résumé : The capacity of the workforce lags behind the current demand for timely autism diagnostic assessment. Primary care providers (PCPs) are well-positioned to diagnose autism at earlier ages than providers from other disciplines. Thus, bolstering PCPs' diagnostic capabilities has been the focus of many recent capacity-building initiatives. Using data from the National Survey of Children?s Health, this study aimed to evaluate whether diagnosis of autism in primary care has changed over time and whether diagnosis in primary care relates to age at autism diagnosis. Results indicated that the likelihood of being diagnosed with autism by a PCP decreased by about 2% with every passing year from 2004 to 2019 when controlling for demographic characteristics. PCPs diagnosed children approximately 1 year earlier than non-PCPs (e.g., psychiatrists and psychologists), which supports the critical role PCPs can play in timely diagnosis. Further research is needed to understand why the proportion of children diagnosed by PCPs has decreased over time; however, these findings suggest that capacity-building initiatives have not yet reached community practice. Future research should focus on the dissemination and implementation of training initiatives in community-based primary care practices. Lay abstract The current demand for autism diagnostic services exceeds the ability of the workforce to assess and diagnose children in a timely manner. One solution may be to equip primary care providers (PCPs) with the tools and expertise needed to diagnose autism within their practice. PCPs are often trusted professionals who have many touchpoints with children during early development, in which they can identify early signs of autism. Recent initiatives have focused on bolstering PCPs' diagnostic capabilities; however, no studies have examined how the rates of autism diagnosis in primary care have changed over time. We aimed to evaluate whether autism diagnosis in primary care has changed over time and how diagnosis in primary care relates to a child?s age at the time of diagnosis. We found that the likelihood of a child being diagnosed by a PCP decreased by about 2% with every passing year from 2004 to 2019 when accounting for demographic characteristics. In our sample, PCPs diagnosed children approximately 1 year earlier than non-PCPs (e.g., psychologists and psychiatrists). Further research is needed to understand why the proportion of children diagnosed by PCPs decreases over time. However, this decrease suggests more work is needed to get capacity-building initiatives into community primary care practice. Though we must continue to find effective ways to build community PCPs' ability to diagnose autism, the present findings support the crucial role PCPs can play in early autism diagnosis. En ligne : https://dx.doi.org/10.1177/13623613241236112 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Demographic and autism characteristics as predictors of age of autism diagnosis of individuals with autism in Paraguay / Adriana Kaori TEROL in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2647-2656 Titre : Demographic and autism characteristics as predictors of age of autism diagnosis of individuals with autism in Paraguay Type de document : Texte imprimé et/ou numérique Auteurs : Adriana Kaori TEROL, Auteur ; Yan XIA, Auteur ; Ronaldo L. Rodas JARA, Auteur ; Hedda MEADAN, Auteur Article en page(s) : p.2647-2656 Langues : Anglais (eng) Mots-clés : autism  caregivers  diagnosis  low- to middle-income country  Paraguay Index. décimale : PER Périodiques Résumé : Autism is a lifelong condition characterized by repetitive and restrictive behaviors and differences in social communication. The reported prevalence of autism has risen exponentially in the past years. Early identification and subsequent early intervention are key to promoting better outcomes for autistic individuals. However, there is a dearth of research focusing on understanding variables that impact the age of diagnosis of autistic children in Paraguay. We collected data from 176 caregivers of autistic individuals aged 18?years or younger who lived in Paraguay and conducted a hierarchical regression analysis to understand whether demographic and clinical variables predicted the age of autism diagnosis in Paraguayan autistic children. Our results indicated that child?s age, child?s age at caregivers' first concerns for their development, and child?s verbal skills were significant predictors of the age of autism diagnosis in Paraguay. Educating caregivers and professionals to increase awareness of autism characteristics and atypical behaviors in social communication beyond verbal skills may support the early identification of autism and subsequent access to early intervention. Lay abstract Autism is a lifelong condition characterized by repetitive behaviors and social communication differences. The reported cases of autism increased globally in the past years. Detecting autism early and providing appropriate supports promptly are crucial for better outcomes. Yet, little research focuses on what factors interplay in the diagnostic process of autistic children in Paraguay. We gathered data from 176 caregivers of autistic children under 18?years in Paraguay. Through a detailed analysis, we found that child?s age, child?s age at the caregiver?s first concerns about their development, and the child?s verbal skills are key in predicting the age of autism diagnosis in Paraguay. Educating caregivers and professionals about autism and social communication development can help identify autism early and provide timely support. En ligne : https://dx.doi.org/10.1177/13623613241236527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Demographic and autism characteristics as predictors of age of autism diagnosis of individuals with autism in Paraguay [Texte imprimé et/ou numérique] / Adriana Kaori TEROL, Auteur ; Yan XIA, Auteur ; Ronaldo L. Rodas JARA, Auteur ; Hedda MEADAN, Auteur . - p.2647-2656. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2647-2656 Mots-clés : autism  caregivers  diagnosis  low- to middle-income country  Paraguay Index. décimale : PER Périodiques Résumé : Autism is a lifelong condition characterized by repetitive and restrictive behaviors and differences in social communication. The reported prevalence of autism has risen exponentially in the past years. Early identification and subsequent early intervention are key to promoting better outcomes for autistic individuals. However, there is a dearth of research focusing on understanding variables that impact the age of diagnosis of autistic children in Paraguay. We collected data from 176 caregivers of autistic individuals aged 18?years or younger who lived in Paraguay and conducted a hierarchical regression analysis to understand whether demographic and clinical variables predicted the age of autism diagnosis in Paraguayan autistic children. Our results indicated that child?s age, child?s age at caregivers' first concerns for their development, and child?s verbal skills were significant predictors of the age of autism diagnosis in Paraguay. Educating caregivers and professionals to increase awareness of autism characteristics and atypical behaviors in social communication beyond verbal skills may support the early identification of autism and subsequent access to early intervention. Lay abstract Autism is a lifelong condition characterized by repetitive behaviors and social communication differences. The reported cases of autism increased globally in the past years. Detecting autism early and providing appropriate supports promptly are crucial for better outcomes. Yet, little research focuses on what factors interplay in the diagnostic process of autistic children in Paraguay. We gathered data from 176 caregivers of autistic children under 18?years in Paraguay. Through a detailed analysis, we found that child?s age, child?s age at the caregiver?s first concerns about their development, and the child?s verbal skills are key in predicting the age of autism diagnosis in Paraguay. Educating caregivers and professionals about autism and social communication development can help identify autism early and provide timely support. En ligne : https://dx.doi.org/10.1177/13623613241236527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Exploring the association between social camouflaging and self- versus caregiver-report discrepancies in anxiety and depressive symptoms in autistic and non-autistic socially anxious adolescents / Jiedi LEI in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2657-2674 Titre : Exploring the association between social camouflaging and self- versus caregiver-report discrepancies in anxiety and depressive symptoms in autistic and non-autistic socially anxious adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Eleanor LEIGH, Auteur ; Tony CHARMAN, Auteur ; Ailsa RUSSELL, Auteur ; Matthew J. HOLLOCKS, Auteur Article en page(s) : p.2657-2674 Langues : Anglais (eng) Mots-clés : adolescent  autism spectrum disorder  caregiver  depression  discrepancy  generalised anxiety  rater  social camouflaging Index. décimale : PER Périodiques Résumé : Social camouflaging in autism involves hiding social differences and autistic traits to fit in with neurotypical settings and is associated with poorer mental health in both autistic adolescents and adults. This study explored the association between self-reported social camouflaging behaviours and adolescents' self-report of generalised anxiety disorder and depressive symptoms compared with caregiver reports. A clinical sample of 43 autistic and 39 non-autistic adolescents (14-19?years), without intellectual disability and matched on social anxiety, and their primary caregiver completed questionnaires reporting the young person?s autistic traits, generalised anxiety disorder and depression symptoms. Using response surface analysis, congruence between adolescent and caregiver rated autistic traits, generalised anxiety disorder and depression symptoms were not associated with greater camouflaging scores. Response surface analysis parameters showed that camouflaging was greater when both adolescent and caregivers rated high levels of autistic traits and generalised anxiety disorder symptoms, and when adolescents exceeded caregiver ratings on autistic traits, generalised anxiety disorder and depression symptoms. Adolescents who experience greater anxiety and autistic traits may engage in more (though less effective) social camouflaging behaviours, which in turn may contribute towards poorer mental health outcomes. Clinicians may benefit from collaboratively creating with adolescents a person-centred formulation that considers the associations between autistic traits and mental health outcomes. Lay abstract Social camouflaging or masking refers to strategies autistic individuals adopt to hide their autism persona when trying to fit in. It is unclear whether camouflaging is only applicable to social differences unique to autism, or more generally to any types of social difference, such as experiences of mental health difficulties. We asked 43 autistic and 39 non-autistic adolescents (aged 14-19?years, all of whom showed similarly high levels of social anxiety) and their primary caregivers to complete questionnaires about their mental health (anxiety and depression) and autistic traits, and adolescents self-reported camouflaging behaviours. We wondered if camouflaging may be used to hide mental health difficulties reported by young people and affect caregiver report on symptom severity. We found that adolescents who self-reported greater levels of autistic traits, anxiety and depression symptoms compared with their caregivers reported greater camouflaging. Adolescents who agreed on having high levels of autistic traits and anxiety symptoms with their caregivers reported greater camouflaging behaviours. We discuss how having high levels of autistic traits and anxiety may increase adolescents' camouflaging behaviours to hide social differences, which may contribute towards poor mental health outcomes. We think it is important to talk with adolescents about how camouflaging social and mental health difference can have negative impacts for mental health as well as possible positive social gains. En ligne : https://dx.doi.org/10.1177/13623613241238251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Exploring the association between social camouflaging and self- versus caregiver-report discrepancies in anxiety and depressive symptoms in autistic and non-autistic socially anxious adolescents [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Eleanor LEIGH, Auteur ; Tony CHARMAN, Auteur ; Ailsa RUSSELL, Auteur ; Matthew J. HOLLOCKS, Auteur . - p.2657-2674. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2657-2674 Mots-clés : adolescent  autism spectrum disorder  caregiver  depression  discrepancy  generalised anxiety  rater  social camouflaging Index. décimale : PER Périodiques Résumé : Social camouflaging in autism involves hiding social differences and autistic traits to fit in with neurotypical settings and is associated with poorer mental health in both autistic adolescents and adults. This study explored the association between self-reported social camouflaging behaviours and adolescents' self-report of generalised anxiety disorder and depressive symptoms compared with caregiver reports. A clinical sample of 43 autistic and 39 non-autistic adolescents (14-19?years), without intellectual disability and matched on social anxiety, and their primary caregiver completed questionnaires reporting the young person?s autistic traits, generalised anxiety disorder and depression symptoms. Using response surface analysis, congruence between adolescent and caregiver rated autistic traits, generalised anxiety disorder and depression symptoms were not associated with greater camouflaging scores. Response surface analysis parameters showed that camouflaging was greater when both adolescent and caregivers rated high levels of autistic traits and generalised anxiety disorder symptoms, and when adolescents exceeded caregiver ratings on autistic traits, generalised anxiety disorder and depression symptoms. Adolescents who experience greater anxiety and autistic traits may engage in more (though less effective) social camouflaging behaviours, which in turn may contribute towards poorer mental health outcomes. Clinicians may benefit from collaboratively creating with adolescents a person-centred formulation that considers the associations between autistic traits and mental health outcomes. Lay abstract Social camouflaging or masking refers to strategies autistic individuals adopt to hide their autism persona when trying to fit in. It is unclear whether camouflaging is only applicable to social differences unique to autism, or more generally to any types of social difference, such as experiences of mental health difficulties. We asked 43 autistic and 39 non-autistic adolescents (aged 14-19?years, all of whom showed similarly high levels of social anxiety) and their primary caregivers to complete questionnaires about their mental health (anxiety and depression) and autistic traits, and adolescents self-reported camouflaging behaviours. We wondered if camouflaging may be used to hide mental health difficulties reported by young people and affect caregiver report on symptom severity. We found that adolescents who self-reported greater levels of autistic traits, anxiety and depression symptoms compared with their caregivers reported greater camouflaging. Adolescents who agreed on having high levels of autistic traits and anxiety symptoms with their caregivers reported greater camouflaging behaviours. We discuss how having high levels of autistic traits and anxiety may increase adolescents' camouflaging behaviours to hide social differences, which may contribute towards poor mental health outcomes. We think it is important to talk with adolescents about how camouflaging social and mental health difference can have negative impacts for mental health as well as possible positive social gains. En ligne : https://dx.doi.org/10.1177/13623613241238251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Short report: Examining race, ethnicity, sex, and gender among autistic youth and their educators who participated in school-based research / Olivia LINKOUS in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2675-2681 Titre : Short report: Examining race, ethnicity, sex, and gender among autistic youth and their educators who participated in school-based research Type de document : Texte imprimé et/ou numérique Auteurs : Olivia LINKOUS, Auteur ; Katherine SOON, Auteur ; James D. LEE, Auteur ; Adora DU, Auteur ; Wendy SHIH, Auteur ; Karen BEARSS, Auteur ; Connie KASARI, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.2675-2681 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  educators  racial/ethnic minoritized youth  school-based research Index. décimale : PER Périodiques Résumé : Racial/ethnic minoritized youth are underrepresented in autism research. Documented inequities in accessibility to and utilization of autism-specific services highlight the importance of better understanding for whom and under what conditions autism evidence-based practices (EBPs) work. This report examines the race, ethnicity, sex, and gender of school-based autism research participants (e.g. educators, students), given schools are the most common setting in which autistic youth receive services in the United States (US). Data across 14?years of research, for eight school-based studies in the US, showed that while most teachers identified as non-Hispanic White, over half of the youth sampled identified as being of a racial/ethnic minoritized background. Findings provide insights into who is being served in school-based autism research and how school partnerships may increase diversity among autism research participants and offer a means of reducing existing barriers. Researchers should continue to utilize schools to reach diverse populations and consider how demographic characteristics of school staff affect EBP effectiveness. Researchers should continue to better understand the impact of the EBP, provider, and setting on outcomes. Lay abstract Schools are the main provider of behavioral health services in the United States (US). Conducting research in schools may help increase access for autistic youth, but there is limited research about who participates in school-based autism research. The researchers examined data spanning 14?years of participation in school-based autism research. All data were collected in the US. Researchers found that in this sample, more than half of the youth identified as racial/ethnic minoritized (REM) youth. However, demographics of sampled youth were significantly different than expected, based on publicly available school-based population demographics. More youth identified as White non-Hispanic than would be expected in those schools. Majority of the sampled educators also identified as White non-Hispanic. High percentages of autistic REM youth suggest school-based autism research may be an effective way of providing services to more diverse populations. However, sampled schools were also not representative of a US national sample, with sampled schools having fewer White non-Hispanic youth than would be expected from US national statistics. Complexity around representation of schools sampled and demographics of service environments suggests a need for more research. En ligne : https://dx.doi.org/10.1177/13623613241262144 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Short report: Examining race, ethnicity, sex, and gender among autistic youth and their educators who participated in school-based research [Texte imprimé et/ou numérique] / Olivia LINKOUS, Auteur ; Katherine SOON, Auteur ; James D. LEE, Auteur ; Adora DU, Auteur ; Wendy SHIH, Auteur ; Karen BEARSS, Auteur ; Connie KASARI, Auteur ; Jill LOCKE, Auteur . - p.2675-2681. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2675-2681 Mots-clés : autism spectrum disorder  educators  racial/ethnic minoritized youth  school-based research Index. décimale : PER Périodiques Résumé : Racial/ethnic minoritized youth are underrepresented in autism research. Documented inequities in accessibility to and utilization of autism-specific services highlight the importance of better understanding for whom and under what conditions autism evidence-based practices (EBPs) work. This report examines the race, ethnicity, sex, and gender of school-based autism research participants (e.g. educators, students), given schools are the most common setting in which autistic youth receive services in the United States (US). Data across 14?years of research, for eight school-based studies in the US, showed that while most teachers identified as non-Hispanic White, over half of the youth sampled identified as being of a racial/ethnic minoritized background. Findings provide insights into who is being served in school-based autism research and how school partnerships may increase diversity among autism research participants and offer a means of reducing existing barriers. Researchers should continue to utilize schools to reach diverse populations and consider how demographic characteristics of school staff affect EBP effectiveness. Researchers should continue to better understand the impact of the EBP, provider, and setting on outcomes. Lay abstract Schools are the main provider of behavioral health services in the United States (US). Conducting research in schools may help increase access for autistic youth, but there is limited research about who participates in school-based autism research. The researchers examined data spanning 14?years of participation in school-based autism research. All data were collected in the US. Researchers found that in this sample, more than half of the youth identified as racial/ethnic minoritized (REM) youth. However, demographics of sampled youth were significantly different than expected, based on publicly available school-based population demographics. More youth identified as White non-Hispanic than would be expected in those schools. Majority of the sampled educators also identified as White non-Hispanic. High percentages of autistic REM youth suggest school-based autism research may be an effective way of providing services to more diverse populations. However, sampled schools were also not representative of a US national sample, with sampled schools having fewer White non-Hispanic youth than would be expected from US national statistics. Complexity around representation of schools sampled and demographics of service environments suggests a need for more research. En ligne : https://dx.doi.org/10.1177/13623613241262144 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536