4 recherche sur le mot-clé 'Neurodivergence'

An evaluation of the collateral child and parent outcomes of telehealth-delivered behavioral sleep intervention for Autistic children / Monique CLARKE in Research in Autism Spectrum Disorders, 119 (January 2025)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 119 (January 2025) . - p.102514 Titre : An evaluation of the collateral child and parent outcomes of telehealth-delivered behavioral sleep intervention for Autistic children Type de document : texte imprimé Auteurs : Monique CLARKE, Auteur ; Laurie K MCLAY, Auteur ; Karyn G. FRANCE, Auteur ; Neville M. BLAMPIED, Auteur Article en page(s) : p.102514 Langues : Anglais (eng) Mots-clés : Sleep  Collateral outcomes  Secondary outcomes  Telehealth  Autism  Neurodivergence Index. décimale : PER Périodiques Résumé : Purpose This research follows two studies that examined the efficacy and acceptability of a stepped-care model of behavioral sleep intervention (BSI) delivered to parents of Autistic children via telehealth (Clarke et al., 2024a, 2024b). The current study investigated the collateral benefits of these interventions on Autistic children s internalizing and externalizing behaviors, health-related quality of life, and parent ratings of relationship quality, depression, anxiety, stress, and personal sleep quality. Methods and Results Data were available for 17 Autistic children (aged 3-17 years) and 22 parent participants (16 mothers, six fathers) who had received a telehealth-delivered behavioral sleep intervention (TDBSI). Parents completed a range of psychometric assessments at baseline and within six weeks of completing the program. Alongside reduced sleep problem severity (SPS), significant improvements, as indexed by non-negligible Cohen s d values whose 95 % confidence intervals did not cross zero, were observed in children s emotional and behavioral difficulties and health-related quality of life. Parents also reported that improvement in their child?s sleep positively influenced their own sleep quality and emotional well-being. There were no significant changes in parental relationship quality post-intervention, probably a ceiling effect. Conclusion TDBSIs have the potential to generate collateral benefits for Autistic children and their families. This finding is consistent with the limited existent research, suggesting that improved sleep may enhance child and parent well-being. Future research should focus on understanding the mechanisms underlying collateral change, including variations in effects among children and parents, and the durability across different telehealth modalities (i.e., self-directed versus therapist-guided) and follow-up intervals. En ligne : https://dx.doi.org/10.1016/j.rasd.2024.102514 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545 [article] An evaluation of the collateral child and parent outcomes of telehealth-delivered behavioral sleep intervention for Autistic children [texte imprimé] / Monique CLARKE, Auteur ; Laurie K MCLAY, Auteur ; Karyn G. FRANCE, Auteur ; Neville M. BLAMPIED, Auteur . - p.102514. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 119 (January 2025) . - p.102514 Mots-clés : Sleep  Collateral outcomes  Secondary outcomes  Telehealth  Autism  Neurodivergence Index. décimale : PER Périodiques Résumé : Purpose This research follows two studies that examined the efficacy and acceptability of a stepped-care model of behavioral sleep intervention (BSI) delivered to parents of Autistic children via telehealth (Clarke et al., 2024a, 2024b). The current study investigated the collateral benefits of these interventions on Autistic children s internalizing and externalizing behaviors, health-related quality of life, and parent ratings of relationship quality, depression, anxiety, stress, and personal sleep quality. Methods and Results Data were available for 17 Autistic children (aged 3-17 years) and 22 parent participants (16 mothers, six fathers) who had received a telehealth-delivered behavioral sleep intervention (TDBSI). Parents completed a range of psychometric assessments at baseline and within six weeks of completing the program. Alongside reduced sleep problem severity (SPS), significant improvements, as indexed by non-negligible Cohen s d values whose 95 % confidence intervals did not cross zero, were observed in children s emotional and behavioral difficulties and health-related quality of life. Parents also reported that improvement in their child?s sleep positively influenced their own sleep quality and emotional well-being. There were no significant changes in parental relationship quality post-intervention, probably a ceiling effect. Conclusion TDBSIs have the potential to generate collateral benefits for Autistic children and their families. This finding is consistent with the limited existent research, suggesting that improved sleep may enhance child and parent well-being. Future research should focus on understanding the mechanisms underlying collateral change, including variations in effects among children and parents, and the durability across different telehealth modalities (i.e., self-directed versus therapist-guided) and follow-up intervals. En ligne : https://dx.doi.org/10.1016/j.rasd.2024.102514 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=545

How do children with language disorder perceive their peer interactions? A qualitative investigation / Hannah CULLEN in Autism & Developmental Language Impairments, 9 (January-December 2024)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 9 (January-December 2024) Titre : How do children with language disorder perceive their peer interactions? A qualitative investigation Type de document : texte imprimé Auteurs : Hannah CULLEN, Auteur ; Sarah BILLINGHAM, Auteur ; Michelle C. ST CLAIR, Auteur Langues : Anglais (eng) Mots-clés : Peer interaction difficulties  language disorders  participatory methods  childhood  neurodivergence Index. décimale : PER Périodiques Résumé : Background and aims Peer interaction difficulties are often elevated amongst children with language disorders, yet the mechanisms underlying these difficulties are unclear. Previous research indicates that poor conflict management, social withdrawal, emotion regulation difficulties, and reduced prosocial behavior may contribute to peer interaction difficulties. However, this research often uses adult perspectives, failing to acknowledge child perceptions of these experiences. The present study aimed to qualitatively investigate perceptions of peer interactions from the perspective of children with language disorders. Methods Seven participants aged between 7- and 10-years-old took part. All participants were diagnosed with a language disorder and had language as their primary area of difficulty. Participants were recruited from a specialist language school and via an online database. Semi-structured interviews were conducted, with participants given the choice to answer questions verbally or creatively, using toys or drawing materials. Interview transcripts were analyzed using interpretative phenomenological analysis. Results Participants valued play, conversation, and helping others. They felt that spending time with peers could alleviate loneliness. However, sometimes solitude was needed as social interaction could be overwhelming. Participants found conflict challenging and exhibited difficulties with regulating emotions. Participants relied on running away, retaliation, or asking an adult for help, to resolve conflict. Conclusions and implications The findings suggest that children with language disorders are socially motivated and have relative strengths in displaying prosocial behavior. However, children with language disorders require support to promote positive relationships. This support includes help with making deeper connections with peers, opportunities to spend time alone when needed, and providing adept conflict resolution and emotion regulation strategies. En ligne : https://dx.doi.org/10.1177/23969415241275775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] How do children with language disorder perceive their peer interactions? A qualitative investigation [texte imprimé] / Hannah CULLEN, Auteur ; Sarah BILLINGHAM, Auteur ; Michelle C. ST CLAIR, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 9 (January-December 2024) Mots-clés : Peer interaction difficulties  language disorders  participatory methods  childhood  neurodivergence Index. décimale : PER Périodiques Résumé : Background and aims Peer interaction difficulties are often elevated amongst children with language disorders, yet the mechanisms underlying these difficulties are unclear. Previous research indicates that poor conflict management, social withdrawal, emotion regulation difficulties, and reduced prosocial behavior may contribute to peer interaction difficulties. However, this research often uses adult perspectives, failing to acknowledge child perceptions of these experiences. The present study aimed to qualitatively investigate perceptions of peer interactions from the perspective of children with language disorders. Methods Seven participants aged between 7- and 10-years-old took part. All participants were diagnosed with a language disorder and had language as their primary area of difficulty. Participants were recruited from a specialist language school and via an online database. Semi-structured interviews were conducted, with participants given the choice to answer questions verbally or creatively, using toys or drawing materials. Interview transcripts were analyzed using interpretative phenomenological analysis. Results Participants valued play, conversation, and helping others. They felt that spending time with peers could alleviate loneliness. However, sometimes solitude was needed as social interaction could be overwhelming. Participants found conflict challenging and exhibited difficulties with regulating emotions. Participants relied on running away, retaliation, or asking an adult for help, to resolve conflict. Conclusions and implications The findings suggest that children with language disorders are socially motivated and have relative strengths in displaying prosocial behavior. However, children with language disorders require support to promote positive relationships. This support includes help with making deeper connections with peers, opportunities to spend time alone when needed, and providing adept conflict resolution and emotion regulation strategies. En ligne : https://dx.doi.org/10.1177/23969415241275775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding / Brett HEASMAN in Autism, 23-4 (May 2019)  

Public ISBD [article]  inAutism > 23-4 (May 2019) . - p.910-921 Titre : Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding Type de document : texte imprimé Auteurs : Brett HEASMAN, Auteur ; Alex GILLESPIE, Auteur Article en page(s) : p.910-921 Langues : Anglais (eng) Mots-clés : double empathy  friendships  intersubjectivity  neurodivergence  neurodiversity  norms  qualitative research  social interaction  video gaming  within-interaction variation Index. décimale : PER Périodiques Résumé : Autistic people are neurologically divergent, yet approaches to studying autism are framed by neurotypical definitions of being social. Using the concept of intersubjectivity, which conceptualises a variety of ways of socially relating, we investigate distinctive features of how autistic people build social understanding. A total of 30 members of a charity supporting adults with autism were video-recorded during a social activity they enjoyed, namely collaborative video gaming. Mapping the coherence, affect and symmetry of each conversational turn revealed shifting patterns of intersubjectivity within each interaction. Focussing on clusters of consistent and fragmented turns led us to identify two features of neurodivergent intersubjectivity: a generous assumption of common ground that, when understood, led to rapid rapport, and, when not understood, resulted in potentially disruptive utterances; and a low demand for coordination that ameliorated many challenges associated with disruptive turns. Our findings suggest that neurodivergent intersubjectivity reveals potential for unconventional forms of social relating and that a within-interaction analysis is a viable methodology for exploring neurodivergent communication. Future research should examine the varieties of neurodivergent intersubjectivity, with associated problems and potentials, and how those forms of intersubjectivity can be enabled to flourish, particularly in autistic-to-neurotypical encounters. En ligne : http://dx.doi.org/10.1177/1362361318785172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding [texte imprimé] / Brett HEASMAN, Auteur ; Alex GILLESPIE, Auteur . - p.910-921. Langues : Anglais (eng) in Autism > 23-4 (May 2019) . - p.910-921 Mots-clés : double empathy  friendships  intersubjectivity  neurodivergence  neurodiversity  norms  qualitative research  social interaction  video gaming  within-interaction variation Index. décimale : PER Périodiques Résumé : Autistic people are neurologically divergent, yet approaches to studying autism are framed by neurotypical definitions of being social. Using the concept of intersubjectivity, which conceptualises a variety of ways of socially relating, we investigate distinctive features of how autistic people build social understanding. A total of 30 members of a charity supporting adults with autism were video-recorded during a social activity they enjoyed, namely collaborative video gaming. Mapping the coherence, affect and symmetry of each conversational turn revealed shifting patterns of intersubjectivity within each interaction. Focussing on clusters of consistent and fragmented turns led us to identify two features of neurodivergent intersubjectivity: a generous assumption of common ground that, when understood, led to rapid rapport, and, when not understood, resulted in potentially disruptive utterances; and a low demand for coordination that ameliorated many challenges associated with disruptive turns. Our findings suggest that neurodivergent intersubjectivity reveals potential for unconventional forms of social relating and that a within-interaction analysis is a viable methodology for exploring neurodivergent communication. Future research should examine the varieties of neurodivergent intersubjectivity, with associated problems and potentials, and how those forms of intersubjectivity can be enabled to flourish, particularly in autistic-to-neurotypical encounters. En ligne : http://dx.doi.org/10.1177/1362361318785172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

"A perfect storm": Autistic experiences of menopause and midlife / Miranda J. BRADY in Autism, 28-6 (June 2024)  

Public ISBD [article]  inAutism > 28-6 (June 2024) . - p.1405-1418 Titre : "A perfect storm": Autistic experiences of menopause and midlife Type de document : texte imprimé Auteurs : Miranda J. BRADY, Auteur ; Christine A. JENKINS, Auteur ; Julie M. GAMBLE-TURNER, Auteur ; Rachel L. MOSELEY, Auteur ; Margaret JANSE VAN RENSBURG, Auteur ; Rose J. MATTHEWS, Auteur Article en page(s) : p.1405-1418 Langues : Anglais (eng) Mots-clés : autism and ageing  autism in women  autistic research  autistic support  community participation in research  health services  menopause  mental health  neurodivergence Index. décimale : PER Périodiques Résumé : Previous research indicates that menopause can be an extremely difficult transition for some autistic people. This study asks how autistic people experience menopause and how they can better access services, support and information; autistic Community Research Associates played an important role in each stage of the research. Online focus groups and interviews were conducted with 24 autistic participants who lived in Canada (n = 13) or the United Kingdom (n = 11) and had experience with the menopausal transition. Transcripts were coded and analysed by four team members using reflexive thematic analysis. Four themes and eight subthemes were identified: (1) Complexity, multiplicity and intensity of symptoms (0 subthemes); (2) Life experience and adversity converging at midlife (three subthemes); (3) The importance of knowledge and connection (two subthemes); and (4) Barriers to support and care (three subthemes). Limitations include a potential sample bias towards difficult experiences of menopause. The majority of our sample had a late diagnosis or discovery of autism, and their experiences might not generalize to wider autistic populations. This research may help autistic people prepare for menopause and recognize symptoms earlier. Hearing about the experiences of others may let autistic people who struggle with menopause know they are not alone. Lay abstract Previous studies report that menopause can be a very difficult transition for some autistic people. This study focuses on how autistic people experience menopause and what support and information might help them. Autistic Community Research Associates played an important role in the research and co-authored this article. We held four focus groups and eight interviews online with 24 autistic participants who lived in either Canada (n = 13) or the United Kingdom (n = 11). We analysed participant conversations using a method called reflexive thematic analysis. Participants described many intense challenges during menopause. Four themes and eight subthemes were identified across participant groups: (1) Complexity, multiplicity and intensity of symptoms (0 subthemes); (2) Life experience and adversity converging at midlife (three subthemes); (3) The importance of knowledge and connection (two subthemes); and (4) Barriers to support and care (three subthemes). The experiences of our participants may not be the same as other autistic people, and the study could have been more inclusive of diverse autistic groups. However, hearing about the experiences of others may provide reassurance to autistic people who struggle with menopause and let them know they are not alone. En ligne : https://dx.doi.org/10.1177/13623613241244548 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] "A perfect storm": Autistic experiences of menopause and midlife [texte imprimé] / Miranda J. BRADY, Auteur ; Christine A. JENKINS, Auteur ; Julie M. GAMBLE-TURNER, Auteur ; Rachel L. MOSELEY, Auteur ; Margaret JANSE VAN RENSBURG, Auteur ; Rose J. MATTHEWS, Auteur . - p.1405-1418. Langues : Anglais (eng) in Autism > 28-6 (June 2024) . - p.1405-1418 Mots-clés : autism and ageing  autism in women  autistic research  autistic support  community participation in research  health services  menopause  mental health  neurodivergence Index. décimale : PER Périodiques Résumé : Previous research indicates that menopause can be an extremely difficult transition for some autistic people. This study asks how autistic people experience menopause and how they can better access services, support and information; autistic Community Research Associates played an important role in each stage of the research. Online focus groups and interviews were conducted with 24 autistic participants who lived in Canada (n = 13) or the United Kingdom (n = 11) and had experience with the menopausal transition. Transcripts were coded and analysed by four team members using reflexive thematic analysis. Four themes and eight subthemes were identified: (1) Complexity, multiplicity and intensity of symptoms (0 subthemes); (2) Life experience and adversity converging at midlife (three subthemes); (3) The importance of knowledge and connection (two subthemes); and (4) Barriers to support and care (three subthemes). Limitations include a potential sample bias towards difficult experiences of menopause. The majority of our sample had a late diagnosis or discovery of autism, and their experiences might not generalize to wider autistic populations. This research may help autistic people prepare for menopause and recognize symptoms earlier. Hearing about the experiences of others may let autistic people who struggle with menopause know they are not alone. Lay abstract Previous studies report that menopause can be a very difficult transition for some autistic people. This study focuses on how autistic people experience menopause and what support and information might help them. Autistic Community Research Associates played an important role in the research and co-authored this article. We held four focus groups and eight interviews online with 24 autistic participants who lived in either Canada (n = 13) or the United Kingdom (n = 11). We analysed participant conversations using a method called reflexive thematic analysis. Participants described many intense challenges during menopause. Four themes and eight subthemes were identified across participant groups: (1) Complexity, multiplicity and intensity of symptoms (0 subthemes); (2) Life experience and adversity converging at midlife (three subthemes); (3) The importance of knowledge and connection (two subthemes); and (4) Barriers to support and care (three subthemes). The experiences of our participants may not be the same as other autistic people, and the study could have been more inclusive of diverse autistic groups. However, hearing about the experiences of others may provide reassurance to autistic people who struggle with menopause and let them know they are not alone. En ligne : https://dx.doi.org/10.1177/13623613241244548 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529