5 recherche sur le mot-clé 'framework'

Consolidating a framework of autistic camouflaging strategies: An integrative systematic review / Maxine SPEDDING ; Susan MALCOLM-SMITH in Autism, 29-10 (October 2025)  

Public ISBD [article]  inAutism > 29-10 (October 2025) . - p.2379-2394 Titre : Consolidating a framework of autistic camouflaging strategies: An integrative systematic review Type de document : texte imprimé Auteurs : Maxine SPEDDING, Auteur ; Susan MALCOLM-SMITH, Auteur Article en page(s) : p.2379-2394 Langues : Anglais (eng) Mots-clés : autism spectrum  camouflaging  framework  masking  systematic review  thematic meta-synthesis Index. décimale : PER Périodiques Résumé : Autistic 'social camouflaging' research is proliferating. However, the term is multi-definitional. Our integrative systematic review (CRD42022324957) pursued a single-framework, qualitative meta-synthesis of camouflaging in autistic adults. We report specifically on different types of camouflaging strategies and the contextual factors that moderate them. A total of 2346 articles were extracted from online databases, 'Connected Papers' and citation searching - reflecting qualitative data from diagnostically confirmed, or self-identifying, autistic individuals. The results of 28 studies were coded and thematically synthesised, and included 2669 men, women and non-binary individuals above the age of 16. We noted six types of strategies and four contextual factors that modulate them. 'Imitation' played a notable role in facilitating further learning and development of camouflaging strategies, thus shifting one from behavioural suppression to sophisticated compensations. The results encourage researchers to place camouflaging data within this (or other) frameworks. Limitations include data reflecting only a subset of the autistic community, skewed towards women and the United Kingdom, raising questions about the impact that gender and UK culture has on our current understanding of camouflaging.Lay abstract Research into autistic 'social camouflaging' is gaining momentum. However, with so many different definitions, the term needs better clarification. We thus reviewed existing articles that discuss camouflaging, in order to bring all of the different understandings of adult autistic camouflaging together into a single framework. This article focuses on findings related to different types of camouflaging strategies, and the types of situations that help or hinder individuals when they use such strategies. After screening 2346 articles (which were listed on online research databases) - we arrived at 28 articles that were included in this study. Data were based on the personal reports of 2669 adults (over the age of 16 years) with confirmed, or self-identified, autism. These reports were in English, qualitative, published papers. We noted six types of camouflaging strategies, and four situational factors that influence them. 'Imitation' was noted as a key means by which strategies develop. The results encourage researchers to build on frameworks such as ours. We also found that much of the sample consisted of women from the United Kingdom, and thus, there is a question of how much influence UK culture has on our current picture of camouflaging. En ligne : https://dx.doi.org/10.1177/13623613251335472 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567 [article] Consolidating a framework of autistic camouflaging strategies: An integrative systematic review [texte imprimé] / Maxine SPEDDING, Auteur ; Susan MALCOLM-SMITH, Auteur . - p.2379-2394. Langues : Anglais (eng) in Autism > 29-10 (October 2025) . - p.2379-2394 Mots-clés : autism spectrum  camouflaging  framework  masking  systematic review  thematic meta-synthesis Index. décimale : PER Périodiques Résumé : Autistic 'social camouflaging' research is proliferating. However, the term is multi-definitional. Our integrative systematic review (CRD42022324957) pursued a single-framework, qualitative meta-synthesis of camouflaging in autistic adults. We report specifically on different types of camouflaging strategies and the contextual factors that moderate them. A total of 2346 articles were extracted from online databases, 'Connected Papers' and citation searching - reflecting qualitative data from diagnostically confirmed, or self-identifying, autistic individuals. The results of 28 studies were coded and thematically synthesised, and included 2669 men, women and non-binary individuals above the age of 16. We noted six types of strategies and four contextual factors that modulate them. 'Imitation' played a notable role in facilitating further learning and development of camouflaging strategies, thus shifting one from behavioural suppression to sophisticated compensations. The results encourage researchers to place camouflaging data within this (or other) frameworks. Limitations include data reflecting only a subset of the autistic community, skewed towards women and the United Kingdom, raising questions about the impact that gender and UK culture has on our current understanding of camouflaging.Lay abstract Research into autistic 'social camouflaging' is gaining momentum. However, with so many different definitions, the term needs better clarification. We thus reviewed existing articles that discuss camouflaging, in order to bring all of the different understandings of adult autistic camouflaging together into a single framework. This article focuses on findings related to different types of camouflaging strategies, and the types of situations that help or hinder individuals when they use such strategies. After screening 2346 articles (which were listed on online research databases) - we arrived at 28 articles that were included in this study. Data were based on the personal reports of 2669 adults (over the age of 16 years) with confirmed, or self-identified, autism. These reports were in English, qualitative, published papers. We noted six types of camouflaging strategies, and four situational factors that influence them. 'Imitation' was noted as a key means by which strategies develop. The results encourage researchers to build on frameworks such as ours. We also found that much of the sample consisted of women from the United Kingdom, and thus, there is a question of how much influence UK culture has on our current picture of camouflaging. En ligne : https://dx.doi.org/10.1177/13623613251335472 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=567

Visual Hybrid Development Learning System (VHDLS) Framework for Children with Autism / Bilikis BANIRE in Journal of Autism and Developmental Disorders, 45-10 (October 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3069-3084 Titre : Visual Hybrid Development Learning System (VHDLS) Framework for Children with Autism Type de document : texte imprimé Auteurs : Bilikis BANIRE, Auteur ; Nazean JOMHARI, Auteur ; Rodina AHMAD, Auteur Article en page(s) : p.3069-3084 Langues : Anglais (eng) Mots-clés : Autism  Framework  Visual cognitive  Visual hybrid  Attention  Learning style Index. décimale : PER Périodiques Résumé : The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework. En ligne : http://dx.doi.org/10.1007/s10803-015-2469-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Visual Hybrid Development Learning System (VHDLS) Framework for Children with Autism [texte imprimé] / Bilikis BANIRE, Auteur ; Nazean JOMHARI, Auteur ; Rodina AHMAD, Auteur . - p.3069-3084. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3069-3084 Mots-clés : Autism  Framework  Visual cognitive  Visual hybrid  Attention  Learning style Index. décimale : PER Périodiques Résumé : The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework. En ligne : http://dx.doi.org/10.1007/s10803-015-2469-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Closing the species gap: Translational approaches to studying sensory processing differences relevant for autism spectrum disorder / Kaela E. SCOTT in Autism Research, 14-7 (July 2021)  

Public ISBD [article]  inAutism Research > 14-7 (July 2021) . - p.1322-1331 Titre : Closing the species gap: Translational approaches to studying sensory processing differences relevant for autism spectrum disorder Type de document : texte imprimé Auteurs : Kaela E. SCOTT, Auteur ; Samantha E. SCHULZ, Auteur ; Dorit MOEHRLE, Auteur ; Brian L. ALLMAN, Auteur ; Janis ORAM CARDY, Auteur ; Ryan A. STEVENSON, Auteur ; Susanne SCHMID, Auteur Article en page(s) : p.1322-1331 Langues : Anglais (eng) Mots-clés : Animals  Autism Spectrum Disorder  Cognition  Evoked Potentials  Humans  Mice  Perception  Sensation  auditory processing  experimental design  framework  sensory phenotypes  species translation Index. décimale : PER Périodiques Résumé : The study of sensory phenotypes has great potential for increasing research translation between species, a necessity to decipher the neural mechanisms that contribute to higher-order differences in neurological conditions such as autism spectrum disorder (ASD). Over the past decade, despite separate advances in our understanding of the structural and functional differences within the brain of autistic and non-autistic individuals and in rodent models for ASD, researchers have had difficulty translating the findings in murine species to humans, mostly due to incompatibility in experimental methodologies used to screen for ASD phenotypes. Focusing on sensory phenotypes offers an avenue to close the species gap because sensory pathways are highly conserved across species and are affected by the same risk-factors as the higher-order brain areas mostly responsible for the diagnostic criteria for ASD. By first reviewing how sensory processing has been studied to date, we direct our focus to electrophysiological and behavioral techniques that can be used to study sensory phenotypes consistently across species. Using auditory sensory phenotypes as a template, we seek to improve the accessibility of translational methods by providing a framework for collecting cohesive data in both rodents and humans. Specifically, evoked-potentials, acoustic startle paradigms, and psychophysical detection/discrimination paradigms can be created and implemented in a coordinated and systematic fashion across species. Through careful protocol design and collaboration, sensory processing phenotypes can be harnessed to bridge the gap that exists between preclinical animal studies and human testing, so that mutually held questions in autism research can be answered. LAY SUMMARY: It has always been difficult to relate results from animal research to humans. We try to close this gap by studying changes in sensory processing using careful protocol design and collaboration between clinicians and researchers. Sensory pathways are comparable between animals and humans, and are affected in the same way as the rest of the brain in ASD. Using changes in hearing as a template, we point the field in an innovative direction by providing a framework for collecting cohesive data in rodents and humans. En ligne : http://dx.doi.org/10.1002/aur.2533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Closing the species gap: Translational approaches to studying sensory processing differences relevant for autism spectrum disorder [texte imprimé] / Kaela E. SCOTT, Auteur ; Samantha E. SCHULZ, Auteur ; Dorit MOEHRLE, Auteur ; Brian L. ALLMAN, Auteur ; Janis ORAM CARDY, Auteur ; Ryan A. STEVENSON, Auteur ; Susanne SCHMID, Auteur . - p.1322-1331. Langues : Anglais (eng) in Autism Research > 14-7 (July 2021) . - p.1322-1331 Mots-clés : Animals  Autism Spectrum Disorder  Cognition  Evoked Potentials  Humans  Mice  Perception  Sensation  auditory processing  experimental design  framework  sensory phenotypes  species translation Index. décimale : PER Périodiques Résumé : The study of sensory phenotypes has great potential for increasing research translation between species, a necessity to decipher the neural mechanisms that contribute to higher-order differences in neurological conditions such as autism spectrum disorder (ASD). Over the past decade, despite separate advances in our understanding of the structural and functional differences within the brain of autistic and non-autistic individuals and in rodent models for ASD, researchers have had difficulty translating the findings in murine species to humans, mostly due to incompatibility in experimental methodologies used to screen for ASD phenotypes. Focusing on sensory phenotypes offers an avenue to close the species gap because sensory pathways are highly conserved across species and are affected by the same risk-factors as the higher-order brain areas mostly responsible for the diagnostic criteria for ASD. By first reviewing how sensory processing has been studied to date, we direct our focus to electrophysiological and behavioral techniques that can be used to study sensory phenotypes consistently across species. Using auditory sensory phenotypes as a template, we seek to improve the accessibility of translational methods by providing a framework for collecting cohesive data in both rodents and humans. Specifically, evoked-potentials, acoustic startle paradigms, and psychophysical detection/discrimination paradigms can be created and implemented in a coordinated and systematic fashion across species. Through careful protocol design and collaboration, sensory processing phenotypes can be harnessed to bridge the gap that exists between preclinical animal studies and human testing, so that mutually held questions in autism research can be answered. LAY SUMMARY: It has always been difficult to relate results from animal research to humans. We try to close this gap by studying changes in sensory processing using careful protocol design and collaboration between clinicians and researchers. Sensory pathways are comparable between animals and humans, and are affected in the same way as the rest of the brain in ASD. Using changes in hearing as a template, we point the field in an innovative direction by providing a framework for collecting cohesive data in rodents and humans. En ligne : http://dx.doi.org/10.1002/aur.2533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Examining the use of implementation science in autism intervention research: A scoping review / James D. LEE in Autism, 29-12 (December 2025)  

Public ISBD [article]  inAutism > 29-12 (December 2025) . - p.2911-2926 Titre : Examining the use of implementation science in autism intervention research: A scoping review Type de document : texte imprimé Auteurs : James D. LEE, Auteur ; Adriana Kaori TEROL, Auteur ; Jessica E. TSCHIDA, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Scott MCEATHRON, Auteur ; Anna WALLISCH, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.2911-2926 Langues : Anglais (eng) Mots-clés : autism intervention  framework  implementation science  outcomes  strategies Index. décimale : PER Périodiques Résumé : Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (Autism). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay Abstract This study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, or caregivers of autistic children-altogether including data from 3488 participants. These studies tested different programs to improve outcomes of autistic individuals, such as social skills, communication, and behavior in schools. En ligne : https://dx.doi.org/10.1177/13623613251351344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571 [article] Examining the use of implementation science in autism intervention research: A scoping review [texte imprimé] / James D. LEE, Auteur ; Adriana Kaori TEROL, Auteur ; Jessica E. TSCHIDA, Auteur ; Anamiguel POMALES-RAMOS, Auteur ; Scott MCEATHRON, Auteur ; Anna WALLISCH, Auteur ; Brian A. BOYD, Auteur . - p.2911-2926. Langues : Anglais (eng) in Autism > 29-12 (December 2025) . - p.2911-2926 Mots-clés : autism intervention  framework  implementation science  outcomes  strategies Index. décimale : PER Périodiques Résumé : Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (Autism). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay Abstract This study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, or caregivers of autistic children-altogether including data from 3488 participants. These studies tested different programs to improve outcomes of autistic individuals, such as social skills, communication, and behavior in schools. En ligne : https://dx.doi.org/10.1177/13623613251351344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=571

Introduction to the Center for Autism and Related Disorders Curriculum Series / Adel C. NAJDOWSKI  

Public ISBD in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Titre : Introduction to the Center for Autism and Related Disorders Curriculum Series Type de document : texte imprimé Auteurs : Adel C. NAJDOWSKI, Auteur Année de publication : 2014 Importance : p.191-198 Langues : Anglais (eng) Mots-clés : autism  curriculum  framework  organization  online system  Skills® Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes how and why the Center for Autism and Related Disorders (CARD) curriculum series was developed. Its framework and organization are outlined and a brief introduction to how it is used via the online system, Skills®, is provided. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00010-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Introduction to the Center for Autism and Related Disorders Curriculum Series [texte imprimé] / Adel C. NAJDOWSKI, Auteur . - 2014 . - p.191-198. Langues : Anglais (eng) Mots-clés : autism  curriculum  framework  organization  online system  Skills® Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes how and why the Center for Autism and Related Disorders (CARD) curriculum series was developed. Its framework and organization are outlined and a brief introduction to how it is used via the online system, Skills®, is provided. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00010-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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