12 recherche sur le mot-clé 'psychoeducation'

Psychoéducatíon dans le TDAH de l'enfant et de l’adolescent : comment appliquer les recommandations HAS en pratique ? / Stéphanie BIOULAC in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 192 (Novembre 2024)

Public ISBD [article]  inApproche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 192 (Novembre 2024) . - p.559-565 Titre : Psychoéducatíon dans le TDAH de l'enfant et de l’adolescent : comment appliquer les recommandations HAS en pratique ? Type de document : Texte imprimé et/ou numérique Auteurs : Stéphanie BIOULAC, Auteur ; J.P. BLANC, Auteur ; V. DESGREZ, Auteur ; C. EGAUD, Auteur ; N. FRANC, Auteur ; C. GETIN, Auteur ; S. IANNUZZI, Auteur ; F. JOSEPH, Auteur ; M. LAURY, Auteur ; J. MARQUET DOLEAC, Auteur ; Diane PURPER-OUAKIL, Auteur ; J.L. RIBEYROLLE, Auteur ; C. STEPHANOVITCH, Auteur ; L. SURIG, Auteur ; Thiebaut-Noël WILLIG, Auteur Année de publication : 2024 Article en page(s) : p.559-565 Langues : Français (fre) Mots-clés : Enfant  Psychoéducation  TDAH  Troubles du neurodéveloppement Index. décimale : PER Périodiques Résumé : Les recommandations de bonne pratique médicale sur le TDAH de l'enfant et de l'adolescent éditées par la HAS en 2024 définissent la psycho éducation comme première action thérapeutique, indispensable pour tous. A partir du travail des experts et des rédacteurs de la HAS, et de deux groupes de travail à l'occasion de sessions de formation, un groupe de rédacteurs a rédigé une fiche pratique permettant aux professionnels de réaliser cette étape, avec des messages issus du document de la HAS et des recommandations internationales, avec des métaphores accompagnées d'illustrations, et des supports sélectionnés. Deux jeux de rôle sont également proposés pour enrichir les séminaires de formation des professionnels, dans une démarche pédagogique interactive. La fiche pratique issue de ce travail est proposée en libre accès pour les professionnels, téléchargeable sur différents sites. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Psychoéducatíon dans le TDAH de l'enfant et de l’adolescent : comment appliquer les recommandations HAS en pratique ? [Texte imprimé et/ou numérique] / Stéphanie BIOULAC, Auteur ; J.P. BLANC, Auteur ; V. DESGREZ, Auteur ; C. EGAUD, Auteur ; N. FRANC, Auteur ; C. GETIN, Auteur ; S. IANNUZZI, Auteur ; F. JOSEPH, Auteur ; M. LAURY, Auteur ; J. MARQUET DOLEAC, Auteur ; Diane PURPER-OUAKIL, Auteur ; J.L. RIBEYROLLE, Auteur ; C. STEPHANOVITCH, Auteur ; L. SURIG, Auteur ; Thiebaut-Noël WILLIG, Auteur . - 2024 . - p.559-565. Langues : Français (fre) in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 192 (Novembre 2024) . - p.559-565 Mots-clés : Enfant  Psychoéducation  TDAH  Troubles du neurodéveloppement Index. décimale : PER Périodiques Résumé : Les recommandations de bonne pratique médicale sur le TDAH de l'enfant et de l'adolescent éditées par la HAS en 2024 définissent la psycho éducation comme première action thérapeutique, indispensable pour tous. A partir du travail des experts et des rédacteurs de la HAS, et de deux groupes de travail à l'occasion de sessions de formation, un groupe de rédacteurs a rédigé une fiche pratique permettant aux professionnels de réaliser cette étape, avec des messages issus du document de la HAS et des recommandations internationales, avec des métaphores accompagnées d'illustrations, et des supports sélectionnés. Deux jeux de rôle sont également proposés pour enrichir les séminaires de formation des professionnels, dans une démarche pédagogique interactive. La fiche pratique issue de ce travail est proposée en libre accès pour les professionnels, téléchargeable sur différents sites. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

First things first: An exploration of the effects of psychoeducation for older autistic adults / Machteld A. OUWENS ; Rosalien M.H.J. WILTING ; Arjan C. VIDELER in Autism, 28-8 (August 2024)  

Public ISBD [article]  inAutism > 28-8 (August 2024) . - p.2028-2039 Titre : First things first: An exploration of the effects of psychoeducation for older autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Machteld A. OUWENS, Auteur ; Rosalien M.H.J. WILTING, Auteur ; Arjan C. VIDELER, Auteur Article en page(s) : p.2028-2039 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  interventions-psychosocial/behavioral  older adults  psychoeducation Index. décimale : PER Périodiques Résumé : A psychoeducation program that was originally developed by the Dutch Association for Autism was adjusted for older adults to enhance its feasibility and efficacy in later life. In this study, we explored the effects of this adapted psychoeducation program for older autistic adults in a pre-test-post-test 6-month follow-up design. A total of 61 patients (55-78?years) and 44 proxies (a person close to them) participated in the study; attrition rate was high for the follow-up assessment. As hypothesized, an increase in knowledge and acceptance of the diagnosis was observed, with a strong and positive correlation between patients and proxies for knowledge. Furthermore, ambiguous results were observed on coping with the diagnosis and no positive effects on psychological distress were found. The feedback of participants and proxies about the psychoeducation program was largely positive. Future research with larger group samples and larger time scales is necessary to gain more insight into the effectiveness of the psychoeducation program. It seems worthwhile to further adjust the program to the needs and requirements of older adults, and to help older autistic adults to construct a new narrative of themselves, and the life they have lived, in the light of the recent autism diagnosis. Lay abstract After receiving an autism diagnosis, psychoeducation (i.e. information regarding autism) is a first intervention. We adjusted a psychoeducation program that was originally developed by the Dutch Association for Autism for older adults to enhance its feasibility and efficacy in later life. We expected that participants would report an increase in knowledge and acceptance of the diagnosis and that people close to them would also observe this. Indeed, we found this and participants and those close to them agreed on this. Furthermore, we found some evidence that older autistic adults were better at coping with their autism. We found no positive intervention effects on psychological distress. The feedback of participants and informants about the psychoeducation program was largely positive. In future research, we advise using larger group samples and larger time scales and we also advise to further adjust the program to the needs and requirements of older adults, and to help older autistic adults to construct a new narrative of themselves, and the life they have lived, in the light of the recent autism diagnosis. En ligne : https://dx.doi.org/10.1177/13623613231219745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] First things first: An exploration of the effects of psychoeducation for older autistic adults [Texte imprimé et/ou numérique] / Machteld A. OUWENS, Auteur ; Rosalien M.H.J. WILTING, Auteur ; Arjan C. VIDELER, Auteur . - p.2028-2039. Langues : Anglais (eng) in Autism > 28-8 (August 2024) . - p.2028-2039 Mots-clés : autism spectrum disorders  interventions-psychosocial/behavioral  older adults  psychoeducation Index. décimale : PER Périodiques Résumé : A psychoeducation program that was originally developed by the Dutch Association for Autism was adjusted for older adults to enhance its feasibility and efficacy in later life. In this study, we explored the effects of this adapted psychoeducation program for older autistic adults in a pre-test-post-test 6-month follow-up design. A total of 61 patients (55-78?years) and 44 proxies (a person close to them) participated in the study; attrition rate was high for the follow-up assessment. As hypothesized, an increase in knowledge and acceptance of the diagnosis was observed, with a strong and positive correlation between patients and proxies for knowledge. Furthermore, ambiguous results were observed on coping with the diagnosis and no positive effects on psychological distress were found. The feedback of participants and proxies about the psychoeducation program was largely positive. Future research with larger group samples and larger time scales is necessary to gain more insight into the effectiveness of the psychoeducation program. It seems worthwhile to further adjust the program to the needs and requirements of older adults, and to help older autistic adults to construct a new narrative of themselves, and the life they have lived, in the light of the recent autism diagnosis. Lay abstract After receiving an autism diagnosis, psychoeducation (i.e. information regarding autism) is a first intervention. We adjusted a psychoeducation program that was originally developed by the Dutch Association for Autism for older adults to enhance its feasibility and efficacy in later life. We expected that participants would report an increase in knowledge and acceptance of the diagnosis and that people close to them would also observe this. Indeed, we found this and participants and those close to them agreed on this. Furthermore, we found some evidence that older autistic adults were better at coping with their autism. We found no positive intervention effects on psychological distress. The feedback of participants and informants about the psychoeducation program was largely positive. In future research, we advise using larger group samples and larger time scales and we also advise to further adjust the program to the needs and requirements of older adults, and to help older autistic adults to construct a new narrative of themselves, and the life they have lived, in the light of the recent autism diagnosis. En ligne : https://dx.doi.org/10.1177/13623613231219745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

Approches non médicamenteuses: Focus sur les approches de neuromodulation utilisant les technologies innovantes et les approches familiales / Stéphanie BIOULAC in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 184 (Juin 2023)

Public ISBD [article]  inApproche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 184 (Juin 2023) . - p.309-318 Titre : Approches non médicamenteuses: Focus sur les approches de neuromodulation utilisant les technologies innovantes et les approches familiales Type de document : Texte imprimé et/ou numérique Auteurs : Stéphanie BIOULAC, Auteur ; Olivier BONNOT, Auteur ; Nathalie FRANC, Auteur Année de publication : 2023 Article en page(s) : p.309-318 Langues : Français (fre) Mots-clés : Trouble Déficit d’Attention Hyperactivité (TDAH)  Neuromodulation  Jeux vidéo  Réalité virtuelle  Psychoéducation  Guidance éducative  Programmes d’entraînement aux habiletés parentales Index. décimale : PER Périodiques Résumé : Le TDAH est un trouble chronique qui nécessite un accompagnement au long cours, associant stratégies médicamenteuses et non médicamenteuses ; ces dernières peuvent être centrées soit sur l’individu, soit sur sa famille. Nous proposons de détailler des stratégies moins connues, destinées aux enfants s’appuyant sur des technologies innovantes et qui font l’objet d’un intérêt croissant la neuromodulation (neurofeedback, rTMS et tDCS) ainsi que la remédiation cognitive par réalité virtuelle ou par les jeux vidéo. La place des stratégies non pharmacologiques destinées aux familles est aujourd’hui bien reconnue nous décrivons, ici, la psychoéducation ainsi que la guidance éducative via les programmes d’entraînement aux habiletés parentales. Notre objectif est de permettre au clinicien de mieux connaître les stratégies thérapeutiques, leurs indications et leurs limites pour accompagner de façon optimale les patients avec TDAH et leurs familles. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Approches non médicamenteuses: Focus sur les approches de neuromodulation utilisant les technologies innovantes et les approches familiales [Texte imprimé et/ou numérique] / Stéphanie BIOULAC, Auteur ; Olivier BONNOT, Auteur ; Nathalie FRANC, Auteur . - 2023 . - p.309-318. Langues : Français (fre) in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 184 (Juin 2023) . - p.309-318 Mots-clés : Trouble Déficit d’Attention Hyperactivité (TDAH)  Neuromodulation  Jeux vidéo  Réalité virtuelle  Psychoéducation  Guidance éducative  Programmes d’entraînement aux habiletés parentales Index. décimale : PER Périodiques Résumé : Le TDAH est un trouble chronique qui nécessite un accompagnement au long cours, associant stratégies médicamenteuses et non médicamenteuses ; ces dernières peuvent être centrées soit sur l’individu, soit sur sa famille. Nous proposons de détailler des stratégies moins connues, destinées aux enfants s’appuyant sur des technologies innovantes et qui font l’objet d’un intérêt croissant la neuromodulation (neurofeedback, rTMS et tDCS) ainsi que la remédiation cognitive par réalité virtuelle ou par les jeux vidéo. La place des stratégies non pharmacologiques destinées aux familles est aujourd’hui bien reconnue nous décrivons, ici, la psychoéducation ainsi que la guidance éducative via les programmes d’entraînement aux habiletés parentales. Notre objectif est de permettre au clinicien de mieux connaître les stratégies thérapeutiques, leurs indications et leurs limites pour accompagner de façon optimale les patients avec TDAH et leurs familles. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

Evaluating the online delivery of an autistic-led programme to support newly diagnosed or identified autistic adults / Caroline HEARST ; Maria ASHWORTH ; Jade DAVIES in Autism & Developmental Language Impairments, 8 (January-December 2023)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 8 (January-December 2023) Titre : Evaluating the online delivery of an autistic-led programme to support newly diagnosed or identified autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Caroline HEARST, Auteur ; Maria ASHWORTH, Auteur ; Jade DAVIES, Auteur Langues : Anglais (eng) Mots-clés : Post-diagnostic support  peer group  psychoeducation  telehealth  autistic adults Index. décimale : PER Périodiques Résumé : Background & aimsExploring Being Autistic is an autistic-led group-based programme providing psychoeducation and peer support to newly identified/diagnosed autistic adults. In 2020, due to social distancing measures implemented following the coronavirus pandemic, Exploring Being Autistic was adapted for online delivery. Here, we aimed to replicate previous research into the in-person delivery of Exploring Being Autistic, to determine whether similar results were obtained when the programme was delivered online. Further, we aimed to identify the unique opportunities and challenges that online delivery afforded.MethodsWe used a community-based participatory research (CBPR) approach, whereby the autistic developer and facilitator of Exploring Being Autistic worked collaboratively with a team of academic researchers throughout the research process. Together, we evaluated two iterations of the online Exploring Being Autistic programme, involving 16 attendees. Attendees completed questionnaires before, during and after the programme. Attendees were also invited to participate in two post-programme (group or individual) interviews: one following the completion of the programme (time one) and another 6-8 months later (time two). Attendees were included in the research if they completed at least one questionnaire or interview. Data were analysed qualitatively, using reflexive thematic analysis.ResultsExperiences of participating in the programme tended to be positive. Participants appreciated the autistic-led nature of the programme, found unity in the diversity of the group, and developed a positive and practical outlook as a result of the programme. Further analyses of our data revealed mixed views regarding the online delivery of the programme. Opportunities of online delivery were noted, such as this mode of participation reducing cognitive load, enabling the programme to be accessible to more participants, and fostering meaningful social connections among participants. However, technology and practical issues were felt to cause barriers, and some human aspects of participation were felt to be 'lost in translation' (e.g., in breakout groups).ConclusionsThe online delivery of the Exploring Being Autistic programme yielded similar results to previous, in-person evaluations of the programme. While we identified positive aspects of online delivery, this mode did not entirely suit everyone's needs.ImplicationsFrom the current findings, we can make several recommendations to develop online support for autistic people. First, flexibility is key. To make support accessible and inclusive to a broad range of autistic people, the option for attendees to engage in-person, online or in hybrid formats should be considered. Second, if delivering support online, the use of breakout rooms should be carefully considered. While participants appreciated the opportunity to meet different people, some participants found the unpredictability and lack of scaffolding associated with breakout rooms challenging. To mitigate these challenges, groups could be pre-determined and shared with the attendees in advance (although consideration should be given to how the groups 'fit' together, and whether groupings should be changed at set intervals). Gentle warnings should also be given to those in breakout rooms, to alert them of the need to re-join the main group. Finally, support with technological aspects relating to engagement should be prioritised. En ligne : https://dx.doi.org/10.1177/23969415231189608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] Evaluating the online delivery of an autistic-led programme to support newly diagnosed or identified autistic adults [Texte imprimé et/ou numérique] / Caroline HEARST, Auteur ; Maria ASHWORTH, Auteur ; Jade DAVIES, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 8 (January-December 2023) Mots-clés : Post-diagnostic support  peer group  psychoeducation  telehealth  autistic adults Index. décimale : PER Périodiques Résumé : Background & aimsExploring Being Autistic is an autistic-led group-based programme providing psychoeducation and peer support to newly identified/diagnosed autistic adults. In 2020, due to social distancing measures implemented following the coronavirus pandemic, Exploring Being Autistic was adapted for online delivery. Here, we aimed to replicate previous research into the in-person delivery of Exploring Being Autistic, to determine whether similar results were obtained when the programme was delivered online. Further, we aimed to identify the unique opportunities and challenges that online delivery afforded.MethodsWe used a community-based participatory research (CBPR) approach, whereby the autistic developer and facilitator of Exploring Being Autistic worked collaboratively with a team of academic researchers throughout the research process. Together, we evaluated two iterations of the online Exploring Being Autistic programme, involving 16 attendees. Attendees completed questionnaires before, during and after the programme. Attendees were also invited to participate in two post-programme (group or individual) interviews: one following the completion of the programme (time one) and another 6-8 months later (time two). Attendees were included in the research if they completed at least one questionnaire or interview. Data were analysed qualitatively, using reflexive thematic analysis.ResultsExperiences of participating in the programme tended to be positive. Participants appreciated the autistic-led nature of the programme, found unity in the diversity of the group, and developed a positive and practical outlook as a result of the programme. Further analyses of our data revealed mixed views regarding the online delivery of the programme. Opportunities of online delivery were noted, such as this mode of participation reducing cognitive load, enabling the programme to be accessible to more participants, and fostering meaningful social connections among participants. However, technology and practical issues were felt to cause barriers, and some human aspects of participation were felt to be 'lost in translation' (e.g., in breakout groups).ConclusionsThe online delivery of the Exploring Being Autistic programme yielded similar results to previous, in-person evaluations of the programme. While we identified positive aspects of online delivery, this mode did not entirely suit everyone's needs.ImplicationsFrom the current findings, we can make several recommendations to develop online support for autistic people. First, flexibility is key. To make support accessible and inclusive to a broad range of autistic people, the option for attendees to engage in-person, online or in hybrid formats should be considered. Second, if delivering support online, the use of breakout rooms should be carefully considered. While participants appreciated the opportunity to meet different people, some participants found the unpredictability and lack of scaffolding associated with breakout rooms challenging. To mitigate these challenges, groups could be pre-determined and shared with the attendees in advance (although consideration should be given to how the groups 'fit' together, and whether groupings should be changed at set intervals). Gentle warnings should also be given to those in breakout rooms, to alert them of the need to re-join the main group. Finally, support with technological aspects relating to engagement should be prioritised. En ligne : https://dx.doi.org/10.1177/23969415231189608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

Feasibility study of the National Autistic Society EarlyBird parent support programme / M. PALMER in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.147-159 Titre : Feasibility study of the National Autistic Society EarlyBird parent support programme Type de document : Texte imprimé et/ou numérique Auteurs : M. PALMER, Auteur ; Antonia SAN JOSE CACERES, Auteur ; J. TARVER, Auteur ; P. HOWLIN, Auteur ; V. SLONIMS, Auteur ; E. PELLICANO, Auteur ; Tony CHARMAN, Auteur Article en page(s) : p.147-159 Langues : Anglais (eng) Mots-clés : EarlyBird  autism  feasibility  intervention  psychoeducation Index. décimale : PER Périodiques Résumé : The EarlyBird programme is a group-based psychoeducation intervention for parents of young children with autism. Although it is widely used in the United Kingdom, the evidence base for the programme is very limited. Using a mixed method, non-randomised research design, we aimed to test (1) the acceptability of the research procedures (recruitment, retention, suitability of measures), (2) the parental acceptability of EarlyBird (attendance, views of the programme, perceived changes) and (3) the facilitator acceptability of EarlyBird (fidelity, views of the programme, perceived changes). Seventeen families with a 2- to 5-year-old autistic child and 10 EarlyBird facilitators took part. Pre- and post-intervention assessment included measures of the child's autism characteristics, cognitive ability, adaptive behaviour, emotional and behavioural problems and parent-reported autism knowledge, parenting competence, stress and wellbeing. Semi-structured interviews were completed at post-intervention with parents and facilitators. For those involved in the study, the research procedures were generally acceptable, retention rates were high and the research protocol was administered as planned. Generally, positive views of the intervention were expressed by parents and facilitators. Although the uncontrolled, within-participant design does not allow us to test for efficacy, change in several outcome measures from pre- to post-intervention was in the expected direction. Difficulties were encountered with recruitment (opt-in to the groups was ~56% and opt-in to the research was 63%), and strategies to enhance recruitment need to be built into any future trial. These findings should be used to inform protocols for pragmatic, controlled trials of EarlyBird and other group-based interventions for parents with young autistic children. En ligne : http://dx.doi.org/10.1177/1362361319851422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Feasibility study of the National Autistic Society EarlyBird parent support programme [Texte imprimé et/ou numérique] / M. PALMER, Auteur ; Antonia SAN JOSE CACERES, Auteur ; J. TARVER, Auteur ; P. HOWLIN, Auteur ; V. SLONIMS, Auteur ; E. PELLICANO, Auteur ; Tony CHARMAN, Auteur . - p.147-159. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.147-159 Mots-clés : EarlyBird  autism  feasibility  intervention  psychoeducation Index. décimale : PER Périodiques Résumé : The EarlyBird programme is a group-based psychoeducation intervention for parents of young children with autism. Although it is widely used in the United Kingdom, the evidence base for the programme is very limited. Using a mixed method, non-randomised research design, we aimed to test (1) the acceptability of the research procedures (recruitment, retention, suitability of measures), (2) the parental acceptability of EarlyBird (attendance, views of the programme, perceived changes) and (3) the facilitator acceptability of EarlyBird (fidelity, views of the programme, perceived changes). Seventeen families with a 2- to 5-year-old autistic child and 10 EarlyBird facilitators took part. Pre- and post-intervention assessment included measures of the child's autism characteristics, cognitive ability, adaptive behaviour, emotional and behavioural problems and parent-reported autism knowledge, parenting competence, stress and wellbeing. Semi-structured interviews were completed at post-intervention with parents and facilitators. For those involved in the study, the research procedures were generally acceptable, retention rates were high and the research protocol was administered as planned. Generally, positive views of the intervention were expressed by parents and facilitators. Although the uncontrolled, within-participant design does not allow us to test for efficacy, change in several outcome measures from pre- to post-intervention was in the expected direction. Difficulties were encountered with recruitment (opt-in to the groups was ~56% and opt-in to the research was 63%), and strategies to enhance recruitment need to be built into any future trial. These findings should be used to inform protocols for pragmatic, controlled trials of EarlyBird and other group-based interventions for parents with young autistic children. En ligne : http://dx.doi.org/10.1177/1362361319851422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Post-diagnostic support for adults diagnosed with autism in adulthood in the UK: A systematic review with narrative synthesis / Jade Eloise NORRIS ; Rebecca Harvey ; Laura HULL in Autism, 29-2 (February 2025)  

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A randomised controlled trial of PEGASUS, a psychoeducational programme for young people with high-functioning autism spectrum disorder / Kate GORDON in Journal of Child Psychology and Psychiatry, 56-4 (April 2015)  

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A systematic review of the effectiveness and efficacy of clinician-led psychological interventions for parents of children with ASD / Kieron MERRIMAN in Research in Autism Spectrum Disorders, 76 (August 2020)  

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The suitability and acceptability of a co-designed prototype psychoeducational activity book for autistic children aged five-eleven years / Lauren POWELL in Autism & Developmental Language Impairments, 9 (January-December 2024)  

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Facilitators' perspectives on a psychoeducational program for parents of an autistic child / Candice DECROOCQ in Autism, 24-5 (July 2020)  

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