2 recherche sur le mot-clé 'sensory differences'

'It just feels unnatural being here': Autistic secondary school students' experiences of sensory sensitivities in the school environment / Jennifer PRICE in Autism, 29-9 (September 2025)  

Public ISBD [article]  inAutism > 29-9 (September 2025) . - p.2228-2238 Titre : 'It just feels unnatural being here': Autistic secondary school students' experiences of sensory sensitivities in the school environment Type de document : texte imprimé Auteurs : Jennifer PRICE, Auteur ; Anna Melissa ROMUALDEZ, Auteur Article en page(s) : p.2228-2238 Langues : Anglais (eng) Mots-clés : adolescents  autism  education services  neuroaffirmative  neurodiversity  qualitative research  school environment  school-age children  sensory differences  sensory sensitivities Index. décimale : PER Périodiques Résumé : Autistic young people often struggle to cope with the daily demands of school and are likelier to experience poorer wellbeing and educational outcomes than their non-autistic peers. Among other factors, this may be because mainstream settings are unsuitable for individuals' sensory needs. Evidence suggests the unpredictable multi-sensory nature of school can elicit sensory distress, adversely affecting behaviour and learning. However, existing literature has primarily taken a top-down deductive approach and largely neglected autistic voices. The present study, therefore, employed a participatory approach and photo-voice semi-structured interview method to explore autistic students' sensory experiences in a mainstream secondary school in the U.K. The sample consisted of six students aged 12-16 years with a clinical diagnosis of autism attending a state comprehensive school in Suffolk, U.K. Through reflexive thematic analysis, three main themes were identified: (1) impact of the school environment; (2) the importance of safe spaces and (3) levels of support and understanding. This study?s findings suggest autistic students are routinely overstimulated, overwhelmed and lack adequate support to overcome sensory barriers in mainstream settings. This study has implications for further participatory research and inclusive practice to ensure better educational experiences and outcomes for autistic young people.Lay Abstract Autistic young people often struggle to manage and respond to sensory stimuli within the school environment, impacting wellbeing, energy levels and the ability to learn. We asked six autistic students aged 12-16 years about their sensory experiences at secondary school. Specifically, we asked students to photograph areas in school that they positively and negatively associated with sensory stimulation, and follow-up interviews focused on these photographs and individuals' sensory experiences. Many studies previously examined the sensory impact of school on autistic children. However, few studies have considered how autistic children think and feel about how their sensory differences affect them in school. Therefore, this study aimed to investigate autistic students' firsthand accounts of sensory challenges within a secondary state school in the U.K. Students spoke about the detrimental effects of the school environment on their sensory needs and the importance of quiet spaces to recharge. Students also described a lack of consistent and adequate support to overcome daily sensory barriers. Generally, participants desired acceptance and understanding of their autistic identity and differences. This study has implications for future practice and research. With increasing numbers of autistic children attending mainstream schools, central and local governments must increase funding and support to equip schools and staff with the necessary training and resources to meet autistic students' sensory needs. Increased provision of quiet rooms and low-cost environmental modifications (such as replacing fluorescent lighting) may also reduce sensory distress. Despite its complexities, empowering autistic young people to have their say is essential and may improve long-term outcomes. En ligne : https://dx.doi.org/10.1177/13623613251333860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] 'It just feels unnatural being here': Autistic secondary school students' experiences of sensory sensitivities in the school environment [texte imprimé] / Jennifer PRICE, Auteur ; Anna Melissa ROMUALDEZ, Auteur . - p.2228-2238. Langues : Anglais (eng) in Autism > 29-9 (September 2025) . - p.2228-2238 Mots-clés : adolescents  autism  education services  neuroaffirmative  neurodiversity  qualitative research  school environment  school-age children  sensory differences  sensory sensitivities Index. décimale : PER Périodiques Résumé : Autistic young people often struggle to cope with the daily demands of school and are likelier to experience poorer wellbeing and educational outcomes than their non-autistic peers. Among other factors, this may be because mainstream settings are unsuitable for individuals' sensory needs. Evidence suggests the unpredictable multi-sensory nature of school can elicit sensory distress, adversely affecting behaviour and learning. However, existing literature has primarily taken a top-down deductive approach and largely neglected autistic voices. The present study, therefore, employed a participatory approach and photo-voice semi-structured interview method to explore autistic students' sensory experiences in a mainstream secondary school in the U.K. The sample consisted of six students aged 12-16 years with a clinical diagnosis of autism attending a state comprehensive school in Suffolk, U.K. Through reflexive thematic analysis, three main themes were identified: (1) impact of the school environment; (2) the importance of safe spaces and (3) levels of support and understanding. This study?s findings suggest autistic students are routinely overstimulated, overwhelmed and lack adequate support to overcome sensory barriers in mainstream settings. This study has implications for further participatory research and inclusive practice to ensure better educational experiences and outcomes for autistic young people.Lay Abstract Autistic young people often struggle to manage and respond to sensory stimuli within the school environment, impacting wellbeing, energy levels and the ability to learn. We asked six autistic students aged 12-16 years about their sensory experiences at secondary school. Specifically, we asked students to photograph areas in school that they positively and negatively associated with sensory stimulation, and follow-up interviews focused on these photographs and individuals' sensory experiences. Many studies previously examined the sensory impact of school on autistic children. However, few studies have considered how autistic children think and feel about how their sensory differences affect them in school. Therefore, this study aimed to investigate autistic students' firsthand accounts of sensory challenges within a secondary state school in the U.K. Students spoke about the detrimental effects of the school environment on their sensory needs and the importance of quiet spaces to recharge. Students also described a lack of consistent and adequate support to overcome daily sensory barriers. Generally, participants desired acceptance and understanding of their autistic identity and differences. This study has implications for future practice and research. With increasing numbers of autistic children attending mainstream schools, central and local governments must increase funding and support to equip schools and staff with the necessary training and resources to meet autistic students' sensory needs. Increased provision of quiet rooms and low-cost environmental modifications (such as replacing fluorescent lighting) may also reduce sensory distress. Despite its complexities, empowering autistic young people to have their say is essential and may improve long-term outcomes. En ligne : https://dx.doi.org/10.1177/13623613251333860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

A "choice", an "addiction", a way "out of the lost": exploring self-injury in autistic people without intellectual disability / Rachel L. MOSELEY in Molecular Autism, 10 (2019)  

Public ISBD [article]  inMolecular Autism > 10 (2019) . - 18 p. Titre : A "choice", an "addiction", a way "out of the lost": exploring self-injury in autistic people without intellectual disability Type de document : texte imprimé Auteurs : Rachel L. MOSELEY, Auteur ; Nicola J. GREGORY, Auteur ; Paula SMITH, Auteur ; Carrie ALLISON, Auteur ; Simon BARON-COHEN, Auteur Article en page(s) : 18 p. Langues : Anglais (eng) Mots-clés : Alexithymia  Autism  Qualitative  Self-harm  Self-injury  Sensory differences  Suicidality Index. décimale : PER Périodiques Résumé : Background: Non-suicidal self-injury (NSSI) describes a phenomenon where individuals inflict deliberate pain and tissue damage to their bodies. Self-injurious behaviour is especially prevalent across the autism spectrum, but little is understood about the features and functions of self-injury for autistic individuals without intellectual disability, or about the risk factors that might be valuable for clinical usage in this group. Methods: One hundred and three autistic adults who responded to an online advertisement were classified as current, historic or non-self-harmers in accordance with responses to the Non-Suicidal Self-Injury Assessment Tool (NSSI-AT). Multinomial regression aimed to predict categorisation of participants in accordance with scores on tests of autistic traits, alexithymia, depression, anxiety, mentalising and sensory sensitivity. Linear regression examined relationships between these predictors and the range, frequency, lifetime occurrence and functional purposes of NSSI. Qualitative analysis explored the therapeutic interventions that participants had found helpful, and what they wished people understood about self-injury. Results: Current, historic and non-self-harming participants did not differ in age, age at diagnosis, male-to-female ratio, level of employment or education (the majority qualified to at least degree level). The most common function of NSSI was the regulation of low-energy affective states (depression, dissociation), followed by the regulation of high-energy states such as anger and anxiety. Alexithymia significantly predicted the categorisation of participants as current, historic or non-self-harmers, and predicted use of NSSI for regulating high-energy states and communicating distress to others. Depression, anxiety and sensory-sensitivity also differentiated participant groups, and sensory differences also predicted the range of bodily areas targeted, lifetime incidence and frequency of NSSI. Sensory differences, difficulty expressing and identifying emotions also emerged as problematic in the qualitative analysis, where participants expressed the need for compassion, patience, non-judgement and the need to recognise diversity between self-harmers, with some participants perceiving NSSI as a practical, non-problematic coping strategy. Conclusions: Alexithymia, depression, anxiety and sensory differences may place some autistic individuals at especial risk of self-injury. Investigating the involvement of these variables and their utility for identification and treatment is of high importance, and the voices of participants offer guidance to practitioners confronted with NSSI in their autistic clients. En ligne : http://dx.doi.org/10.1186/s13229-019-0267-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=398 [article] A "choice", an "addiction", a way "out of the lost": exploring self-injury in autistic people without intellectual disability [texte imprimé] / Rachel L. MOSELEY, Auteur ; Nicola J. GREGORY, Auteur ; Paula SMITH, Auteur ; Carrie ALLISON, Auteur ; Simon BARON-COHEN, Auteur . - 18 p. Langues : Anglais (eng) in Molecular Autism > 10 (2019) . - 18 p. Mots-clés : Alexithymia  Autism  Qualitative  Self-harm  Self-injury  Sensory differences  Suicidality Index. décimale : PER Périodiques Résumé : Background: Non-suicidal self-injury (NSSI) describes a phenomenon where individuals inflict deliberate pain and tissue damage to their bodies. Self-injurious behaviour is especially prevalent across the autism spectrum, but little is understood about the features and functions of self-injury for autistic individuals without intellectual disability, or about the risk factors that might be valuable for clinical usage in this group. Methods: One hundred and three autistic adults who responded to an online advertisement were classified as current, historic or non-self-harmers in accordance with responses to the Non-Suicidal Self-Injury Assessment Tool (NSSI-AT). Multinomial regression aimed to predict categorisation of participants in accordance with scores on tests of autistic traits, alexithymia, depression, anxiety, mentalising and sensory sensitivity. Linear regression examined relationships between these predictors and the range, frequency, lifetime occurrence and functional purposes of NSSI. Qualitative analysis explored the therapeutic interventions that participants had found helpful, and what they wished people understood about self-injury. Results: Current, historic and non-self-harming participants did not differ in age, age at diagnosis, male-to-female ratio, level of employment or education (the majority qualified to at least degree level). The most common function of NSSI was the regulation of low-energy affective states (depression, dissociation), followed by the regulation of high-energy states such as anger and anxiety. Alexithymia significantly predicted the categorisation of participants as current, historic or non-self-harmers, and predicted use of NSSI for regulating high-energy states and communicating distress to others. Depression, anxiety and sensory-sensitivity also differentiated participant groups, and sensory differences also predicted the range of bodily areas targeted, lifetime incidence and frequency of NSSI. Sensory differences, difficulty expressing and identifying emotions also emerged as problematic in the qualitative analysis, where participants expressed the need for compassion, patience, non-judgement and the need to recognise diversity between self-harmers, with some participants perceiving NSSI as a practical, non-problematic coping strategy. Conclusions: Alexithymia, depression, anxiety and sensory differences may place some autistic individuals at especial risk of self-injury. Investigating the involvement of these variables and their utility for identification and treatment is of high importance, and the voices of participants offer guidance to practitioners confronted with NSSI in their autistic clients. En ligne : http://dx.doi.org/10.1186/s13229-019-0267-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=398