1. Anunciacao L, Murray C, Marques L. Screening autism in adulthood: psychometric evidence for two brief measures sensitive to gendered presentations. Advances in Autism;2026;12(4):349-360.

This study aims to introduce and evaluate two brief screening instruments for autism in Brazil. Initial data on reliability, validity, norms and proposed cutoff scores are presented.Each brief scale was completed by 700 independent participants, gathered as a convenience sample. The mean age of participants completing the Brief Screening for Autism Spectrum (Brief-Spec) A was 37.6 years (SD = 11.7) with balanced gender distribution (50.0% male); Brief-Spec F had a mean age of 40.3 years (SD = 10.3). Most participants had college or postgraduate degrees. Data were collected online, with informed consent obtained. Psychometric evaluation included confirmatory factor analysis, ordinal alpha and omega estimates, and correlations with Autism Spectrum Quotient-10 scores.Both tools demonstrated strong structural validity and high reliability. Brief-Spec A showed acceptable fit (CFI = 0.915, TLI = 0.903, RMSEA = 0.085, SRMR = 0.048; α  = 0.87 – 0.90, ω = 0.84 – 0.89). Brief-Spec F also showed acceptable fit (CFI = 0.922, TLI = 0.907, RMSEA = 0.098, SRMR = 0.067; α  = 0.82–0.93, ω = 0.82 – 0.90). Both showed substantial convergent validity and practical cutoff scores.Both instruments are efficient, reliable and sensitive screening tools for Brazilian adults, with sensitivity to sex and gender differences.These instruments offer practical benefits for rapid, reliable, autism screening in adults and carry important social implications by supporting earlier identification and reducing diagnostic inequities.This study introduces the first brief, psychometrically robust autism screening tools specifically developed and validated for Brazilian adults, thus addressing a critical gap in culturally adapted assessment resources. By providing separate versions that are sensitive to sex- and gender-related differences, the instruments have the potential to improve diagnostic equity and inclusivity. The brevity of the instruments, combined with strong reliability, supports practical use across diverse contexts, including primary care, community programs and large-scale surveys. In addition, the provision of normative data and preliminary cutoff scores facilitates application in both clinical and research contexts, supporting earlier identification, improved access to appropriate follow-up, and responsiveness to intervention.

Lien vers le texte intégral (Open Access ou abonnement)

2. Lorenzo Lledó G, Cerdán-Chacón A, Meliá S, Lorenzo-Lledó A. Trends and gaps in school-based educational activities for autistic students: a UDL perspective. Advances in Autism;2026;12(4):361-374.

Classroom activities for autistic students lack clear consensus. This study aims to identify and describe educational activities implemented in school settings between 1996 and 2024, using the Universal Design for Learning (UDL) framework.A total of 139 documents were retrieved from Web of Science, Scopus, Google Scholar, PubMed and APA PsycNet following PRISMA-ScR guidelines. Study characteristics, populations, contexts and activity types were charted. Content analysis focused on structured school tasks with clear pedagogical objectives and active student participation.Most studies involved very small groups (68.3% with 1–4 participants), predominantly aged 3–7 years. Case study designs accounted for 41% and 33.1% reported improvements in communication and social interaction. The most frequent activities were play-based tasks (28.1%), sensory/motor tasks (22.3%) and artistic, musical or drama-based activities (18.7%), which were associated with enhanced social engagement.This study maps activity-based interventions for autistic students, highlighting trends, limitations and directions for future UDL-informed inclusive practice.

Lien vers le texte intégral (Open Access ou abonnement)

3. Barr E, White A. Adapting complex emotional needs treatments for clients with co-occurring autism spectrum condition: two case studies of structured clinical management. Advances in Autism;2026;12(4):375-388.

There is scant evidence for the treatment of complex emotional needs (difficulties consistent with a diagnosis of personality disorder), when an autism spectrum condition is also present. However, this is an increasingly common clinical picture for mental health services.This paper reports two case studies in which Structured Clinical Management (SCM) was offered to two clients with these co-occurring difficulties.For these clients, following detailed collaborative formulations including informal sensory profiles, evidence-based adaptations were made to standard SCM treatment. This approach resulted in positive quantitative outcomes, and similarly positive qualitative feedback. These case studies provide promising preliminary support for offering SCM, with appropriate adaptations, to this client group.The authors understand that these are the first case studies to explore the use of SCM with clients with co-occurring autism, adding to a limited evidence base considering the use of psychological treatments for clients with complex emotional needs and autism.

Lien vers le texte intégral (Open Access ou abonnement)

4. Thomas A, Gale E, Barnoux M-F, Murphy GH. Autistic people and their families: calls to the police. Advances in Autism;2026;12(4):389-399.

Autistic people and their families sometimes have difficulties that require help from the police, but little is known about their contacts with police. This study aims to examine first contacts from autistic people and their families with the police.In this study, in one typical city in England, a database that records all calls to the police (over a period of approximately two months) was analysed to examine the extent to which the calls concerned autistic people.It was found that 2% (n = 78) of the total of 3,654 calls concerned autistic people and their families. About half of the cases related to autistic children and half to autistic adults, with family members being the most frequent callers to the police. In over a quarter of the cases, the calls concerned missing persons, and in about one sixth, they involved the need for support and a similar number involved disputes (usually within the family). The calls were significantly different from non-autistic calls to the police.Despite some limitations, for example that the authors were not able to interview the autistic people and their families, these data provide the first snapshot of autistic people’s initial contacts with the police.There was clearly unmet need in the community for support for autistic people and their families, which the police were doing their best to provide.More community-based support is needed for autistic people and their families when urgent events occur (such as the autistic person going missing).To the best of the authors’ knowledge, this is the first study to investigate autistic people and their families calls to the police, and it indicates considerable unmet need.

Lien vers le texte intégral (Open Access ou abonnement)

5. Gonzalez J, Tomlin J, Harvin H, Lowery J, Haynes H, O’Dell A. Building belonging through empathy: a study of community-centered autism support. Advances in Autism;2026;12(4):400-417.

This paper aims to examine how processes of developig independence among autistic adults can illuminate broader pathways of personal and community development. What began as research into how autistic adults develop and maintain independence evolved into a profound exploration of community transformation through safety and authentic self-expression. This participatory study emerged from conversations between academic researchers and three autistic men – Harry, Jackson and Jared – who transitioned from struggling students to community leaders at The Jacob’s Ladder School.Through collaborative analysis of their lived experiences, the authors discovered how communities can shift from scarcity-based thinking to abundance-based design, where supporting individuals in bringing their natural, authentic selves enables them to address areas they wish to develop while contributing their unique strengths.The findings reveal how communities designed around radical acceptance enable individuals to work on personal growth areas from a foundation of safety and belonging, creating sustainable pathways where behavioral diversity becomes a source of collective wisdom and strength.Central to this transformation is the Interpersonal Whole-Brain Model of Care® (IWBMC™), which recognizes each individual as “a soul ready to be cared for” rather than a collection of deficits requiring correction (O’Dell et al., 2025a, 2025b). The IWBMC™’s emphasis on Spirit & Will – the core identity and driving force for change – creates safety for the authentic self while fostering intrinsic motivation for growth. This strength-based approach contrasts sharply with behaviorist models that focus primarily on correcting observable behaviors without addressing underlying needs or honoring individual processing styles.

Lien vers le texte intégral (Open Access ou abonnement)

6. Kadriu E, Agani Destani N, Uka A. Experiences of mothers of children with autism in inclusive education settings: a qualitative study. Advances in Autism;2026;12(4):418-431.

This study aims to examine the lived experiences of mothers of children with autism spectrum disorder (ASD) enrolled in mainstream schools in Kosovo and how they navigate the challenges and possibilities of inclusive education.A qualitative phenomenological design was adopted. Semi-structured interviews were conducted with 10 mothers of children aged 8–10 years with formal ASD diagnoses attending mainstream schools implementing inclusion policies. Interviews (45–70 min) were audio-recorded, transcribed verbatim and analyzed using Braun and Clarke’s (2006) six-phase thematic analysis.Five themes emerged: (1) emotional labor and resilience; (2) limited institutional support; (3) advocacy as a daily necessity; (4) hope through teacher collaboration; and (5) the critical role of assistants for students with special educational needs (SEN). Trained, integrated assistants were viewed as essential mediators of participation, learning and emotional regulation. Inclusion frequently depended on sustained maternal advocacy rather than system design, though consistent teacher–parent collaboration noticeably improved experiences.Small purposive sample from three municipalities; fathers, teachers, assistants and leaders were not interviewed. Future work should triangulate stakeholders and assess longitudinal outcomes.Professionalize assistants for students with SEN (qualification, role clarity and team-based work); embed autism-inclusive pedagogy in teacher development; and formalize two-way family–school communication.Reducing hidden emotional and advocacy burdens on families, especially mothers, can enhance equitable participation and community trust in inclusive schooling.By centering maternal voices in an under-researched low- and middle-income countries /transition context, this study highlights how inclusion can become symbolic without structured supports. It offers practice-ready insights for strengthening assistants for students with SEN provision, teacher preparation and family–school partnerships.

Lien vers le texte intégral (Open Access ou abonnement)

7. Saral D, Sakar S, Olcay S. From theory to classroom: a deep dive into special education teachers’ insights into practices for individuals with autism. Advances in Autism;2026;12(4):432-445.

This study aimed to investigate special education teachers’ familiarity with, perceptions of and recommendations for evidence-based practices (EBPs) and complementary and alternative practices (CAMs) for autistic individuals.A descriptive research design was employed, and data were collected from 100 special education teachers across Türkiye through an online survey. The survey measured teachers’ familiarity, credibility perceptions and recommendations for EBPs and CAMs. Quantitative data were analyzed using nonparametric tests, while qualitative data were examined through descriptive analysis.Teachers were significantly more familiar with, found more credible and recommended EBPs more frequently than CAMs. However, some teachers still perceived CAMs as credible and recommended them, despite the lack of scientific support. Familiarity and credibility were highly correlated with teachers’ own knowledge and skills. Teachers with graduate-level education rated EBPs and CAMs as more credible compared to those with an undergraduate degree. The most common reasons for recommending practices were perceived effectiveness, knowledge and scientific basis, while nonrecommendation reasons included lack of knowledge and concerns about ineffectiveness.This study uniquely highlights not only special education teachers’ knowledge and perceptions of EBPs and CAMs but also their reasoning processes. The findings emphasize the urgent need for systematic, evidence-focused training to bridge the research-to-practice gap and reduce the dissemination of unsupported practices in special education.

Lien vers le texte intégral (Open Access ou abonnement)

8. Žumbar T, Lesar I. Discrimination, self-stigma and microaggressions: perspectives of adults with autism in Slovenia. Advances in Autism;2026;12(4):446-460.

Research shows that autistic individuals often experience stigma and discrimination in various areas of daily life, which can lead to the internalisation of stigma by concurring with the stereotypes and prejudices attributed to them by society. Discrimination can also manifest through subtle and often unintentional forms of microaggressions (e.g. statements, actions or thoughts). This study aims to explore the experiences of adults with autism from Slovenia – a largely overlooked population – with discrimination, self-stigmatisation and microaggressions.The research was conducted through an online questionnaire completed by 49 adults with an autism diagnosis, incorporating items adapted from established scales measuring discrimination, self-stigma and microaggressions. The collected data were statistically analysed using appropriate non-parametric methods.Preliminary findings suggest that in Slovenia, adults with autism most often experience microaggressions, mainly in the form of minimisation of autism. Participants also reported occasional experiences of discrimination and unfair treatment in personal relationships and in education and work. The most influential factor across experiences of discrimination and microaggressions was the timing of diagnosis, with individuals diagnosed as adults reporting negative experiences more frequently. Overall experiences of self-stigmatisation were less common; however, they were most often reported by those who first recognised signs of autism themselves.To the best of the authors’ knowledge, this research is the first in Slovenia to examine the experiences of discrimination and self-stigma in the population of adults with autism, and the first overall to study microaggressions in relation to people with autism.

Lien vers le texte intégral (Open Access ou abonnement)

9. Darvishi H, Rezaei M. The relationship between cognitive function and narrative speech in attention-deficit/hyperactivity disorder and autism spectrum disorder. Advances in Autism;2026;12(4):461-472.

This study aims to compare cognitive functions and narrative speech abilities in Persian-speaking adolescents with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. It also examined the relationships between these cognitive functions and narrative speech within each group.A cross-sectional comparative design was used with 90 children aged 12–14 years (25 ASD, 25 ADHD, 40 TD). Cognitive assessment included the Stroop task for attention and the Auditory Verbal Learning Test for memory. Narrative speech was evaluated with a standardized Persian test.Significant differences were found in memory recall, narrative speech and memory recognition, but not in attention. The TD group outperformed both clinical groups. The ADHD group performed better than the ASD group in these domains. Attention did not differ between clinical groups. No significant correlations were found between cognitive functions and narrative speech within the clinical groups.Findings indicate narrative deficits in ASD and ADHD stem from disorder-specific factors beyond basic cognition, emphasizing the need for tailored, multidimensional assessment and intervention.This study contributes to limited Persian research on narrative abilities in neurodevelopmental disorders. It shows distinct cognitive-linguistic profiles in ASD and ADHD, where narrative impairments are not solely due to basic cognitive deficits. The results advocate for personalized intervention approaches based on each disorder’s unique profile.

Lien vers le texte intégral (Open Access ou abonnement)

10. Gombar M, Pejić Bach M. Media representations of young athletes with autism spectrum disorder: framing, inclusion and stakeholder perceptions. Advances in Autism;2026;12(4):473-490.

This study aims to examine how young athletes with autism spectrum disorder (ASD) are represented in media discourse and how parents and coaches perceive these portrayals, with particular attention to framing, inclusion and stereotyping.A mixed-methods design was used, combining a content analysis of 63 media articles on young athletes with ASD with a survey of 442 adult respondents, including 284 parents and 158 coaches. The content analysis examined dominant narrative frames, emotional intensity and narrative complexity, while the survey assessed perceptions of emotional-inspirational framing, realism, inclusion and stereotyping.Media portrayals of young athletes with ASD were more often framed through emotional and inspirational narratives than through performance-oriented and cognitively complex narratives. Higher emotional intensity was associated with lower narrative complexity, and international media were more likely than national media to use inspirational framing. Parents and coaches likewise perceived these portrayals as predominantly emotional and inspirational rather than realistic and performance-oriented. At the same time, they associated them with both greater visibility and social inclusion and the reinforcement of stereotypes and unrealistic expectations.The study is limited by a purposive media sample, reliance on self-reported stakeholder perceptions and the use of exploratory and confirmatory analyses on the same survey sample. The findings therefore cannot be generalised without caution. Nevertheless, the study highlights the need for more balanced media representations of autistic young athletes that move beyond simplified inspirational storytelling. Future research should include autistic athletes themselves, examine broader cross-platform media environments, and validate the measurement instrument across independent and culturally diverse samples to strengthen the evidence base on media representation, inclusion, and stereotyping.Media professionals, sport organisations and autism inclusion advocates should move beyond simplified inspirational narratives and promote more balanced portrayals of autistic young athletes, including their agency, performance and everyday sporting participation.This study shows that media visibility can support public awareness and social inclusion while simultaneously reproducing stereotypes and unrealistic expectations. More balanced representations of autistic young athletes may contribute to broader cultural recognition of autism as compatible with competence, participation and belonging, rather than reducing it to inspiration or exceptionality. In this way, the study has wider relevance for media ethics, disability inclusion, and public understanding, because the quality of representation shapes how communities interpret difference, value participation, and respond to autistic children and young people in everyday social contexts.This study combines media content analysis with stakeholder perception data and shows that media visibility may simultaneously support inclusion and reproduce reductive portrayals.

Lien vers le texte intégral (Open Access ou abonnement)