1. Acevedo SM, Stolz S. On the Misuses of Neurodiversity: Critical Approaches and Counter-Narratives. Autism in Adulthood;2026;8(3):267-274.

The concept of neurodiversity has gained wide recognition in mainstream society within the past two decades. As it is now increasingly used in education and clinical settings, its original meaning, which comes from grassroots neurodivergent activism, has been skewed. While initially coined to reclaim the cultural and political dimensions of the neurodivergent experience, moving away from pathologization and deficit-based narratives found in widely used clinical texts like the DSM-V, so-called experts have co-opted the term. These medicalizing discourses and regulatory practices stem from the ideology of White supremacy, the settler colonial structure, and a capitalist system that bolsters the productive, neoliberal citizen archetype. Neurodivergent peoples’ bodyminds disrupt this archetype and what it represents in terms of medicalizing discourses that separate ideal citizens from deficient ones. Feeling threatened, professionals—who reinforce this power relation by administering treatment and intervention—adopt harmful strategies, including separating neurodivergence from disability, to reclaim and legitimize their expertise. Our work examines how the concept of neurodiversity is used to mobilize these strategies and how they impact neurodivergent people seeking affirming care, resources, and community. Drawing from social media and other online resources, we use testimonios and storytelling to analyze the for-profit misappropriation and rebranding of neurodivergent liberatory practices. We then juxtapose these with examples of neurodivergent counter-narratives to illustrate creative forms of resilience. To close, we offer recommendations to professionals who intend to address and re-orient these practices toward harm reduction and, eventually, to support collective liberation.Community Brief Why is this topic important?Neurodiversity refers to the fact that all brains are created differently. People whose brains are different from the majority refer to themselves as neurodivergent and fight together to make decisions for themselves and celebrate their culture. These activists started meeting online in the 90s and created the Neurodiversity Movement.Now that more people are using the word Neurodiversity, we are concerned that many use it in ways that do not match the community’s hopes for their lives. Instead, we recognize they are causing harm with negative messages that separate neurodivergence from disability. Another concern is that service professionals, like therapists and special educators, are using the word to show they are experts who can be trusted to provide care that respects neurodivergent people’s hopes and needs. These claims can be dishonest and sometimes dangerous. Other professionals say that the Neurodiversity Movement is inauthentic and excludes most people, except for those wrongfully labeled “high functioning.” This is untrue and harmful because aside from ignoring people’s lived experiences of disability, it also divides members of a community working for similar goals.What is the purpose of this article?Committed to supporting neurodivergent people in various contexts, we introduce three ideas: 1.how service professionals misuse neurodivergent grassroots perspectives;2.concerns about harms that come with unfair uses of neurodivergent practices; and3.recommendations for supporting authentic neurodivergent practices.Our research method uses story-telling and collective protest against practices that disregard what neurodivergent people know and claim about themselves. We highlight troublesome examples of people using neurodiversity online and on social media and we explain how these uses harm the community.What personal and professional perspectives did the authors bring?We are two disabled educators and disability studies scholars who are affected by sexism and racism but also hold privilege as people with degrees and a middle-class lifestyle. One of us is a brown neurodivergent woman living with chronic illness, and the other is a white, physically disabled woman and a wheelchair user.Following Disability Justice, we notice and act against negative ideas about race, socioeconomic status, citizenship, and other oppressive systems that affect disability communities. We recognize that the content of our work is limited to the United States, which excludes the large majority of the world’s disabled population and their opinions about this work.What is already known about this topic?Neurodiversity means that all brains are wired differently and that not one brain is better or healthier. There is disagreement between service professionals, such as therapists and educators, parents, and neurodivergent activists, about this. While most professionals and parents believe neurodivergence is a problem to fix or a superpower to hone, many neurodivergent people affirm it as a disabled identity and a way of life associated with cultural and political practices and beliefs.Professionals and parents have had the upper hand in deciding what services, resources, education, and familial and community involvement are best for their children. This has resulted in an unbalanced power relationship and has disadvantaged neurodivergent people, their autonomy, and decision-making in all aspects of their lives. The Neurodiversity Movement has resisted ideas and practices that misrepresent their lived experiences.What do the authors recommend?We offer recommendations for addressing the problems described above:Within Organizations Neurodivergent Leadership: We recommend that professionals interested in supporting Neurodiversity act accordingly to require leadership or, at minimum, meaningful input from neurodivergent people.Caution of Charity: Often, disability is seen as a tragedy. This idea spreads through charity and uninvited “acts of kindness.” It is important to know that this can make people feel like they are a problem and owe their well-being to this kindness. It is also important to remember that neurodivergent people are creative and bold in rejecting unsolicited “help.”Teaching and Research Firsthand Experience: We ask educators to highlight neurodivergent people and their first-hand experiences (including language, identity, and symbols of choice) instead of looking to others who claim to be experts. Using first-hand experience promotes the autonomy of neurodivergent people in the community, helping professionals recognize the limits of textbook knowledge as it excludes neurodivergent experience. In learning these limits, professionals learn to value neurodivergent ideas and support the community’s motto – Nothing About Us Without Us! – in their research, teaching, and service.How will these recommendations help autistic adults now or in the future?Neurodivergent leadership ensures communities’ needs and goals are fulfilled according to their political beliefs and cultural practices. Self-affirming statements will support shifts in perspective and action against violence. Changes in professionals’ engagement with neurodivergent communities improves practice and services, promoting affirmative care.

Lien vers le texte intégral (Open Access ou abonnement)

2. Giroux M, Courcy I, Nadig A. Social Camouflage in Autism: An Analysis of Decision Making. Autism in Adulthood;2026;8(3):275-283.

The practice of social camouflage, or the modification of one’s behaviors to be better perceived by others in one’s environment, is an old one. Recently, it has received much interest as it pertains to people on the autism spectrum. The autism literature includes explorations of how social camouflage should be defined, why it occurs (e.g., the societal pressures that give rise to it), and its impacts on quality of life and mental health. In this article we complement this work with a conceptual model focusing on reflective cognitive aspects, which provides a social analysis of how social camouflage takes place, with respect to personal costs and potential social gains. This model is informed both by autistic lived experience (M.G.) and current research findings. We hope that this model can serve as a tool to empower people on the autism spectrum when reflecting on every day social decision making and that it will spark further research to understand the details of autistic social camouflage, which can, in turn, be used to refine the model.Community Brief Why is this topic important?Masking, or changing behavior to be better perceived by others in one’s environment, is a common experience in the autism community. In research masking has been called social camouflage, and recent work on autism has explored how to define it and why it happens. Researchers have found that masking has important impacts on quality of life and mental health.What was the purpose of this article?To complement what is known about social camouflage in autism, we wanted to understand the process that may lead an autistic person to decide to camouflage or not in a particular situation.What do the authors present?We propose a model of how the autistic social camouflage process takes place. We outline a decision-making process that takes into account both personal costs and potential social gains. We also discuss aspects of social camouflage and its impacts that may be shared with other minority groups versus unique to autism. We conclude by discussing possible practical uses of the model.How will this model help autistic adults now and in the future?By outlining the decision-making process involved, this model may help autistic people to know when to use social camouflage for positive impact and when not to in order to limit its negative impacts. The model can be personalized and further developed, making it a practical tool to support mental health. Making this complex process more transparent may also increase sensitivity in non-autistics about pressures to camouflage and ultimately lead to increased belonging.

Lien vers le texte intégral (Open Access ou abonnement)

3. Thom-Jones S, Brownlow C, Abel S. Experiences of Autistic Parents, from Conception to Raising Adult Children: A Systematic Review of the Literature. Autism in Adulthood;2026;8(3):284-304.

Background: The objective of this review was to explore autistic experiences of parenthood, as described by autistic people, from conception to relationships with adult children. In addition, we sought to identify whether particular aspects of parenting and/or particular groups of parents are underrepresented in the already sparse literature on autistic parenting.Methods: We searched 10 key databases for articles that reported data on the perspectives and/or experiences of autistic people (formally diagnosed or self-identifying) at any stage of the parenting journey. Following the initial search, we undertook an iterative process of forward and backward searching until no additional relevant articles were identified.Results: We identified a total of 167 articles and included 44 articles in the review following title and abstract review and full-text review. This consisted of four review articles, 12 articles that reported on quantitative studies, and 28 that reported on qualitative studies, with 28 of the 44 included articles published in the past 3 years. Communication challenges were highlighted across the majority of the studies, particularly in relation to communication with health care and other services in relation to participants’ children. Sensory issues associated with pregnancy, childbirth, and parenting were also common themes. However, studies also identified strengths of autistic parents including empathy with their child(ren), and a high degree of focus and commitment to child and family well-being. The majority of study participants were mothers, White, and parenting babies or young children.Conclusions: A consistent theme across the studies was the external nature of many of the challenges of autistic parenting and the internal nature of many of the strengths. It is perhaps not being an autistic parent that is in itself challenging, but rather the way that autistic parents are (mis)understood and (un)supported by systems designed for neurotypical parents.Community Brief Why is this an important issue?Research into “autism” and “parenting” largely focuses on the experiences of non-autistic parents of autistic children. There is far less research on the experiences of autistic parents. It is likely that autistic people have different parenting experiences than non-autistic people. Previous literature reviews have focused mainly on pregnancy, childbirth, and infant feeding. That does not tell us what happens to autistic parents when their children get older.What was the purpose of this study?We wanted to understand what has been published in the literature about experiences of parenthood, as described by autistic people. We wanted to know what questions were being asked in the research, who was asking them, and who they were asking. We also wanted to know whether the research was looking at the strengths of autistic parents, and not just their challenges.What did the researchers do?The autistic-led research team searched academic databases for articles that reported autistic people’s parenting experiences. We only included articles that had autistic parents’ voices, not other people talking about them. When we had found the relevant articles from the databases, we checked their reference lists for earlier articles. We also checked other databases to see whether more recent articles had been written that mentioned the ones we had found.What were the results of the study?We found 167 articles. We excluded 113 after reading the titles and abstracts and another 26 after we read the full articles. We included a total of 44 articles in the review. There has been a considerable increase in research into autistic parenting in recent years, with 28 of the 44 articles published in the past 3 years. Much of the research focuses on pregnancy, childbirth, infant feeding, and raising young children. There is less research on parenting older children or adults. The research identifies common challenges for autistic parents, including sensory issues and communication barriers. Autistic parents have diff culty communicating with health professionals and experience stigma and misunderstanding. There is less research into the strengths of autistic parents. The research that does exist consistently reports evidence of high levels of empathy, commitment to their children’s well-being, and positive parent–child relationships.What do these findings add to what was already known?These findings bring together the limited research on the experiences, and particularly the strengths, of autistic parents. They also demonstrate the significant gaps in the current research, including the experiences of autistic fathers, parents who do not identify as mothers/women or fathers/men, non-White autistic parents, parents of older children, and studies specifically focusing on parenting strengths.What are potential weaknesses in the study?The small number of studies limited our ability to draw conclusions about some things. Our interpretations of the research findings are influenced by our own perceptions and lived experiences.How will these findings help autistic adults now or in the future?This review creates a starting point for increasing our understanding of autistic parents’ experiences. Importantly, it demonstrates that autistic parents are different from, not “less than” or “worse than,” non-autistic parents.

Lien vers le texte intégral (Open Access ou abonnement)

4. Lei J, Qian X, Kim KM. Social Network Structure in Autistic Individuals: A Systematic Review. Autism in Adulthood;2026;8(3):305-328.

Background: While many studies aim to address social communication differences between autistic and non-autistic individuals, little is known about the real-world impact on the quantity and quality of social relationships that develop across their lifespan. Social network analysis captures the size and connectedness of one’s social network and offers insight into one’s social connectivity with other people either within one (e.g., school, workplace) or multiple social settings.Methods: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, we searched across PubMed, PsycINFO, and Web of Science to identify articles that examined how the social network structure is measured among autistic individuals and the characteristics of social network structure across the lifespan.Results: After removing 308 duplicates from 4177 identified studies, we screened titles and abstracts for 3869 articles and full texts for 70 articles. Twenty-five studies met the eligibility and led to 4 additional relevant studies identified from reference lists, with a total of 29 studies included for narrative synthesis. Most studies were U.S.-based (n = 19) and included children and young people (n = 21) recruited from local schools (n = 20). Many studies (n = 17) used the Friendship Survey to assess peer relationships within classroom settings, with social networks that reflect peer acceptance, rejection, and reciprocal friendships. Results indicate that autistic children experience greater isolation with more peripheral status and lower peer acceptance compared with their neurotypical peers. Other social network mapping tools in adults captured both social network structure (e.g., number of network members and their connections with each other), and some captured support provided by network members, with family members often cited as providing the most frequent and best quality support across a range of life domains.Conclusion: There is limited knowledge about social network structure for autistic individuals beyond childhood in classroom settings. Social network analysis may provide a valuable snapshot into the types of social connections an autistic individual may have in one or more settings. However, we emphasize the need to work together with autistic individuals to understand how they perceive their social network structure to be meeting their social need.Community Brief Why is this topic important?Many interventions aim to improve social inclusion for autistic individuals in different social settings. However, there is a risk of imposing the neurotypical assumption that not only quality but also the number of social relationships may reduce isolation and improve availability of support to autistic individuals. Social network analysis is a methodology that can create personalized maps that show how an autistic individual is connected to other people within one or multiple social settings. Social network map can explore the most important relationships to an autistic individual and spark conversations around how their social network can best meet their social and nonsocial needs.What is the purpose of this article?We want to explore how social networks are currently measured in autistic individuals across the lifespan and key features of social connections across the lifespan.What did the authors do?We designed a search strategy that focused on autism and social network characteristics such as number of social network members involved and their connections with each other and identified relevant literature across three academic databases. We reviewed published studies to look at different ways of measuring social network characteristics in literature and different features of social networks across autistic individuals’ lifespan.What did the authors find about this topic?We found 29 studies that measured social network characteristics in autistic people. Most studies looked at social connections between autistic children and classmates in U.S. school settings. Autistic children are more isolated a d found on the edge of social groups in classrooms. Few looked at social network characteristics in adulthood and through life transitions. Social network sizes vary significantly depending on the measurement used. Autistic young adults perceive family to provide more frequent high-quality support during transition to university. Autistic adults perceive family to provide more practical support, and partners to provide more emotional and social participation support.What do the authors recommend?We highlight that interpretation of social networks needs to be done collaboratively with the autistic individuals to understand from their perspective: (1) how they are getting their social needs and goals met within their existing network and (2) plan with the autistic person on what meaningful changes (if any) they may wish to see in their social network. We also highlight that future research can explore how different people seen as important by the autistic individual can provide insight into how the autistic individual is accepted by different people within their network.How will these findings help autistic adults now or in the future?We hope generating social network maps along with the autistic individual can help practitioners better understand and support autistic individuals to explore and consolidate their social connections in a way that is meaningful to them. We hope social network measures can become a more meaningful outcome measure that incorporates autistic individuals’ perspectives and captures real-life changes in social relationships when evaluating interventions that aim to improve social inclusion for autistic individuals across the lifespan.

Lien vers le texte intégral (Open Access ou abonnement)

5. Love AMA, Edwards C, Dueber DM, Cai RY, Grace K, Toland MD, Lim M, Gibbs V. Measuring Loneliness in Autistic Adults: A Collaborative Approach to Refining the UCLA Loneliness Scale. Autism in Adulthood;2026;8(3):329-344.

Background: Loneliness is a significant yet under-investigated health risk for Autistic individuals. It is important that loneliness measures are valid for use among both Autistic and non-autistic adults. This study aimed to (1) adapt the UCLA Loneliness Scale for Autistic adults, (2) provide evidence based on test content for the adapted scale, (3) provide psychometric evidence using an international sample, (4) investigate differential item functioning (DIF) between Autistic and non-autistic adults, and (5) assess convergent and discriminant evidence with other loneliness and well-being variables.Methods: To build evidence for test content, we thoroughly examined the UCLA Loneliness Scale items in partnership with Autistic individuals. As the scale was already designed for non-autistic people, we made adaptations to ensure there was evidence for use with Autistic people. This process included cognitive interviews (n = 10) and expert reviews (n = 13). Following the adaptation phase, we gathered data (N = 628) to demonstrate a degree of psychometric evidence using item response theory to assess psychometric properties, including autistic-based DIF. We used latent variable modeling to assess convergent and discriminant evidence.Results: The UCLA Loneliness Scale—Modified (UCLA-m) resulted from the adaptation phase and was used to survey 628 adults. We found UCLA-m has sufficient evidence for being essentially unidimensional, with total scores demonstrating preliminary evidence of high reliability, internal validity, and convergent evidence. Autistic adults in our study reported higher levels of loneliness, social anxiety, and depression compared with non-autistic adults.Conclusion: The evidence from this study serves as a precursor for studying loneliness in Autistic adults and provides evidence about the validity of a measurement tool that will enable further research into better supporting Autistic adults who are experiencing loneliness. Additionally, many of the adaptations made during this process will increase the overall accessibility of the UCLA-m for all individuals, not just Autistic adults.Community Brief Why is this an important issue?Loneliness can have serious health consequences, such as depression, obesity, and heart disease. Studies show that Autistic individuals often feel lonelier than those who are not Autistic. To address this, we needed a better tool to help health professionals and researchers assess loneliness in Autistic adults. Currently, loneliness questionnaires are not adapted to Autistic people, so the main focus of the study was to make sure the scale could be used with either someone who was Autistic or someone who was non-autistic.What was the purpose of this study?This study aimed to adapt a widely used loneliness questionnaire, originally designed for the general population, to be more suitable for Autistic adults in addition to non-autistic adults. This was done by talking with Autistic people, their families, and researchers to ensure the tool was user-friendly and relevant.What did the researchers do?To make the questionnaire more autism friendly, we engaged directly with Autistic people to gather their insights on loneliness and how it should be described. This feedback led to the modification of the UCLA Loneliness Scale—Modified (UCLA-m). The language was simplified and made more relatable to Autistic experiences. A total of 23 contributors, including Autistic individuals, researchers, and family members, provided input on these adaptations. Then, we tried the new scale with 628 people including 416 Autistic people and 212 non-autistic people.What were the results of the study?We learned that Autistic people in our study reported higher levels of loneliness than people who were not Autistic. We learned that the UCLA-m is a reliable and valid method for measuring loneliness in Autistic adults. Reliable means that the survey gives consistent scores every time it is used. A valid tool measures what it is supposed to measure. This means that the UCLA-m can be confidently used by both Autistic and non-autistic individuals.What do these findings add to what was already known?The findings align with previous research indicating that Autistic people often experience more loneliness, which is linked to anxiety and depression. The major contribution of this study is the creation of the UCLA-m, which was developed with direct input from the Autistic community. This tool allows for a better understanding of loneliness in Autistic adults and can help guide efforts to reduce loneliness in both Autistic and non-autistic people. Importantly, the adaptations made the survey more accessible for everyone, not just Autistic individuals.What are the potential weaknesses in the study?While the study included a diverse group of participants from various countries and age-groups, the sample was not fully representative. A significant portion of participants were women (69.6%) with high levels of education, and only a small number (1.6%) reported having an intellectual disability. Thus, the findings may not fully represent the experiences of all Autistic individuals.How will these findings help autistic adults now or in the future?This study is significant because it provides a validated tool to better understand and measure loneliness in Autistic adults, a group often experiencing high levels of loneliness. The UCLA-m can be used by communities and researchers to explore ways to reduce loneliness, ultimately improving the well-being of Autistic individuals.

Lien vers le texte intégral (Open Access ou abonnement)

6. White LCJ, Ixqe KV, Goodall K, Gillespie-Smith K. Minority Stress, Camouflaging, and Mental Health Outcomes in Transgender and/or Non-binary Autistic Adults. Autism in Adulthood;2026;8(3):345-359.

Background: This study sought to examine the role of autistic and gender minority stress, resilience, and camouflaging in predicting mental health outcomes in transgender and/or non-binary autistic adults in the United Kingdom.Methods: In total, 412 transgender and/or non-binary autistic participants completed an online survey. This survey consisted of the Gender Minority Stress and Resilience Scales, Autistic Minority Stress and Resilience Scales, the Camouflaging Autistic Traits Questionnaire, the Depression, Anxiety and Stress Scale, and the Posttraumatic Stress Disorder Checklist.Results: The final models in hierarchical regression predicted depression (R2 = 0.24), anxiety (R2 = 0.26), stress (R2 = 0.21), and posttraumatic stress (R2 = 0.32). Camouflaging remained a significant unique predictor of anxiety and stress. Internalized anti-autistic prejudice remained a significant unique predictor of each model. Everyday anti-autistic discrimination uniquely predicted anxiety and posttraumatic stress. Gender minority negative expectations uniquely predicted depression and posttraumatic stress.Conclusion: These findings suggest that gender and autistic minority stress and camouflaging significantly predict a proportion of variance in depression, anxiety, stress, and posttraumatic stress experienced by transgender and/or non-binary autistic adults.Community Brief Why is this an important issue?Transgender and/or non-binary (TNB) adults and autistic adults may have worse mental health compared with the general population. Little research has looked at the mental health of those who are both TNB and autistic.What was the purpose of this study?This study looked at mental health outcomes in TNB autistic adults in the United Kingdom. It investigated factors associated with better or worse mental health, including depression, anxiety, stress, and posttraumatic stress. The factors we looked at were: 1.being physically disabled and/or being non-binary.2.minority stress (the extra stress faced by people who belong to a discriminated-against minority group).3.resilience (strategies to cope with stress).4.camouflaging (minimizing the visibility of autistic traits).What did the researchers do?We surveyed 412 TNB autistic adults in the United Kingdom. We asked questions about demographics, autistic minority stress, gender minority stress, resilience, camouflaging, and mental health outcomes. Then we did statistical analyses on the results.What were the results of the study?Participants generally scored highly on depression, anxiety, stress, and posttraumatic stress scales. Participants reported frequent experiences of transphobic and anti-autistic discrimination. As experiences of minority stress and camouflaging increased, so did mental health outcome scores. A statistical analysis called a regression was done. This showed that demographics, minority stress, and camouflaging significantly predicted between 21% and 32% of the change in depression, anxiety, stress, and posttraumatic stress.What do these findings add to what was already known?This was one of the first studies to show that a sample of TNB autistic adults in the United Kingdom report poor mental health and high rates of discrimination and victimization. Our findings showed, for the first time to our knowledge, that autistic minority stress is associated with anxiety, depression, and posttraumatic stress and that camouflaging is associated with posttraumatic stress and autistic pride with reduced depression. We showed that gender minority negative expectations, autistic internalized prejudice, anti-autistic everyday discrimination, and camouflaging may be particularly important factors in predicting the change in mental health outcomes.What are potential weaknesses in the study?Online recruitment may have excluded some autistic adults with higher support needs. Measuring discrimination and distress at the same point in time means that the results cannot prove that past discrimination causes distress later on. There also may have been important variables that we didn’t include that would have influenced the results. The scales we used also probably did not capture the complexity of experiences of TNB autistic adults.How will these findings help autistic adults now or in the future?Our findings could help highlight to health care providers and policymakers the urgency of reducing anti-autistic and transphobic discrimination and supporting the mental health of TNB autistic adults.

Lien vers le texte intégral (Open Access ou abonnement)

7. Pearson A, Rose K, Mitchell A, Joseph W, Douglas S, Sedgewick F, Botha M. “It’s Not a Physical Prison but You Can’t Get Out.” How Autistic Adults Make Sense of the Experience of Intimate Violence and Abuse. Autism in Adulthood;2026;8(3):360-372.

Background: Autistic people are more likely to experience intimate partner violence (IPV) than non-autistic peers, but our knowledge about how they recognize abuse and make sense of what has happened to them is sparse. The aim of this study was to explore how autistic people recognize and make meaning after experiencing IPV.Method: We recruited 21 autistic adults to take part in a semi-structured interview about the experience of IPV. We asked questions about how they had made sense of their experiences and how it had impacted them. We analyzed the data using reflexive thematic analysis. One author coded all data, engaging in reflexive discussion with the whole team. They organized codes into themes in collaboration with a second team member.Results: We developed three themes from the data, which focused on understanding and sense-making after intimate violence. Theme 1, “Power,” focused on the role that power dynamics had played in sense-making. Theme 2, “Disruptions of self,” explored the feeling of dehumanization, objectification, and stigmatization among participants that led to them feeling like they were worth less than others and that they had to mold themselves to fit perpetrator expectations. Theme 3, “‘Now, with hindsight,” focused on how survivors had struggled to recognize the violence, with a sense that it could “always be worse” and that they needed clearer understanding of what “red flags” look like in a relationship.Conclusions: Our findings suggest that making sense of the experience of intimate violence among autistic adults is shaped by individual, interpersonal, and societal factors, which normalize violence against autistic people, making it difficult to leave abusive relationships. By highlighting the factors that shape understanding, we can explore how to prevent these occurrences in future (e.g., better early education about neurodiversity and relationships).Community Brief Why is this an important issue?Autistic people are more likely to experience intimate partner violence (IPV) than non-autistic people. Currently we know very little about how autistic people recognize that they are in an abusive relationship and how they make sense out of what has happened to them. Understanding this can help us to find ways to help autistic people recognize abuse and prevent them from entering abusive relationships.What was the purpose of this study?The purpose of this study was to explore how autistic people recognize IPV and how they make sense of what has happened to them.What did the researchers do?We interviewed 21 autistic adults about their experiences, using semi-structured interviews. We gave people the option to do a spoken interview (n = 16) or to write down their answers (n = 5). We made sure that they felt safe to take part and that we knew what to do if they became upset. We analyzed the data using reflexive thematic analysis, which involved looking for patterns in what people had said and then organizing these patterns to identify common themes across all the participants.What were the results of the study?We developed three key themes. Theme 1, “Power,” showed that autistic people felt like they had never been in control of their own lives and that they had to do what other people told them. They said that the abuser took advantage of this. They also did not feel like anyone would believe them if they talked about being abused, so they kept it to themselves for a long time. Theme 2, “Disruptions of self,” showed that autistic people felt like they had always been treated less like a human than other people and this had made them feel like they had to hide their true selves to stay safe. Theme 3, “Now, with hindsight,” showed that it had been really hard to recognize abuse because being treated badly seemed normal. It was hard for people to recognize warning signs from their partners and took a lot of courage to leave the abusive relationship.What do these findings add to what was already known?Our findings help us to understand how autistic people recogn ze abuse and what might make it harder for them to do so.What are potential weaknesses in the study?All of the people who took part in this study were White, and most were women. It is likely that autistic people from other groups might experience other things that make it hard to recognize abuse.How will these findings help autistic adults now or in the future?Our findings show that we need to address lots of different things (e.g., early life relationships, negative social judgments of autistic people) if we want to prevent abuse and help autistic people to recognize when a relationship might be abusive.

Lien vers le texte intégral (Open Access ou abonnement)

8. Pearson A, Rose K, Mitchell A, Joseph W, Douglas S, Sedgewick F, Botha M. “It’s a Long Process, and It’s a Long Journey”: Autistic Adult’s Experiences of Support and Recovery after Experiencing Intimate Violence and Abuse. Autism in Adulthood;2026;8(3):373-384.

Background: Many services designed to support victims/survivors of intimate partner violence (IPV) do not have a specific focus on, or understanding of neurodivergence, which may impact autistic access to meaningful support. The aim of this project was to examine the support and recovery needs of autistic adults who have experienced IPV.Method: We recruited 21 autistic adults (mean age = 42) to take part in a semistructured interview about the experience of IPV. We asked questions about their support seeking and recommendations for future intervention. We analyzed the data using reflexive thematic analysis. One author coded all data, engaging in reflexive discussion with the whole team. They then organized these into themes in collaboration with a second team member. These were circulated to the whole team for discussion and refinement.Results: We identified three themes in the data, which focused on support and recovery: (1) recovery is a journey (recovery is nonlinear and involves multiple disclosures over time), (2) building better systems (addressing systemic gaps in knowledge and practice and combating under-resourcing), and (3) how we stop this (recognizing potential individual risk factors and increasing relationship education).Conclusions: Our findings suggest that approaches to supporting autistic victims/survivors in recovery need a nuanced, multipronged approach. Intervention should focus on relationship education ensuring access to appropriate therapies and support for individuals and ameliorating systemic issues such as a lack of professional understanding and a lack of practical support for survivors.Community Brief Why is this an important issue?We know that autistic people are more likely to experience intimate partner violence (IPV). However, we do not know very much about what recovery looks like for them or how to provide effective support.What was the purpose of this study?The purpose of this study was to find out what recovery from IPV looks like for autistic people and what we can do to improve services that they might encounter when seeking support for IPV.What did the researchers do?We interviewed 21 autistic adults about their experiences using semi-structured interviews. We gave people the option to do a spoken interview (n = 16) or to write down their answers (n = 5). We made sure that they felt safe to take part, and that we knew what to do if they became upset. We analyzed the data using reflexive thematic analysis, which involved looking for patterns in what people had said and then organizing these patterns to identify common themes across participants.What were the results of the study?We identified three themes in the data. Theme 1, “Recovery is a journey,” highlighted that recovery does not have an endpoint but tends to start with making disclosures to people about experiences of abuse. Going through the recovery process led people to feel empowered, but the experience of abuse never went away. Theme 2, “Building better systems,” showed that services and supports designed to help people who have experienced abuse often are not suitable for autistic people. The people who work in these services need more training, and services need more funding to do this. Theme 3, “How do we stop this,” suggested that alongside improving support, we can try to prevent IPV happening by recognizing that autistic people might struggle to recognize abuse and provide better education about what healthy relationships look like.What do these findings add to what was already known?This is the first study to explore the support and recovery process for autistic people who have experienced IPV. Our findings add much needed guidance about what we can do to develop our understanding of what autistic victims/survivors want during support seeking, and what we can do to improve service provision.What are potential weaknesses in the study?All of the people who took part in this study were white, and most were women. It is likely that autistic people from other groups might experience different barrier to support and recovery.How will these findings help autistic adults now or in the future?We hope that our findings will help to services to improve how they work with autistic people who have experienced IPV. We have also used the findings from this (and another) study, to develop a “healthy relationships resource” to help autistic people recognize what healthy relationships look like.

Lien vers le texte intégral (Open Access ou abonnement)

9. Davies J, Islaam L, Carter S, Redmayne B, Cooper K, Mandy W, Crane L. Examining the Support Experiences of Autistic Young People with Multiple Marginalized Identities in the United Kingdom. Autism in Adulthood;2026;8(3):385-397.

Background: The challenges that autistic young people face when accessing support have been well documented. However, such issues may be exacerbated for autistic young people who have additional marginalized identities (e.g., being from a minority ethnic group or minority gender) compared with autistic young people who do not have additional marginalized identities.Methods: We took a participatory approach that included autistic young people with multiple marginalized identities at every stage of the research process. Our team interviewed 13 autistic young people (aged 16–25 years) who also identified with other marginalized identities. We analyzed the data using reflexive thematic analysis.Results: We generated one superordinate theme, which reflected how accessing support was perceived to be challenging for all autistic young people but especially so for this group with multiple marginalized identities. Within the superordinate theme, we generated three subthemes that provide examples of how common challenges were felt to be exacerbated for our participants. First, our participants reported difficulties in obtaining timely diagnoses, which hindered access to appropriate support services. Second, they expressed a sense of exclusion from existing support structures, with services often failing to address their unique needs. Finally, cultural and linguistic barriers meant that our participants’ parents and caregivers did not always know how to help them get support. As a result, some of our participants had to advocate for themselves.Conclusion: Our findings highlight the need for more inclusive and accessible support services that meet the diverse needs of all autistic young people, including those with multiple marginalized identities. Recommendations include offering a variety of support options to accommodate individual preferences and providing ways to empower all autistic people to advocate for their support needs.Community Brief Why is this an important issue?Autistic people are a marginalized group in society. Accessing support—and especially the “right” support—can be hard for autistic young people. This experience might be particularly difficult for autistic young people who belong to more than one marginalized group (what we call having “multiple marginalized identities”). For example, an autistic person who is also part of a minority ethnic group might face additional barriers to getting the support they need, compared with an autistic person who is not part of a minority ethnic group.What was the purpose of this study?We wanted to understand how we can make sure support reaches autistic young people from as many different backgrounds as possible.What did the researchers do?Our team of autistic and non-autistic researchers interviewed 13 autistic young people (aged 16–25 years) who had multiple marginalized identities. We asked them about their experiences of trying to get support. We read through the interviews as a team and grouped similar responses together.What were the results of the study?Our participants felt that it was hard for all autistic people to get support, but that it might be especially hard for autistic young people with multiple marginalized identities to get support. For example, our participants told us that it took a particularly long time for them to get their diagnosis, which made it hard to get support. When they looked for support, they felt that there were no services made for people like them. Furthermore, their parents and other people around them did not always know how to help them get support because of cultural and language barriers.What are potential weaknesses in the study?We found participants through autism charities, which means that we might have missed those who do not access any support at all. We also could not look at all the possible ways that different parts of people’s identities might be marginalized. For example, we were unable to recruit anybody who had been in care or anybody with intellectual disabilities. Future research should try o explore these areas more, to better understand the challenges a wider group of autistic people face.How will these findings help autistic adults now or in the future?Our findings help to identify ways to make support more accessible to a wider group of autistic young people. For example, we think that it is important to offer different types of support (such as individual and group support, or face-to-face and online support) so that there are options that suit a broader range of autistic people. Our team thinks it is important for support services to make particular efforts to be inclusive, accessible, and welcoming to a wide range of people. We also think autistic people need to be supported to speak up for what they need, particularly if they do not have a parent or other advocate that is able to do this for them. If these recommendations are followed, we think that a broader range of autistic young people will be able to access support where needed.

Lien vers le texte intégral (Open Access ou abonnement)

10. Chen P-R, Huang T-R, Ouhyoung M, Liang R-H, Gau SS-F, Chien Y-L. The Preliminary Efficacy of Cognitive Behavioral Therapy Virtual Reality Job Interview and Workplace Communication Training Program for Autistic Adults. Autism in Adulthood;2026;8(3):398-409.

Background: The majority of autistic adults experience social communication differences that may lead to frustrations during the job application process, even among those with strong work-related skills or histories. Compared with traditional lecture or role-play training, virtual reality (VR) technology generates more realistic and immersive simulated environments, which is crucial for autistic adults who often have difficulties envisioning real-world situations. The study developed a Cognitive Behavioral Therapy (CBT) VR Job Interview and Workplace Communication Training (CBT-VR-JIWCT) program, considering the features of autistic adults, and examined its feasibility and preliminary efficacy.Methods: The eight-session program contained various VR scenarios delivered via head-mounted displays as a highly immersive training environment for practicing job interviewing and communication skills. We examined the feasibility and efficacy of the program through the interviewer-rated Mandarin Chinese Version of the Adapted Mock Interview Rating Scale (adapted MIRS-Chinese), speech analysis, and content analysis. Eighty autistic adults were randomized into the intervention group (n = 40) and the control group (n = 40). Among them, 30 from the intervention group eventually completed the training program, whereas 36 from the control group completed pre- and post-tests without intervention.Results: Overall, autistic adults reported minimal simulator sickness symptoms. The attendance rate was high. Compared with the controls, the intervention group had significantly better interview performance, as rated by significant group-by-time interactions on the total adapted MIRS-Chinese scores (p < .001), speech volume (p = .006), as well as a nonsignificant larger group-by-time interaction observed on the frequency of achievement words (p = .056).Conclusion: CBT-VR-JIWCT is feasible and effective in enhancing job interview skills among autistic adults. Speech and content analyses demonstrated value in objectively assessing improvements in interview performance, such as word choice and presentation styles, within this population. Overall, this study underscores the potential of VR technology as a promising tool for enhancing employment opportunities among autistic adults.Community Brief Why is this an important issue?Autistic adults frequently face challenges in the context of job applications that primarily stem from inadequate interviewing skills and social communication difficulties. The recurrently experienced frustration can foster conditioned anxiety, diminish self-confidence, and curtail motivation to seek employment opportunities, leading to high unemployment rates within the autistic population.What was the purpose of this study?This study developed a unique virtual reality (VR) training program. It integrated a highly immersive VR environment, generated through a head-mounted display, with cognitive behavioral therapy (CBT)-based coaching lessons tailored for autistic adults. This study examined both the feasibility of a using VR technology with autistic adults and the preliminary efficacy of this innovative program.What did we do?We recruited 80 autistic adults. We then randomly assigned them to the VR group (n = 40) who underwent our VR training program or the control group (n = 40) who did not receive the training. The VR training program included coaching on job interviewing and communication skills for various workplace situations based on VR simulated environment. We collected the adverse effects when they used the VR platform. To evaluate the preliminary efficacy of the VR training program, we assessed their interview performance on the rating scale, as well as content and prosodic features by speech analysis methods, to compare the performance before and after the training.What were the results of the study?Overall, autistic adults reported minimal discomfort when viewing VR materials. The attendance rate for the VR training program was good. Compared with the controls, the VR group demonstrated significantly improv d interview performance. Moreover, they exhibited a greater increase in speech volume, total word count, total phrase count, and the use of achievement-related words compared with the control group.What do these findings add to what was already known?Previous studies have demonstrated the effectiveness of using computer screens for job interview training; however, empirical evidence on using highly immersive VR equipment in job training remains limited. Our randomized controlled trial further confirmed the efficacy of using head-mounted displays (HMDs) in enhancing job interview skills. Also, in addition to traditional assessment on rating scales, speech and content analyses may help decompose objective improvement in interview performance, including word choosing and ways of presentation.What are the potential weaknesses in the study?The relatively small sample size may potentially limit the study's ability to detect small-effect differences after training. Additionally, the study assessed outcomes in a laboratory environment, which may not capture the complexities and nuances of real-life job interviews and employment scenarios.How will these findings help autistic adults now or in the future?The results suggest that our VR training program is both feasible and effective in enhancing job interview skills among autistic adults, demonstrating its potential as a valuable tool for addressing the unique challenges faced by this population in the employment context. With the incorporation of innovative technology, our program successfully engaged and motivated unemployed autistic adults who had previously given up searching for jobs. This study paves the way for continued advancements in technology-driven interventions and support services for autistic adults in the job market.

Lien vers le texte intégral (Open Access ou abonnement)

11. Brown CM, Hedley D, Hooley M, Hayward SM, Fuller-Tyszkiewicz M, Krug I, Stokes MA. Hiding in Plain Sight: Eating Disorders, Autism, and Diagnostic Overshadowing in Women. Autism in Adulthood;2026;8(3):410-422.

Background: Autism and elevated autistic traits are increasingly identified in eating disorder (ED) populations, although less research has focused on ED rates and risk factors in individuals who already have an autism diagnosis. This study aimed to investigate the timing and sequence of autism and ED diagnoses in women and examined associations between autistic traits, autism diagnosis, and risk of EDs and other mental health difficulties.Method: In this cross-sectional study, we recruited 371 cisgender autistic women (Mage = 34.38 years, SD = 10.54) and 394 cisgender non-autistic women (Mage = 33.49 years, SD = 10.40). We used the Autism Spectrum Quotient to measure autistic traits, the Eating Attitudes Test to assess ED risk, and the Depression, Anxiety, Stress Scale for broader mental health concerns. We used chi-square tests to establish the rate of overlap between autistic traits, autism diagnosis, and mental health risks and linear regression models to assess the unique impact of autistic traits and autism diagnosis on mental health symptom severity.Results: We found that 58% of women with high autistic traits (with and without an autism diagnosis) were at high risk of an ED (N = 174). While autistic traits predicted elevated ED risk overall, the effect was substantially lower in women with a formal autism diagnosis [b = −8.34, t(718) = −5.84, p < 0.001], suggesting a potential protective factor. This finding was particularly notable, as approximately one-third (N = 106, 28.6%) of diagnosed autistic women reported a history of EDs. Critically, however, in 75% of these cases, an ED diagnosis preceded an average delay of 13.86 years (SD = 9.76) before they were identified as autistic. Higher autistic traits were also associated with increased depression, anxiety, and stress symptoms, with less severe depression levels again found in women with a formal autism diagnosis [b = −1.70, t(718) = −3.27, p = 0.001].Discussion: Our findings underscore the urgent need for clinicians to screen women presenting with an ED for autism, as a formal diagnosis may improve their mental health-related outcomes. While we found that most autistic women were initially diagnosed with an ED and faced substantial delays before their autism was recognized, those diagnosed with autism first were 17 years old on average, indicating that their diagnoses were also delayed. Future research should therefore investigate differences in mental health outcomes in a broader range of autistic people, including gender-diverse individuals and those diagnosed in both childhood and adulthood.Community Brief Why is this an important issue?Studies in people with eating disorders often find that many have high levels of autistic traits, and some have undiagnosed autism. This is important, because research has shown that standard eating disorder treatments can be a poor fit for autistic people, particularly if they do not recognize their individual support needs.What was the purpose of this study?This study looked at a large group of women who already have an autism diagnosis, who may or may not have had a previous eating disorder. The goal was to identify how old they were when they received each diagnosis and to understand whether having higher autistic traits or an autism diagnosis influenced whether they were at risk of developing an eating disorder or another mental health condition.What did the researchers do?We surveyed 371 autistic women (meaning women with a formal diagnosis) and 394 non-autistic women (meaning women who do not have a diagnosis and do not self-identify as autistic). We measured levels of autistic traits using the Autism Spectrum Quotient, their risk of developing an eating disorder using the Eating Attitudes Test, and signs of other mental health issues using the Depression, Anxiety, Stress Scale. We used the scores from these surveys to identify relationships between autistic traits, having an autism diagnosis, and risk of developing an eating disorder or other mental health concerns.What were the results of the study?O r study found that 28% of autistic women had experienced an eating disorder in the past. However, for most of these women (75%), their eating disorder was diagnosed on average, 14-years before they received their autism diagnosis. We also found a strong connection between autistic traits and eating disorders. Among women with a history of eating disorders, 49% showed high levels of autistic traits. Similarly, for women currently at high risk of developing an eating disorder, 58% showed high levels of autistic traits. Importantly, our study found that having a formal autism diagnosis might reduce the risk of certain mental health challenges. Women with a formal autism diagnosis had a lower risk of developing an eating disorder, and had less severe depression symptoms compared to women with high autistic traits but no formal autism diagnosis.What do these findings add to what was already known?This study found a higher rate of eating disorders and eating disorder symptoms in autistic women and women with high autistic traits than previous research had found. It also highlights that mental health professionals should consider screening women with an eating disorder for autism, as the vast majority will be undiagnosed when they develop an eating disorder.What are potential weaknesses in the study?One limitation is that most of the autistic women in our sample were diagnosed in their late teens or adulthood. Additionally, our study focused on cisgender women only, so the results do not reflect the experiences of gender-diverse people or people who self-identify as autistic.How will these findings help autistic adults now or in the future?Our study builds on what is already known about autism and eating disorders in women, by showing that the connection is stronger than previously thought. This may prompt mental health professionals to consider and screen for autism in women with an eating disorder in a more timely way, which could offer some protection against severe eating disorder and depression symptoms, and help to reduce the number of missed autism diagnoses in women.

Lien vers le texte intégral (Open Access ou abonnement)

12. Lao U, Dai J, Liang F, Chen Q, Cao W, Pan Y, Zou X, Zhu H. Unveiling the Perceptions of Autism-Related Chinese Language Among the Autism Community and the General Public. Autism in Adulthood;2026;8(3):423-442.

Background: Recently, the discussion surrounding autism-related language has gained prominence within Western autism communities, but studies about how people perceive Chinese autism-related language are notably scarce.Methods : We conducted an online survey between June 23 and July 29, 2023, targeting Chinese language users (mostly from the Chinese mainland) using convenience sampling. Utilizing 7-point scales, our study aimed to assess preferences, perceptions of offensiveness, and familiarity with 13 autism-related terms categorized into formal terminologies, functioning labels, and community terms. A diverse sample of 1,016 individuals, aged 14.75 to 72.49 years, participated. We employed analysis of variance models to analyze distinctions and similarities across identity groups, including autism stakeholders and the general public. To further explore the underlying attitudes, we employed cluster analysis to group individuals based on their endorsements of the terms.Results : Among the respondents, the Chinese translations of Neurodiversity (神经多样性), Spectrum (谱系), and Autism1 spectrum disorder (孤独症谱系障碍) emerged as highly favored and low offensive terms, particularly among autistic individuals and parents of autistic children. In contrast, the respondents generally considered Closed-off kid (闭娃), High/low function (高/低功能), Autism2 (自闭症), and Autism2 spectrum disorder (自闭症谱系障碍) less favored and more offensive. Cluster analysis identified variable attitude clusters, revealing no uniform perception across and within different identity groups.Conclusions : While different identity groups demonstrated some similarities in their perception of autism-related terms, our findings highlight the lack of a universally accepted approach to discussing Chinese autism-related terms. This research extends the discourse on autism-related terminology beyond Western contexts and highlights the social identity and cultural aspects in the translation and construction of autism-related terminologies.Community Brief Why is this an important issue?Using the right words about autism is crucial for combating stigmas, stereotypes, and biases. Knowing preferred terms helps ensure respectful and positive discussions about autism. In Chinese, there are two words for autism. One is “孤独症” [Autism1 (GDZ), Gūdúzhèng, “GuDu” means isolation/loneliness, and “Zheng” means disease/symptoms]. The other is “自闭症” [Autism2 (ZBZ), Zìbìzhèng, “ZiBi” means self-closing]. Additionally, there are terms unique to the Chinese culture, such as Closed-off kid (闭娃, Biwa) and Alien kid (星儿, Xing’er). The introduction and translation of autism terms into Chinese show cultural adaptation and how meanings are shaped. Therefore, understanding the preferences of Chinese people, especially autistic people, for autism-related terms is important. This knowledge helps advance the neurodiversity movement in China.What was the purpose of this study?To explore how Chinese people with different backgrounds talk about autism. Our goal was to learn which words they liked and disliked, and how much they knew about these words.What did the researchers do?We did an online survey from June 23 to July 29, 2023. We asked over 1,000 Chinese-speaking people. They included autistic people, parents of autistic children, autism professionals, and the general public. We asked them how they felt about different autism-related words on a scale from 1 to 7. They used the scale to tell us what they liked, disliked and knew well.What were the results of the study?Chinese people liked the words Neurodiversity (神经多样性) and Spectrum (谱系) a lot. This preference was the most obvious in autistic people and parents of autistic children. In contrast, people disliked certain words. These words included Closed-off kid, High/low function, Autism2 (ZBZ), and Autism2 (ZBZ) spectrum disorder. Even though people generally prefer certain words, differences still exist within groups based on age, gender, and cultural attitudes.What do these findings add to what was already known?This study from China joins the worldwide talk about autism language. It tells us that people may have different opinions about how to talk about autism. It reminds us that there is no single way to talk about autism that works for everyone.What are potential weaknesses in the study?We noticed three weaknesses in this study. First, we did not randomly select the participants. We also overlooked autistic people with limited cognitive abilities. Next, we only focused on specific term preferences. We are not clear why people liked or disliked certain words.How will these findings help autistic adults now or in the future?These findings can help people understand that using polite and friendly words when talking about autism is important. They can help service providers, schools, and support groups choose words that are liked and not hurtful. By using words that autistic people prefer, we can make the world a kinder and more supportive place for them, both in China and around the world.

Lien vers le texte intégral (Open Access ou abonnement)

13. Browne K, Lawson W, McGarry S, Scott M, Girdler S, Milbourn B. “Consistent Support Is Good for My Mental Health”—Exploring the Lived Experience of Autistic Mental Health. Autism in Adulthood;2026;8(3):443-456.

Background: Literature indicates that mental health of autistic individuals is substantially poorer than that of the general population. Mental illnesses, such as depression and anxiety, which contribute to high suicide rates, feature prominently in research. Few studies, however, have considered the lived experience of mental health across the lifespan, which includes the experience of positive mental health. This research investigated the lived experience of mental health of autistic adults.Method: We used reflexive thematic analysis, underpinned by a coproduction framework, to explore mental health experiences. Through coproduction with a steering group of autistic adults to inform the questions, we conducted semi-structured interviews with 20 Australian autistic adults, diagnosed in adolescence or adulthood.Results: The thematic analysis identified four main themes, including discovering autistic identity, body and mind, connections to family and community, and choice and control. Participants reported highly heterogenous life experiences, with intense experiences of mental health, both positive and negative. All participants experienced mental health challenges, and most had experienced a diagnosed mental illness. Protective factors that mitigated against mental illness included supportive environments, relationships, and positive societal attitudes.Conclusion: While some of the themes are universal, some of the subthemes, such as the significance of sensory input and adaptive morphing to hide autistic traits, do not feature in non-autistic mental health literature. These factors, which frequently interrelate, may be overlooked by mental health care providers. The findings of this research emphasize that in order to support positive mental health outcomes, there is a strong need for therapies and disability supports to be targeted and tailor-made to the individual.Community Brief Why is this an important issue?Many autistic people experience mental illness at rates much higher than the general population. This area had been overlooked for many years. While we know that rates of mental illness are very high, not much is known about the personal autistic experiences of mental health or what can support positive mental health.What was the purpose of this study?Researchers wanted to hear and understand the stories of autistic adults to learn about their experiences of mental health. We especially wanted to know what helped improve participants’ mental health.What did the researchers do?This coproduction project included two autistic researchers, including the first author, and a steering group of five autistic community members. Twenty autistic adults volunteered to take part in interviews, sharing their experiences of mental health, both positive and negative, from across their life. The researchers analyzed and organized the stories into themes.What were the results of the study?All participants had very different life and mental health experiences. Even though there were differences, similar factors or themes could be seen. The project found 4 main themes and 16 subthemes. These themes could have a positive or a negative impact on an individual depending on the personal circumstances of that individual at any given point in time. The first theme, discovering autistic identity, included the impact of autism diagnosis on identity, adaptive morphing to hide autistic traits, interests providing purpose and connection, and a passion for social justice. The second theme, body and mind, included the significance of sensory input, the importance of physical health, sleep, diet and exercise, co-occurring conditions exacerbating mental health challenges, executive functioning challenges, coping mechanisms for daily life, and the long-term impact of trauma and grief. The third theme, connections to family and community, included supportive relationships as a protective factor, parenting as a double-edged sword, and the challenges of interacting with professionals. The final theme, choice and control, included the perso alization of therapies, affordability and life choices, and disability support mechanisms.What do these findings add to what was already known?Some of the subthemes, such as the significance of sensory input and adaptive morphing to hide autistic traits, do not feature in non-autistic mental health literature. These factors may be overlooked by mental health care providers.What are potential weaknesses in the study?Participants were all Australian, with a majority being Caucasian, and even though verbal communication was not a requirement, all participants communicated by speaking for the interviews. All participants who volunteered were diagnosed as teenagers or as adults. More research is needed for groups not represented in this study.How will these findings help autistic adults now or in the future?It is hoped the findings of this research will contribute to encouraging therapists and disability service providers to ensure mental health therapies and supports are tailor-made for the individual, taking unique autistic traits into account.

Lien vers le texte intégral (Open Access ou abonnement)

14. Grahame C, Thompson AR, Freeth M. “A Wild and Inaccessible Place”: The Lived Experiences of Autistic Pregnancy and Birth. Autism in Adulthood;2026;8(3):457-467.

Background: Pregnancy is associated with a multitude of physiological and emotional changes that can be challenging for physical and mental health. Emerging pregnancy research suggests that additional challenges for autistic women exist, including heightened sensory sensitivity, barriers to communication, and overwhelming birth experiences.Methods: This study provides an in-depth investigation of autistic women’s experiences of pregnancy and birth using interpretative phenomenological analysis. Eight autistic cisgender women, seven of whom received their autism diagnosis after birthing, participated in semi-structured interviews.Results: Three group experiential themes were identified: (1) Reinterpretation of perinatal experiences after diagnosis (disconnection from reality during birth; grief for expected journey; battle with sensory experiences), (2) the ups and downs of connecting to their maternal identity (feelings of instant affection and love; sense of not belonging), and (3) seeking support: need versus reality (feeling uncared for, unsupported, and powerless; containing, consistent, warm support).Conclusion: Autistic people have similar pregnancy experiences to non-autistic people but experience additional challenges. Most participants experienced disconnection from reality during birth, leading to confusion and distress. Societal stigma and perceived judgment negatively impacted maternal identities. Heightened sensory sensitivity was common and could interfere with daily life. Consistent support was valued but rarely experienced; all participants struggled to communicate their needs to professionals and felt uncared for and misunderstood.Community Brief Why is this an important issue?Pregnancy is a time of multiple physical and emotional changes that can be challenging for many people. Autistic women have been found to experience increased stress, depression, and anxiety during pregnancy. However, autistic women are often diagnosed later and experience delayed access to support. There is limited research exploring autistic women’s experiences of pregnancy to inform future support needs.What was the purpose of this study?To explore and understand the experiences of pregnancy and birth in autistic people.What did the researchers do?The researchers advertised their qualitative study on a database and social media asking for autistic women, who were pregnant within the last 16 years. The researchers interviewed eight participants online to ask about their pregnancy and birth experiences. The researchers transcribed, analyzed the interviews, and developed themes.What were the results of the study?Autistic women reported increased sensory sensitivity, particularly smell, that negatively impacted daily life during pregnancy. Feeling disconnected from reality and confused during birth was a common experience. Participants felt communication with professionals was difficult and care was inconsistent. Stigma and expectations of motherhood led to reported feelings of inadequacy. Participants discussed examples of compassionate care. They felt that consistency in care would be important in future.What do these findings add to what was already known?Autistic women can experience disconnection or shutting down during birth, which is different to non-autistic women. This can result in a distressing and confusing birth experience. Sensory sensitivity, particularly smell, is all-consuming and leads to aversions years later. Participants struggled with self-doubt about their competence as a mother, due to fear of judgment and external pressures to conform. Participants felt misunderstood and misinformed by professionals and struggled to communicate their pain and needs.What are potential weaknesses in the study?There is potential memory bias as time since pregnancy varied from 1 to 15 years. However, mothers who gave birth up to 16 years previously were included as research shows autistic women are often diagnosed at school with their children. There is also variability within participants with several not receiving a diagnosis pre-birth.How will these findings help autistic adults now or in the future?Participants highlighted the limited provisions and awareness of autistic women’s needs in maternity health care services. Participants suggested the value in specialist autism-trained midwives as well as experts by experience in maternity health care roles. These findings show the importance of training health care professionals in autistic women’s needs during birth, as well as effective communication and use of language. This would support professionals to provide support even when pregnant women are undiagnosed, as they can recognize specific needs during birth.

Lien vers le texte intégral (Open Access ou abonnement)

15. Dabbs CR, Hutchins CH, Baird R, Scaer AJ, Kosanovich SE, Spitler-Nigh B. Unmasking Bias: Autistic Perspectives in Mental Health Training. Autism in Adulthood;2026;8(3):468-481.

Background: Due to a combination of thin-slice judgments, ableism, bias, and a focus on allistic (non-autistic) dispositional standards, autistic people may experience admission issues and retention problems in mental health professional fields at higher rates than allistic people.Method: To better understand their training and gatekeeping experiences, we interviewed 10 autistic mental health professionals and trainees from a variety of mental health professional programs (e.g., counseling psychology, clinical psychology, counseling, and social work). Utilizing reflexive thematic analysis, we generated three themes across our 11 semi-structured interview questions.Results: Our generated themes included ableism (systemic and interpersonal), personal toll (cognitive load and emotional toll), and protective factors (internal and external). Our understanding of our interrelated themes is informed by both double empathy theory and the minority stress model. Participants in our study also regularly discussed a need for better autistic mentorship.Discussion: We discuss recommendations for training program advocacy and neurodiversity-affirming practices. Based on our participant answers to strength-based and support-oriented questions, we offer suggestions for autistic mental health graduate trainees.Community Brief Why is this issue important?Research shows that autistic people are judged very harshly on their personal characteristics by non-autistic people in recorded videos and in person. Non-autistic people judge autistic people as less intelligent, less likable, less trustworthy, less attractive, and more awkward than non-autistic peers. The mental health professional fields (counseling, social work, psychology, etc.) heavily factor personal characteristics in their judgment of students’ abilities to be successful in the field. Therefore, the practice of “gatekeeping”—where people are prevented from entering the mental health fields—may impact autistic trainees more than their non-autistic classmates.What was the purpose of the study?The purpose of the study was to explore the mental health professional training experiences of autistic students and professionals who had recently graduated, including their experiences with specific training activities (like getting feedback on recorded counseling sessions) and gatekeeping.What did the researchers do?We interviewed 10 autistic trainees and professionals about their mental health professional training experiences. We asked specific questions, leaving room for general conversation around these questions. Participants were paid $50 USD for an average interview of 49 minutes. After our interviews were completed, we transcribed the audio into a text form so that we could read and analyze the interviews. We analyzed the data by grouping participant experiences into general themes.What were the results of the study?We generated three total themes from our participant interviews, with each theme consisting of two subthemes. These included experiences of ableism from individuals and systems, the emotional and cognitive toll of living as an autistic person in graduate study, and personal and external factors that provided protection. Our participants also discussed how their autistic characteristics positively impacted their work with clients. Factors such as (a) deep, focused interest in clients and psychological science and (b) extreme empathy and c) pattern recognition appeared multiple times, which participants said helped them connect to clients—especially autistic clients.What do these findings add to what was already known?Some of our results match results from research focusing on disabled psychologists. Specifically, our participants also discussed barriers to accessing accommodations, expressed similar emotional struggles to the general disabled student community, and discussed a need for improved mentorship. Unique to our study, our participants discussed a desire for their mentors to be more knowledgeable about autism, in general. Our participants also di cussed ways in which their autism provided them unique strengths in their fields, which had not yet been explored in the research.What are the potential weaknesses in the study?Our study sample was comprised of 10 individuals, which some may consider small. However, our sample was narrow, specific, and purposeful, which allowed for an informative interview and strengthens the conclusions we can draw from our data.How will these findings help autistic adults now or in the future?We hope that mental health professional training programs use the results of this study to increase the autistic-affirming practices. This change will both ease the emotional burden on autistic students and act to increase neurodiversity in the mental health fields, which directly benefits autistic clients and supervisees.

Lien vers le texte intégral (Open Access ou abonnement)

16. Meilleur A, Cusson N, Vallerand RJ, Couture M, Gilbert E, Soulières I, Bussières E-L. Association Between Passion and Optimal Functioning in Autistic Individuals: The Dualistic Model of Passion. Autism in Adulthood;2026;8(3):482-494.

Background: Autistic individuals have intense interests in which they invest a significant amount of time and energy. Intense interests (i.e., passions) and their impact on optimal functioning were investigated for the first time using the Dualistic Model of Passion (DMP). The DMP posits that harmonious (HP) and obsessive passions (OP) can predict optimal functioning (well-being, contribution to society, and performance). Whereas HP is described as a balanced and flexible form of engagement toward a topic or an activity, OP is defined as a rigid form of engagement that negatively impacts optimal functioning.Methods: Autistic individuals aged 14–33 (n = 108) participated in an online quantitative study and completed self-report measures relating to their favorite interest of the moment (i.e., HP, OP, emotions, flow, conflict, rumination, and optimal functioning). Aims were to characterize passion and to determine whether HP and OP predicted emotions, flow, conflict, rumination, and optimal functioning. Descriptive analyses (means, standard deviations, and pairwise correlations) and a path analysis model were performed to answer these aims.Results: Results revealed that participants were highly passionate for their favorite interest, showing relatively high levels of HP and OP for activities such as video games, knowledge acquisition, and creative arts. Structural equation modeling showed that, as predicted by the DMP, HP was associated with positive emotions and flow. In turn, OP was positively associated with conflict, rumination, and negative emotions. Finally, HP and OP were positively and negatively associated with optimal functioning respectively.Conclusion: Findings suggest that intense interests can be defined as passion using the DMP. The DMP offers a theoretical framework that can account for the duality of intense interest and predict psychological and functional outcomes. Learning to foster higher levels of HP for intense interests can improve well-being and promote positive psychological experiences.Community Brief Why is this an important issue?Autistic individuals have several passions that shape how they spend their time and what activities they engage in. Research and interventions in autism have historically focused on problematic aspects of passionate interests, often omitting the positive and motivational aspects of passion. Understanding the role that passion plays in their lives and how it relates to their well-being can inform clinical and research practices.What was the purpose of this study?Our goal was to study the intensity and the types of passion that autistic individuals showed for their passionate interests and how it related to their well-being. Using a well-established passion theory brought a new understanding to the field of autism research and passionate interests.What did the researchers do?We asked autistic teenagers and autistic young adults to fill out an online questionnaire about their current and most important passionate interest. They were asked to rate how passionate they felt about their interest, what emotions were associated with this interest, and how much they thought that passion conflicted with other aspects of their life. They also rated their global well-being and the quality of their relationships.What were the results of the study?We found that most autistic teenagers and young adults were highly passionate about their interest. We found evidence for high levels of both types of passion depending on the individual (obsessive and harmonious passion). Having more obsessive passion was associated with having lower well-being, and similarly more harmonious passion was related to greater well-being.What do these findings add to what was already known?We now know that passionate interests in autism can be defined as passions according to the Dualistic Model of Passion theory. Both positive and negative impacts of passionate interests can coexist in one person. Passionate interests in autism are an important part of well-being, and the type of passion is related to either greater or lower well-being.What are potential weaknesses in the study?The study used multiple-choice questionnaires designed for the general population, which may not fully capture the lived experiences of autistic participants. Also, our study does not represent the entire spectrum of autism, as we excluded participants without reading and writing language skills.How will these findings help autistic adults now or in the future?Autistic individuals can evaluate their own passionate interests to better understand how different aspects of their passion are connected to their well-being. Also, we hope our results can help redefine passionate interests and bring empowerment, documenting the positive and motivational aspects of interests in autism.

Lien vers le texte intégral (Open Access ou abonnement)

17. Øverland E, Andersen PN, Orm S, Øie MG, Skogli EW, Hauge ÅL. “I Have Tried to Fit In, but I Just Want to Be Me”: Development Toward Identity Formation in Young Autistic Adults. Autism in Adulthood;2026;8(3):495-506.

Background: Research increasingly focuses on how autistic individuals use different strategies to adapt to their social environment. Awareness about how these strategies could impact well-being is essential. In this study, we aimed to explore the developmental perspective of social strategies and identity formation from childhood to young adulthood among young autistic adults.Methods: Participants were initially recruited in 2009 when diagnosed with an autism spectrum disorder at Child and Adolescent Mental Health Services (CAMHS) centers in one region of Norway (Mage = 12 years). For this follow-up study, 14 participants agreed to take part in individual in-depth, semistructured interviews conducted ∼12 years later. We applied reflexive thematic analysis to the interview material.Results: From the analysis of the interviews, we identified one overarching theme: I have tried to fit in, but I just want to be me: Development toward agency. The overarching theme represents an ongoing process of agency, tied to three main themes. Participants reported functioning differently in social situations throughout development (Theme 1) when compared with non-autistic peers. Consequently, they reflected on helpful strategies (Theme 2) that they found beneficial in navigating the social world. Gradually, the participants developed identity formation toward acceptance of being different (Theme 3).Conclusion: This study highlights the complexity of social interaction and self-perception in autism. Participants recognized their unique ways of interacting and used various strategies to fit in. Growing older, they became more self-aware and preferred social situations that met their needs for predictability, quiet environments, and routines. Interestingly, participants did not always view autism as a core part of their identity. This suggests that autistic adults may be more satisfied in acknowledging and appreciating their differences rather than trying to fit into conform identities. Our findings highlight the need to encourage strategies that promote well-being and individuality as autistic individuals become adults.Community Brief Why is this an important issue?Autistic individuals sometimes struggle with social situations. Such struggles can impact how one views oneself. Therefore, it is important to get insight into how autistic people understand themselves based on their social experiences.What was the purpose of this study?We wanted to find out how young autistic adults experience social situations and how social experiences shape their understanding of themselves and their identity.What did the researchers do?We developed interview questions with help from the Norwegian Autism Society and through a collaboration between autistic and non-autistic researchers. Then, we individually interviewed 14 autistic adults between 21 and 29 years. We asked them about their experiences with social situations from childhood to early adulthood.What were the results?The young autistic adults described feeling different from others since childhood. This feeling lasted into early adulthood but was not necessarily negative. Even though they felt a bit different from others, our participants did not always describe autism as a central part of their identity. As they aged, they became more aware of their needs and strengths. They described routines, support from close friends and family, and creating predictable social settings as helpful.What do these findings add to what was already known?The findings from our interviews show that autistic adults may see themselves as different. Rather than trying to be “typical,” our participants accepted their differences. In early adulthood, they learned which social situations met their needs for predictability, quiet environments, and routines. This focus on finding what works best suggests that autistic adults might be happier when they accept and appreciate their differences instead of trying to fit specific labels.What are potential weaknesses in the study?We have based our findings on interviews with a small number of young autistic adults without intellectual disability who could participate in verbal interviews. All participants were diagnosed with autism in childhood and live in Norway. Most participants were men. Because we studied this specific group, our results may not apply to the broader autistic population. Still, this study can help us with a deepened understanding of and give us new ideas for research on autistic people in different situations and with varying skills.How will these findings help autistic adults now or in the future?Our findings show that feeling different can be a good thing. Even though not everyone wants to identify mainly as autistic, autistic adults may embrace their differences and feel good about themselves with others. Our findings also share helpful strategies. These include meeting friends in quiet, predictable places, having routines, and getting support from loved ones. Hearing about these strategies may help other autistic adults find their way to socialize. Our findings also offer valuable advice for those helping autistic adults. Professionals, friends, and family should be open-minded about how autistic adults prefer to socialize and support them in exploring their identity.

Lien vers le texte intégral (Open Access ou abonnement)

18. Krishnan SG, Cohn ES, Orsmond GI. The Transactional Nature of Autistic Young Adults’ Sensory and Social Experiences: Negotiating Young Adulthood. Autism in Adulthood;2026;8(3):507-517.

Background: Sensory processing differences are common in autistic individuals across the lifespan, yet little research has focused on autistic individuals’ sensory experiences during young adulthood. Young adulthood is a time when autistic young people take on new or increasing responsibility while adapting to new environments and contexts, which may present unique sensory challenges.Methods: Fourteen autistic young adults (AYAs; aged 20–26) participated in semi-structured interviews about their sensory experiences in daily life contexts and activities, including work and school, home, self-care, social, community, and leisure. We analyzed the data using thematic analysis.Results: Sensory and social experiences in AYAs were inextricably linked in a transactional, co-constituted relationship in which sensory experiences shaped social experiences and social experiences shaped sensory experiences. AYAs described ongoing processes of negotiating (i.e., balancing) their sensory and social experiences to manage the developmental tasks of young adulthood: developing autonomy, self-identity, and important relationships. These negotiations involved young adults establishing their sensory boundaries with other people, evaluating trade-offs between sensory experiences and social participation, developing sensory self-understanding through social influences such as parents or therapists or comparisons of their sensory experiences with others, and masking sensory responses because of neuronormative societal expectations that value neurotypical behavior.Conclusions: Social experiences play an integral, complex role in the sensory experiences of AYAs. The findings underscore the need to broaden understandings of sensory experiences for autistic individuals, considering both the physical environment and the social context. AYAs’ negotiations of sensory and social experiences aligned with the developmental tasks of young adulthood, highlighting the importance of understanding sensory experiences across the life course. Developing supports that empower AYAs to navigate and negotiate these social and sensory experiences and fostering social environments that are accepting of AYAs’ sensory needs are essential to promote well-being in this population.Community Brief Why is this an important issue?Autistic individuals often experience differences in sensory processing throughout their lives. For example, they may be more sensitive to some sounds, textures, smells, or lights. This can impact their quality of life and mental health. However, we know little about autistic individuals’ sensory experiences during young adulthood. Young adults can face new and unfamiliar situations and responsibilities. These may include starting college, working, and building new social relationships. It is important to learn more about autistic young adults’ sensory experiences as they adapt to these new situations.What was the purpose of this study?In this study, we wanted to understand how autistic young adults think about and manage their sensory experiences in everyday life.What did the researchers do?In this qualitative research study, we interviewed 14 autistic young adults (aged 20–26). The interviews were done online. Most young adults were in college or working. We analyzed transcripts of the interviews using thematic analysis. First, we labeled (i.e., coded) the parts of the transcribed interviews that were about sensory experiences and everyday contexts and activities (work/school, home, self-care, social, community, and leisure). Then, we realized that most text labeled “sensory experiences” was also labeled “social.” This led us to analyze the data to understand how sensory and social experiences were related. After analyzing the data, we shared the findings with two autistic young adults on our community advisory board. They gave feedback to make the findings clearer.What were the results of the study?Sensory and social experiences were related in a complex, back-and-forth way. Social experiences influenced sensory exper ences, but sensory experiences also influenced social experiences. Also, young adults described four ways they negotiated or balanced their sensory needs with their social experiences. These negotiations were about common aspects of being a young adult, such as developing autonomy, forming relationships, and understanding one’s identity.What do these findings add to what was known?This is the first study to focus on autistic young adults’ sensory experiences through their own descriptions. The findings add to what is known by highlighting that sensory and social experiences are connected and cannot be separated for autistic young adults. Also, how people manage sensory experiences might change as people develop across the life course.What are potential weaknesses in the study?The young adults in this study preferred to communicate through speaking and did not have co-occurring intellectual disability. Future research should include diverse samples so that we capture the perspectives of all autistic adults.How will these findings help autistic adults in the future?Understanding the relationship of sensory and social experiences can help improve services and supports for autistic young adults. Supports should empower young adults to manage and negotiate their sensory and social experiences. Also, it is important to promote social relationships and attitudes that accept the sensory needs of autistic individuals.

Lien vers le texte intégral (Open Access ou abonnement)

19. Niedźwiecka A, Pisula E. Autism Spectrum-Related Terms Preferred by Polish-Speaking Persons on the Autism Spectrum and Participants Without a Diagnosis of Autism Spectrum Conditions. Autism in Adulthood;2026;8(3):518-526.

Background: There is a growing recognition of the need to use community-preferred language to talk about neurodevelopmental conditions. Moreover, the neurodiversity perspective calls for an updated, nonmedicalized terminology reflecting the current approach to neurodevelopment. This study investigated the preferences regarding autism spectrum-related terms in a sample of Polish-speaking participants.Methods: We conducted an online survey involving 3309 respondents: persons with a formal diagnosis of the autism spectrum, self-diagnosed individuals, family members of persons on the autism spectrum, professionals working with persons on the autism spectrum, and other participants. We asked about the terms they found the most adequate to talk about the autism spectrum and persons on the autism spectrum.Results: We found that the term “autism spectrum” was most frequently liked in all groups. Having to choose one term, persons with a formal diagnosis of the autism spectrum chose “autism spectrum” (51.7%), whereas “autism spectrum disorder” was most frequently selected by participants in the other groups. Regarding descriptions of people, persons with a formal diagnosis of the autism spectrum most frequently indicated that they disliked the description “… is a person with autism spectrum disorder” and favored the less medicalized expression “… is on the autism spectrum.” A preference for the person-first language over the identity-first language was observed in other groups.Conclusions: The term “(person on the) autism spectrum” seems the most adequate as it is consistent with the choices of persons on the autism spectrum and the current neurodiversity perspective. Further studies involving non-English-speaking participants are necessary to ensure that the terminology preferred by the local autistic community is respected.

Lien vers le texte intégral (Open Access ou abonnement)

20. Trunk P, Choi B, Rowe ML. Surveying Autistic Mothers About Their Parenting Practices Related to Children’s Early Language Development. Autism in Adulthood;2026;8(3):527-534.

Background: There is substantial literature on neurotypical mothers’ parenting practices and beliefs. Researchers find that certain parenting practices, such as use of infant-directed speech (IDS or “motherese”) and shared book reading, promote children’s language development. However, little is known about parenting practices among autistic mothers. In this study, we examine autistic mothers’ communicative interactions and parenting practices with their infants and young children using both quantitative and qualitative approaches.Methods: Thirty-three mothers who self-identified as having autism participated in the study and completed a survey. Ten of these mothers helped to develop the survey. To further understand the mothers’ responses, we conducted one-on-one interviews with a subsample of our participants.Results: Only 44% of the autistic mothers indicated using IDS with their children—a rate that is lower than what has been reported in samples of neurotypical mothers. On the contrary, over half of mothers (58%) read to their children 10 or more times a week, and all read at least 3–4 times. Furthermore, most mothers were confident in their ability to engage in literacy activities with their children.Conclusion: Our findings show that autistic mothers interact with their children in similar and different ways than neurotypical mothers. The results enhance our understanding of various parenting behaviors among autistic mothers and challenge the prevailing notion that IDS is universal. Research that uncovers autistic parents’ parenting behaviors and views will help us support autistic mothers’ parenting styles and their children’s learning and development.Community Brief Why is this an important issue?There is substantial research on neurotypical parenting practices that support children’s early language development. For example, research shows that using infant-directed speech (IDS), or acoustically exaggerated, clear, and higher-pitched speech (also known as “motherese”), with infants promotes language learning, as does reading books frequently with young children. Research about autism tends to focus on autistic children. There is a large gap in the research when it comes to addressing the needs of autistic mothers. It is important to uncover the parenting practices, challenges, and strengths of autistic mothers so that we can identify strategies to better support their parenting styles while promoting their children’s development.What was the purpose of this study?The purpose of the current study was to survey autistic mothers about their communicative interactions and parenting practices with their infants and young children. Our goal was to better understand their strengths and challenges related to parenting and their role in promoting their children’s language development.What did the researchers do?We collaborated with a small group of autistic mothers to develop a questionnaire about parenting practices related to children’s language development. We administered the questionnaire to 33 mothers who identify as autistic. Some of the mothers (n = 17) chose to complete the survey as an interview rather than doing it online. For these mothers, we asked follow-up questions as to “why” they chose certain responses. Those responses were analyzed qualitatively.What were the results of the study?Fewer than half of the autistic mothers used motherese with their children when they were infants—a rate that is lower than neurotypical mothers. The mothers provided reasons for not using motherese that indicated they consciously chose not to use it, or it did not feel natural to do so. On the contrary, over half of the autistic mothers read to their children 10 or more times a week, and all read at least 3–4 times. Most mothers found shared book reading enjoyable and were confident in their ability to read with their children.How do these findings add to what was already known?Our findings add to our understanding of parenting behaviors among autistic mothers, for example, ch llenging the prevailing notion that motherese is universal.What are potential weaknesses in the study?We relied on the mothers’ reports of their activities with their children rather than observations, and we recruited a relatively small sample of only mothers and not fathers. We encourage future work with larger samples and broader methods.How will these findings help autistic adults now or in the future?The natural parenting approaches of autistic mothers are important to understand, as it may be more relevant for autistic children than the practices of neurotypical mothers. Autistic mothers’ lived experiences can make them particularly useful sources of information about how to successfully engage with autistic children. Through engaging autistic parents to understand their parenting practices and challenges, we can better identify ways to support autistic parents’ parenting styles and their children’s learning and development.

Lien vers le texte intégral (Open Access ou abonnement)