1. Alhusayni A, Sheppard E, Marsh L. Comparing Self-Perceptions, Meta-Perceptions, and Peer Judgments of the Academic Experience of Autistic and Non-Autistic University Students. Autism Adulthood. 2025; 7(4): 493-504.

BACKGROUND: Previous research has shown that, when presented with brief samples of behavior, non-autistic university students judge autistic peers less favorably than non-autistic peers on measures of academic experience (e.g., motivation to study, academic success, average grades). The current research aimed to determine whether these judgments accurately reflect the academic experiences of the autistic students, or represent a bias of non-autistic perceivers. We also investigated whether autistic students are aware of how they are perceived by their peers. METHODS: Nineteen autistic and 19 non-autistic students (stimulus participants) were video recorded while completing a questionnaire about their academic experience. They self-reported their level of academic success, motivation to study, happiness at university, and average grades. They also reported their meta-perceptions about the same measures. Recorded videos were presented to 30 new non-autistic students (perceivers), who were asked to judge each stimulus participants’ academic success, motivation to study, happiness at university, and grades. RESULTS: Autistic stimulus participants were rated less positively than non-autistic stimulus participants on all measures except motivation to study. Comparison with participants’ self-reports showed that perceivers’ judgments had a strong negative bias for ratings of autistic stimulus participants, but this bias was also present for non-autistic stimulus participants on some measures. Comparison of perceiver perceptions with stimulus participants’ meta-perceptions showed that neither group of participants was aware how they were perceived, and the autistic group expected to be perceived in an overly positive way. CONCLUSIONS: We replicated previous research showing autistic people are perceived less favorably by non-autistic others in relation to their academic experience. As the perceptions were not accurate, we suggest this reflects a persistent bias in the perception of autistic people. Nevertheless, over time this bias could genuinely impact academic outcomes of autistic students, if it leads to exclusion from social and peer learning opportunities. Community Brief Why is this an important issue? Recent evidence suggests that autistic university students’ academic outcomes are poorer than those of non-autistic students. Other research has shown that autistic students tend to be judged more negatively by their non-autistic peers based on brief samples of behavior, including in relation to their academic experience. Therefore, it is not clear whether these perceptions accurately reflect the reality of academic experience for autistic students, or whether they constitute a persistent bias. What was the purpose of this study? This study aimed to determine whether the less positive perceptions of autistic students’ academic experience are accurate, or whether they reflect a bias on the part of their non-autistic peers. What did the researchers do? The researchers video recorded autistic and non-autistic students while writing about their academic experience. The students reported various aspects of their experience, including their levels of academic success, motivation to study, happiness at university, and their average grades. They also reported how they thought their peers would rate them on the same measures. The video clips were then shown to a new group of non-autistic student participants, who were asked to judge them on the same measures. What were the results of the study? Autistic students were judged more negatively than non-autistic students for all judgment types, apart from motivation to study. Comparisons with the students’ own reports showed that judgments were not accurate: they substantially underestimated the academic experience of autistic students. This bias was also apparent for perceptions of non-autistic students for some measures. The autistic students expected to be perceived positively by others so apparently were unaware of the negative bias. What do these findings add to what was already known? The results suggest that the less positive perceptions do not accurately reflect the autistic individuals’ experience but instead represent a bias on the part of the perceivers. The finding highlights an important social barrier that might impact autistic student success at university insofar as these negative perceptions could lead to exclusion from opportunities to socialize and learn with peers. What are potential weaknesses in the study? Autistic and non-autistic participants in our study reported relatively positive experiences at university, including high average grades, which contrasts with previous research suggesting that autistic students may have poorer outcomes at university. This means that we do not know how the findings translate to autistic students who have poorer experience at university. Nevertheless, it is striking that even in our sample, for those who appear to be coping well at university, the less positive peer perceptions did persist. How will these findings help autistic adults now or in the future? These findings help raise awareness of the negative social judgments operating within university settings, revealing them to be rooted in bias rather than accurate. Further work is needed to identify ways of altering biased perceptions to promote inclusion in university settings. eng.

Lien vers le texte intégral (Open Access ou abonnement)

2. Ames ME, Sihoe CE, Coombs EC, Foreman S, Punt K, Singh V, Stack T, McMorris CA. Experiences of Autistic Students in Postsecondary Education: A Review of Reviews. Autism Adulthood. 2025; 7(4): 367-85.

BACKGROUND: The number of autistic students enrolling in postsecondary education is rising, accompanied by an increase in research and subsequent reviews (i.e., meta-analyses, systematic and scoping reviews) describing the experiences of autistic postsecondary students. We summarize the current state of the literature by describing the characteristics (e.g., publication year, language use), evaluating the quality, and mapping the domains and findings of reviews examining autistic postsecondary students to inform future directions of this research. METHODS: Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines for systematic reviews and meta-analyses were followed. Reviews were included if they were (1) published between January 2000 and December 2023; (2) focused on postsecondary students who had a diagnosis of autism or self-identify as autistic; and (3) focused on experiences of autistic students in postsecondary settings. Consistent with other reviews of reviews, articles were coded for quality, including publication bias. Thematic analysis was used to extract themes from reviews. RESULTS: Out of 1575 articles, 26 published reviews were included. Over half the reviews were published within the past 5 years (i.e., 2019 onward; k = 14; 54%) and were systematic or scoping reviews (k = 20; 77%), while half were conducted by researchers from the United States. The quality of systematic or scoping reviews (k = 20) was mostly acceptable; however, only three assessed publication bias and eight appraised study quality. Six themes were constructed from coded information identifying gaps, main findings, and review strengths as follows: (1) the need for methodological rigor; (2) the need for evidence-based, individualized supports; (3) the need to consider autistic students as a heterogenous population with diverse academic experiences; (4) the need to understand nonacademic factors impacting academic experiences; (5) research addressing or highlighting relevant gaps; and (6) research guided by lived experience and frameworks. CONCLUSIONS: We summarize key findings from the current literature and make relevant recommendations to move the research on autism in postsecondary forward. Community Brief Why is this an important issue? The number of autistic people attending higher education (i.e., college, university) is on the rise, and so is the number of studies on autistic student’s experiences in postsecondary settings. To promote autistic student’s success in higher education, we need to have a good understanding of the current state of the research to identify gaps in our knowledge that can help inform future directions. What was the purpose of this study?  To systematically summarize the current existing research to determine where there are gaps in knowledge and what future research should focus on. Specifically, this is a review of systematic reviews (i.e., systematic summaries of scientific studies) examining the experiences of autistic postsecondary students. What did the researchers do?  The researchers conducted a search for all review articles on the postsecondary experiences of autistic students since 2000, evaluated the quality of the research, and summarized key themes that arose from these reviews.  What were the results of the study?  We included 26 reviews in our analyses. Most reviews were conducted within the past 5 years and focused on the challenges and needs of autistic students in postsecondary schools, the availability or effectiveness of supports for these students, and the transition period into postsecondary. Our results suggest that there are few evidence-based approaches to meet the unique support needs of autistic students. The highly varied experiences of autistic people require further research to inform wrap-around, effective, individualized supports that emphasize both academic and nonacademic aspects, and promote validating and safe environments to support autistic students’ success. What do these findings add to what was already known?  To our knowledge, this is the first review of reviews on autistic students’ experiences in higher education. This article revealed that most systematic reviews on this topic do not examine gray (i.e., unpublished) literature, nor do many evaluate the quality of primary research. Furthermore, most existing reviews continue to be conducted in Western countries, use identity-first language (i.e., students with autism), and do not include autistic voices in their methodology. These gaps suggest that future reviews need to (1) better account for unpublished research, (2) critically evaluate the quality of the primary literature, (3) be also conducted by researchers outside of Western countries, (4) use person-first language that is preferred by the autistic community (i.e., autistic students), and (5) empower autistic people by involving them in the development of these reviews. How will these findings help autistic adults now or in the future?  Our findings point to specific ways to strengthen the research being conducted in this field to encourage the inclusion of autistic voice and researchers, promote validating and safe campuses, and conduct research that reduces inequities faced by autistic students. eng.

Lien vers le texte intégral (Open Access ou abonnement)

3. Bağci HH, Aksungur A, Öztürk Emiral G, Şimşek E. Evaluation of teachers’ knowledge and awareness about autism spectrum disorder. Turk J Med Sci. 2025; 55(4): 982-91.

BACKGROUND/AIM: Teachers play an essential role in the early identification of autism spectrum disorder (ASD) and associated difficulties in children. Increasing teachers’ knowledge of ASD can be helpful in identifying these children and making the necessary referrals. This study aimed to assess teachers’ knowledge and awareness of ASD and the factors affecting them. MATERIALS AND METHODS: This is a cross-sectional study conducted among school counsellors. A total of 171 school counsellors were contacted; school visits were arranged by prior appointment, and the purpose of the study was explained. Data were collected using a questionnaire prepared by the researchers and the autism awareness scale (AAS). RESULTS: Most teachers had heard of the concept of ASD, but the concept of shadow teaching was less familiar. Women and those with lower perceived income levels had statistically significantly higher scores on the ASD awareness scale. Participants who had received ASD-related training or had individuals diagnosed with ASD in their environment had higher ASD scores. Women had statistically significantly higher scores than men in the subdimensions of « causes of autism », « friendship relationships in autism », and « basic elements in the intervention process in autism ». CONCLUSION: This study shows that sex and previous contact with individuals diagnosed with ASD may contribute to intervention processes beyond autism identification. In particular, teachers need to be aware of early identification and referral to intervention programs in schools with pupils diagnosed with ASD. Teachers are likely to come into contact with individuals diagnosed with ASD in a variety of settings. It is, therefore, vital that they have sufficient knowledge and awareness of autism to be able to interact effectively with individuals diagnosed with ASD.

Lien vers le texte intégral (Open Access ou abonnement)

4. Baker-Ericzén MJ, Schuck R, Herrera J, Gutierrez Miller I, MacDonald-Caldwell R. Piloting the College SUCCESS Curriculum on Campus: A Program to Enhance Executive Functioning and Social Cognitive Skills in Autistic College Students. Autism Adulthood. 2025; 7(4): 517-34.

Autistic college students report that they experience difficulties in executive functioning (EF) and social interactions, which can impact their academic success and postcollege outcomes. Few programs exist that focus on both cognitive and social strategies, especially those developed with autistic partners. This study presents a community pilot of a curriculum designed to fill this gap: College SUCCESS. Autistic college students (N = 21) enrolled in College SUCCESS at their university/college through disability services. College SUCCESS is a 26-week group-based curriculum that autistic partners codeveloped; the first half focuses on EF, and the second half focuses on social cognition and communication, all within the context of succeeding at college. Thirteen students completed the curriculum. Students filled out questionnaires and completed task-based assessments before and after the program. Parents and group instructors also filled out questionnaires. Several areas of self-reported EF showed significant improvements from pre- to post-SUCCESS. Self-reported social communication and motivation also increased after the program. Students additionally demonstrated significant changes in social interaction in the context of role-play scenarios. Overall, students and their parents rated the program highly and commented that it had a positive impact. College SUCCESS represents one of the first programs for autistic college students that targets both cognitive and social cognitive skills and community partners codeveloped it. The curriculum could lead to better postsecondary and employment outcomes for autistic individuals. Researchers need more studies, particularly with larger samples, to understand how the College SUCCESS curriculum impacts autistic college students’ long-term functioning and life outcomes. Community Brief Why was this program developed? Many autistic adults are interested in attending college and obtaining a degree. Research shows that obtaining a college degree can lead to more employment opportunities. Unfortunately, many autistic college students experience challenges in college related to executive functioning and social interactions that can make it hard for them to feel successful in college. What does the program do? The autistic community and allies (autistic adults, parents/caregivers, educators, providers, and administrators) developed a curriculum, College SUCCESS (stands for Supported, Comprehensive Cognitive Enhancement, and Social Skills), and tested it to see if it works. College SUCCESS teaches autistic students information about how to use their thinking skills and social skills to do well in their college classes and to build social relationships at school. How did the researchers evaluate the new program? The researchers collaborated with the autistic/autism community to create the College SUCCESS program and delivered it at four college campuses. The researchers gathered information from autistic students, their parents/caregivers, and the teachers to understand if the new program was helpful. Researchers measured whether the program was helpful to students by collecting information from questionnaires and by rating performed skills. Students and caregivers also gave their opinions about whether they liked the program and named specific things they liked and areas that need improvement. What were the early findings? The study showed that the College SUCCESS program helped autistic college students. Students reported improvements in both their thinking and social abilities after participating in College SUCCESS. Students and others also reported liking the program. Students shared examples of how the program helped them in their lives at school and other places. Parents shared examples of changes they saw in their college students. What do these findings add to what was already known? The study provided information about this new program, designed specifically for autistic college students, to help them with thinking and social skills and showed that this program can be helpful. It also showed that colleges can offer it to students and provided information that colleges could use if they would like to offer a course similar to College SUCCESS. What were the weaknesses of this project? This study gathered information from some autistic students and needs to gather information from many more in the future to know if the program works for most autistic students. Students who did not complete the program shared that they stopped participating in the College SUCCESS because they did not have time since the class did not provide units for graduation. In the future, the College SUCCESS program should be offered as a college class and not just a group at disability services. What are the next steps? Future research should test College SUCCESS with more autistic students and compare it with other types of supports to understand if it helps autistic students. Students should be involved in deciding the types of meaningful outcomes so that research is measuring person-centered types of goals. How will this work help autistic adults now or in the future? The College SUCCESS program taught executive functioning and social skills that appeared to be relevant and important to autistic students to use while at college. These skills are often considered valuable soft skills to use throughout life. Using input from the autistic community to develop and research the program provides a better fit to autistic students’ needs. eng.

Lien vers le texte intégral (Open Access ou abonnement)

5. Banker SM, Schafer M, Barkley S, Trayvick J, Chen A, Peters AW, Thinakaran AA, Gu X, Foss-Feig JH, Schiller D. Neural tracking of social navigation in autism spectrum disorder. Biol Psychiatry. 2025.

BACKGROUND: As we navigate changing social landscapes, maintaining maps of interpersonal dynamics can help guide our choices. Autism spectrum disorder (ASD) is associated with social challenges that may affect the accumulation or application of social information. However, little is known about social cognitive mapping in autistic adults. METHODS: Herein, we investigate differences in social navigation amongst 122 adults with ASD, typical development (TD), and misophonia (included as a clinical comparison group) using a social interaction task during fMRI. RESULTS: Compared to other groups, adults with ASD behaved socially distant from task characters. Nevertheless, the groups displayed comparable neural tracking of social distances in regions previously identified in non-clinical samples (1-3), including the posterior cingulate cortex (PCC), as well as the parahippocampal place area (PPA), where tracking uniquely related to cross-diagnostic social avoidance symptoms. In contrast, the ASD group displayed distinctive hypoactivity in the temporal pole (TP) during social decisions, associated with smaller real-world social networks and reduced insight into their external symptoms. Additionally, while the TD and misophonia groups displayed functional decoupling between the TP and PCC during social decisions, this was not detected in ASD. CONCLUSIONS: Adults with ASD displayed distinct behaviors and neural activity during deliberation in social interactions. Yet, brain systems supporting social mapping appear preserved across groups, consistent with prior findings, now extended to a clinically diverse sample. These results highlight both shared and ASD-specific neural mechanisms of social navigation, offering insight into potential neural differences in how social evidence guides choices in ASD.

Lien vers le texte intégral (Open Access ou abonnement)

6. Blaskowitz MG, Pustorino-Clevenger AM, Killion M, Shirlow C. Are Universities Ready to Support Autistic Students? A Call to Increase Coordinated Campus Efforts. Autism Adulthood. 2025; 7(4): 353-66.

Over the past decade, universities have seen an increase in autistic student enrollment; however, many of these universities are not supporting autistic students to have a quality college experience. Although more autistic young adults are pursuing college, many do not persist to graduation due to a lack of individualized accommodations, siloed provision of support from universities, and overall hesitancy among faculty, staff, and administration to include autistic students in all campus spaces. In addition, autistic students struggle to build self-advocacy, self-determination, and functional life skills upon transition from high school. This Perspectives article was written by a team of inclusive postsecondary education professionals who have seen firsthand the challenges that autistic students experience in college. These authors advocate for increased coordination and collaboration among university units to promote greater inclusion and targeted support for autistic students on their campuses. These recommendations include employing a student-centered approach to understanding and supporting autistic students, training faculty on autism and Universal Design Learning practices, and intentionally embedding opportunities for autistic students to enhance their social-emotional learning and on-campus relationships. Our direct experiences in trialing these systems of support have cultivated more accepting and positive environments for autistic students. Neurodivergent students deserve the same access and opportunity to seek higher education as their neurotypical peers. This article presents actionable steps for how this can happen on college campuses. Community Brief Why is this topic important? More autistic young adults are pursuing postsecondary education at colleges and universities across the U.S. than ever before. It is imperative that campuses, faculty, and staff equip themselves with proper supports and resources to offer neurodivergent students a quality postsecondary experience. What is the purpose of this article? This article recommends coordinated university approaches across academic units to give autistic students greater opportunities to succeed in college. What personal or professional perspectives do the authors bring to this topic? The authors direct two inclusive postsecondary education (IPSE) initiatives at two universities affiliated with the Pennsylvania Inclusive Higher Education Consortium. These IPSE initiatives provide a full range of academic, social, and residential support to autistic students as they pursue certificates or bachelor’s degrees. Collectively, the authors possess a combined background of over 40 years of experience as either practicing occupational therapists or educators. Their backgrounds supporting individuals with intellectual and developmental disabilities have been honed in state organizations, not-for-profit agencies and clinical settings, and U.S. university systems. The authors also have personal experiences supporting individuals with autism as family members who have observed challenges in educational systems firsthand. What is already known about this topic? Previous studies have found that while more autistic individuals are pursuing college, many universities do not have appropriate and coordinated resources or best practices to support these students and their specific needs. What do the authors recommend? The authors recommend the following campus-wide initiatives in support of autistic students attending institutions of higher education: •First, the authors recommend that institutions of higher education implement student-centered planning to hold space for autistic students and identify individualized supports and accommodations needed for a successful college experience.•Second, the authors recommend that faculty work to foster inclusive practices on campus by engaging in autism and Universal Design Learning (UDL) training so that they can be responsive to students’ accommodations and provide full access to academic learning.•Lastly, the authors recommend that colleges and universities embed social–emotional learning supports and opportunities for autistic students to build healthy relationships and social capital on their campuses. How will these recommendations help neurodivergent people now and in the future? With this Perspectives Paper, the authors hope to reach university faculty, staff, and administrators and inspire them to divert necessary funding and resources to foster more coordinated support for autistic students. This enhanced university-level coordination can create a more supportive and inclusive postsecondary experience for autistic students that should lead to greater retention and degree completion of this population. eng.

Lien vers le texte intégral (Open Access ou abonnement)

7. Clarke L, Hodge DA, Walls SC, Santiago C. Caring for Patients with Intellectual or Developmental Disabilities – A Curriculum for Residents. N Engl J Med. 2025; 393(10): 937-9.

Lien vers le texte intégral (Open Access ou abonnement)

8. Cosand L, Mayman H, Downs J, Abler V. Real-world benefits and tolerability of trofinetide for the treatment of Rett syndrome: The LOTUS study. Dev Med Child Neurol. 2025.

AIM: To describe the real-world effects of trofinetide in individuals with Rett syndrome (RTT) using the 18-month follow-up analysis of the LOTUS study. METHOD: Caregivers of any patients who were prescribed trofinetide under routine clinical care were eligible to participate. Assessments included the Behavioral Improvement Questionnaire (BIQ), the Quality of Life Inventory-Disability (QI-Disability) questionnaire, the Gastrointestinal Health Questionnaire, and safety monitoring. Data are reported to 12 months since the initiation of trofinetide. RESULTS: Overall, 227 caregivers participated in this follow-up. The median trofinetide dose at week 1 was 36.0% of the target dose and increased to over 80% by week 10 onwards; 55.2% of patients took the full trofinetide recommended daily dose. Caregivers (71%-90%) reported behavioral improvements across months 1 to 12 with the BIQ, including non-verbal communication (48%-71%), alertness (44%-70%), and social interaction and connectedness (33%-58%). The median QI-Disability total score change from baseline ranged from 4.7 to 4.6 in months 1 to 12. The incidence of diarrhea varied from weeks 1 to 12 (23%-50%) and months 4 to 12 (26%-38%); most reports of diarrhea were contained inside the patient’s diaper. Safety reports were consistent with previous trofinetide clinical trials. INTERPRETATION: Results from the LOTUS study show improvements in the symptoms of RTT, with early insights into managing gastrointestinal symptoms in the context of real-world patient care.

Lien vers le texte intégral (Open Access ou abonnement)

9. Donahue MM, Robson E, Marron AM, Fernandez EJ, Hill M, Mably AJ, Trimper JB, Brager DH, Colgin LL. CA2 neurons show abnormal responses to social stimuli in a rat model of Fragile X syndrome. bioRxiv. 2025.

Fragile X Syndrome (FXS) is a neurodevelopmental disorder that is highly comorbid with autism spectrum disorders and can cause abnormal social behaviors. The CA2 subregion of the hippocampus is essential for social memory processing and social recognition. A social interaction induces changes in CA2 neuronal firing; however, it is unknown whether these changes are impaired in FXS models. Here, we examined CA2 activity in a rat model of Fragile X Syndrome ( Fmr1 knockout rats). In Fmr1 knockout rats, we observed impaired CA2 cell responses to social stimuli, despite similar social behaviors. Further, in CA2 of Fmr1 knockout rats, we found reduced expression of oxytocin receptors and impaired whole cell responses to oxytocin. Together, these results raise the possibility that abnormal CA2 activity contributes to impaired social behavior in FXS and may suggest novel treatment targets for FXS patients. SIGNIFICANCE STATEMENT: Fragile X Syndrome (FXS) is a neurodevelopmental disorder that can result in abnormal social behaviors, including social avoidance. Activity in the CA2 subregion of the hippocampus is believed to support social recognition and social cognition. Yet, the extent to which the CA2 subregion of the hippocampus is affected by FXS is poorly understood. In this study, we identified specific impairments in CA2 neuronal responses to social stimuli in a rat model of FXS. Further, we provide evidence suggesting that CA2 responses to oxytocin, a neuropeptide released during social interactions, are abnormal in FXS.

Lien vers le texte intégral (Open Access ou abonnement)

10. Dougnon G, Rummel L, Matsui H. Mutation of ube3a causes developmental abnormalities and autism-like molecular and behavioral alterations in zebrafish. Brain Res Bull. 2025; 231: 111542.

Mutations in the UBE3A gene are responsible for neurodevelopmental disorders (NDDs), including Angelman syndrome (AS), which is characterized by developmental delays, impaired motor coordination, and cognitive disabilities. In recent years, UBE3A mutations have also been linked to autism spectrum disorders (ASD), due to their significant role in synaptic plasticity and cognitive function. Although substantial research has utilized mammalian models, the zebrafish (Danio rerio) provides unique opportunities to investigate gene functions owing to their transparent embryos, rapid development, and suitability for large-scale genetic and behavioral studies. In this study, we characterized a zebrafish model harboring a point mutation (T > A) in exon 3 of the zebrafish ube3a gene, which induces a stop codon resulting in a truncated protein. We performed comprehensive developmental, behavioral, and molecular analyses to investigate the impact of Ube3a dysfunction at both larval and adult stages. We observed alterations in embryonic development, significant locomotor deficits, including stereotypic movements, and reduced social preference and aggressiveness. Furthermore, RNA sequencing analysis of both larvae and adults revealed dysregulation in chromatin, nucleosome, protein-DNA, and primary cilia-related genes. Our findings provide a functional characterization of the ube3a mutation in zebrafish at both larval and adult stages. This zebrafish model offers new insights into the roles of UBE3A in neurodevelopment and behavior, expanding our understanding of its dysfunction in NDDs.

Lien vers le texte intégral (Open Access ou abonnement)

11. Fakhruddin KS, Kamal I, Maglaperidze T, Marya A, Samaranayake L, Porntaveetus T. Autism and the Oral Microbiome: A Systematic Review of Host-microbial Interactions and Diversity. Int Dent J. 2025; 75(6): 100957.

BACKGROUND: Emerging evidence suggests a link between the oral microbiome and autism spectrum disorder (ASD), a neurodevelopmental condition characterised by social and behavioural impairments. The vast microbial reservoirs in the gut complement those of the oral cavity, suggesting a potential oral-gut-brain axis that may influence ASD and perhaps other neurological diseases, such as Parkinson’s syndrome and Alzheimer’s disease. For the first time, this systematic review synthesises the current knowledge of oral microbiome composition, diversity, and functionality in ASD and its potential diagnostic and therapeutic implications. METHODS: A comprehensive literature search was conducted using Medline (PubMed), Embase, Scopus, and Google Scholar for peer-reviewed case-control and cross-sectional studies published between January 2000 and January 2025. Study quality was assessed using the Newcastle-Ottawa scale. RESULTS: Nine studies (n = 8533; 2536 ASD and 5937 controls) met the inclusion criteria. The overall findings on microbial diversity were inconsistent; some studies reported alterations in ASD, while others found no significant differences. Functional profiling revealed enrichment of pathways involved in dopamine and GABA degradation, as well as disruptions in lysine metabolism, suggesting possible links to neurotransmitter imbalances in ASD. Although external factors such as selective eating, oral hygiene, and cognitive function were proposed to influence microbial profiles, statistical evidence supporting these associations was lacking. Moreover, no consistent link was found between oral microbiota features and core ASD symptoms like repetitive behaviours or communication deficits. CONCLUSION: This review highlights subtle yet potentially significant alterations in the oral microbiome of individuals with ASD, particularly in metabolic pathways that affect neurotransmitters. While direct associations with clinical symptoms remain unsubstantiated, the findings emphasise the importance of future multi-omics and longitudinal studies to clarify the oral microbiome’s role in ASD pathophysiology and to explore its potential in personalised therapeutic strategies.

Lien vers le texte intégral (Open Access ou abonnement)

12. Fantegrossi WE, Shaw HE, Fagot SA, Thomas K, Kaur H. Effects of psychostimulants on locomotor activity in the BTBR T(+) Itpr3(tf)/J mouse: implications for comorbid autism spectrum disorder and attention deficit hyperactivity disorder. Psychopharmacology (Berl). 2025.

RATIONALE: People with autism spectrum disorder (ASD) often have psychiatric comorbidities, with attention deficit hyperactivity disorder (ADHD) being the most common. Psychostimulants used as ADHD treatments are less effective in these dual diagnosis individuals, with lower rates of symptom improvement and a higher incidence of adverse drug effects. The mutant BTBR T(+) Itpr3(tf)/J mouse (BTBR) may serve as a model for comorbid ADHD and ASD, however, few studies have assessed the effects of psychostimulants in these animals. OBJECTIVES: We determined dose-effect curves for locomotor effects of 10 different psychostimulants in adult male BTBR and C57Bl/6 N (C57) mice, including amphetamine and other monoamine releasers, methylphenidate and other reuptake inhibitors, as well as some drugs with a mixed profile of monoamine release and reuptake inhibition. METHODS: Mice were surgically implanted with radiotelemetry probes which measured locomotor activity within the home cage. RESULTS: A robust strain difference was typically observed at large doses, wherein C57 mice entered motor stereotypy while BTBRs did not. This resistance to stereotypy in BTBR mice resulted in dramatically increased locomotor stimulant effects across drugs. CONCLUSIONS: Because resistance to locomotor stereotypy in BTBRs was observed among psychostimulants with distinct mechanisms of action and selectivities for monoamine transporters, it is likely that pervasive neurobiological and/or metabolic differences in BTBR mice mediate this effect. Further studies to determine the mechanisms underlying the exaggerated locomotor responses to psychostimulants in BTBR mice are needed. Results of these studies may guide drug development efforts toward identifying more effective and better-tolerated medications for comorbid ASD with ADHD.

Lien vers le texte intégral (Open Access ou abonnement)

13. Fisher CA, Grace N, Tsang E, Lewis J, Pieters J. Neuropsychology Strengths-Based Approach for the Assessment of Autism in Adults: Qualitative Thematic Analysis of Clients’ Experiences of the Diagnosis and Feedback Process. J Autism Dev Disord. 2025.

Investigate the utility of a neuropsychological strengths-based approach to the assessment of Autism in adults; to determine the acceptability of the approach and feedback provided to clients; and gather information about improving the assessment process for future clients. The approach was grounded in a neurodiversity-positive framework, providing diagnosis-affirming care. Participants were inpatient clients of the neuropsychology service of a private adult, mental health treatment service. A structured, qualitative, interview framework and thematic analysis was employed, with questions focused on clients’ experience of the assessment process, recommendations for improvements and utility of the feedback provided. Ten adult clients with Autism participated (83% participation rate). All participants described having a positive experience with the assessment, from the information pre-assessment, to the assessment tasks, and the clinicians’ approach. Several hampering or challenging factors were also reported, including sensory challenges and mental fatigue. Most found the feedback process a positive experience. Suggestions for improving the feedback included simplification and individualisation of the information provided, and ensuring access to multiple and extended feedback sessions. Some clients conceptualised the assessment as part of their Autism identification journey and some found the concept of neurodiversity helpful. Strengths-based neuropsychology assessments, grounded in a neurodiversity-positive framework, were acceptable for adult inpatient participants recently diagnosed with Autism. All reported positive sentiments about the assessment, in addition to helpful adjustments to improve the process. Gaps were identified in opportunities to access Autism specific support following diagnosis. A number of recommendations are provided to assist neuropsychologists conducting Autism assessments for adults.

Lien vers le texte intégral (Open Access ou abonnement)

14. Hagan AT, Xu L, Kou J, Hu Y, Klugah-Brown B, Li J, Bore MC, Becker B, Kendrick KM, Jiang X. Oxytocin modulation of resting-state functional connectivity network topology in individuals with higher autistic traits. Psychoradiology. 2025; 5: kkaf021.

BACKGROUND: Altered connectivity patterns in socio-emotional brain networks are characteristic of individuals with autism spectrum disorder. Despite recent research on intranasal oxytocin’s modulation effects of network topology in autism, its specific effects on the functional connectivity network topology remain underexplored. METHODS: To address this gap, we conducted an exploratory data-driven study employing a dimensional approach using data from a large cohort of 250 neurotypical adult male subjects with either high or low autistic traits and who had administered 24 IU of intranasal oxytocin or placebo in a randomized, controlled, double-blind design. Resting-state functional connectivity data were analyzed using network-based statistical methods and graph theoretical approaches. RESULTS: The findings from treatment × autistic trait group interactions revealed significantly different effects of oxytocin in local (cluster coefficient, efficiency, nodal path length, degree and betweenness centrality) but not global graph metrics in individuals with higher autistic traits compared to those with lower ones, across multiple brain regions. Changes across multiple measures were found in the motor, auditory/language, visual, default mode and socio-emotional processing networks, all of which are influenced in autism spectrum disorder. CONCLUSION: Overall, findings from this dimensional approach demonstrate that oxytocin particularly targets widespread enhancement of local but not global neural network processing parameters in neurotypical individuals with higher autistic traits. This suggests that intranasal oxytocin may represent a therapeutic option for social, emotional and sensorimotor symptoms in individuals with autism spectrum disorder by modulating local integration within brain regions involved in their regulation.

Lien vers le texte intégral (Open Access ou abonnement)

15. Hodges-Fulton MR, Monahan J. Understanding Autistic Identity Disclosure in Higher Education. Autism Adulthood. 2025; 7(4): 421-34.

BACKGROUND: As autistic students enter postsecondary education, they must decide if and when to disclose their autistic identities. The existing literature on this topic either focuses on students with disabilities more broadly or is not the exclusive focus of the study. Given the need to disclose in order to receive accommodations and the inherent risk involved in disclosing a marginalized identity, it is imperative to understand what factors lead to an autistic college student’s willingness to disclose. METHODS: After an extensive literature review on disclosure, we created a survey to better understand autistic college students’ disclosure thoughts and behaviors. Researchers developed the survey and obtained feedback on item clarity and importance from autistic college students. We distributed the survey through national networks, resulting in a sample of 123. We analyzed the data using descriptive statistics, ordinal logistic regression, and Mann-Whitney U tests. We analyzed open-ended data using an inductive thematic approach. RESULTS: The sample was diverse in gender and sexuality, and the majority had co-occurring mental health conditions. Being autistic was an important part of the student’s identity, but they expressed worries about negative perceptions or impacts from disclosure. Most students wished they could disclose without consequences. Willingness to disclose to a professor at the beginning of the semester was predicted by how safe a student felt it would be to disclose at their university and the necessity of accommodations. Cisgender, heterosexual students, and white students were more likely to disclose than LGBTQIA+ students and students of color, respectively. In open-ended responses, students discussed concerns about disclosure and when they feel safe to disclose. CONCLUSION: We provide questions for students to consider when contemplating disclosure and recommendations for higher education professionals and future research. Community Brief Why is this an important issue? Disclosure of autistic identity (a person sharing that they are autistic) is something that every autistic person must navigate, including autistic college students. Students may feel pressure to disclose in order to receive accommodations. By better understanding when and why autistic college students disclose their identity, professors and staff in higher education can better understand the needs of autistic college students. What was the purpose of this study? The purpose of this study is to understand when and why autistic college students disclose their identity to professors, peers, and disability support staff. We investigated how previous experiences or beliefs influence a student’s willingness to disclose. What did the researchers do? We created a survey that was completed by 123 autistic college students in the United States. This survey asked multiple-choice questions about a student’s identity, previous experiences, beliefs about disclosure, and disclosure behaviors. Then, we performed statistical analyses on these data including determining which factors increase a student’s willingness to disclose. What were the results of the study? We found that there are two things that predict whether a student will disclose to their professors at the beginning of the semester: whether they feel like the culture of their school makes it safe to disclose, and whether they feel that accommodations are necessary for them. Our sample was very diverse in terms of gender and sexuality. The students surveyed often experience mental health challenges and chronic illness. Generally, these students wish they could disclose but fear negative consequences, such as being treated differently or being thought of as less capable. Cisgender, heterosexual students, and white students are more likely to disclose than LGBTQIA+ students and students of color, respectively. What do these findings add to what was already known? This is the first known study to collect numerical data about disclosure. By collecting these data, we were able to analyze what things predict a student’s willingness to disclose and understand the rates of disclosure among autistic college students. What are potential weaknesses in the study? Our sample size was relatively small. Our sample does not accurately represent the racial demographics of U.S. college students and does not include college students outside of the United States. White students are overrepresented, while Black and Latine students are underrepresented. In addition, responses only came from 14 U.S. states and were mostly from Delaware and California. How will these findings help autistic adults now or in the future? Our article includes recommendations for those who work with autistic college students and gives them data to understand autistic disclosure in the college setting. These recommendations include not always requiring medical documentation when approving accommodations, educating the university community while focusing on autistic voices, encouraging faculty and staff to learn about inclusive teaching practices such as Universal Design for Learning, being up to date on LGBTQIA+ resources and terminology, and taking into account comorbid conditions when approving accommodations. eng.

Lien vers le texte intégral (Open Access ou abonnement)

16. Kim Y, Schneider DW, Keehn B. An Investigation of Attentional Networks, the Locus Coeruleus – Norepinephrine System, and Autism and ADHD Traits. J Atten Disord. 2025: 10870547251365031.

PURPOSE: Attention is proposed to consist of three discrete neurofunctional networks, though evidence suggests that two of these – the alerting and cognitive control networks – are interdependent. The neural mechanism(s) underlying this interdependence have not been identified; however, the locus coeruleus – norepinephrine (LC-NE) system may provide a potential explanation for this interaction. Further, both alerting-cognitive control interdependence and LC-NE activity may be altered in autistic individuals, and thus may provide a unique window into the relationship between the LC-NE system and network interdependence. The objective of the current study was to utilize electrophysiological and pupillary indices of LC-NE activity to examine the associations between attentional network interdependence, LC-NE activity, and autism and ADHD traits. METHODS: A total of 77 neurotypical undergraduate students completed two tasks: (1) a resting eye-tracking task to measure pupil diameter (tonic LC activity), and (2) a cued-flanker task to measure cue-related pupil diameter response (cue PDR; phasic LC activity) and attentional network interdependence using behavioral, electrophysiological, and pupillometric indices. Autistic and ADHD traits were measured by self-reported questionnaires. RESULTS: Consistent with prior reports, our behavioral and electrophysiological results support network interdependence. Phasic LC activity was positively related to alerting-cognitive control interdependence. Finally, the tonic and phasic LC-NE indices were linked to distinct ADHD subscales but not to autistic traits. CONCLUSION: These findings expand our understanding of neurofunctional mechanism associated with alerting-cognitive control interdependence and demonstrate that LC-NE activation may be associated with ADHD rather than with autistic traits.

Lien vers le texte intégral (Open Access ou abonnement)

17. Lee S, Quinn S, Jiang Y. The Use of Pictorial or Graphic Representation in Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis. J Autism Dev Disord. 2025.

This meta-analysis examines the effectiveness of pictorial and graphic representations (PGR) in enhancing reading comprehension among K-12 students with autism spectrum disorder (ASD). Through synthesizing findings from five single-case experimental design studies, the analysis explores how different modalities, age groups, instructional contexts, and task types influence comprehension outcomes. Results indicate that interventions utilizing PGR show moderate-to-strong positive effects overall (Tau-U = 0.85), which means they significantly improve reading comprehension in students with ASD. However, variability was observed across modalities, with technology-based interventions demonstrating strong but varied effectiveness, and paper-based interventions exhibiting more consistent outcomes.The findings highlight the importance of carefully selecting appropriate visual supports and comprehension measures tailored to students’ cognitive profiles and instructional needs. Future research should expand sample sizes, explore group instructional settings, and further investigate the relative effectiveness of various visual modalities to optimize educational strategies for enhancing reading comprehension in students with ASD.

Lien vers le texte intégral (Open Access ou abonnement)

18. Mercier A, Paquette B, Schwebel DC, Guest KC, O’Kelley SE, Morgan CH. Lessons learned from mothers: Parenting perspectives for preventing pediatric unintentional injuries related to autism. Clin Pract Pediatr Psychol. 2025.

OBJECTIVE: Autistic children have higher unintentional injury risk than typically developing children, but little is known about how parents struggle and succeed in keeping their autistic children safe from injury. Qualitative methods evaluated the concerns of unintentional injury prevention experienced by mothers of autistic children and the impact of these strategies on maternal quality of life. METHODS: Fifteen mothers (M (age) = 37.80 years) of autistic children participated in a semi-structured interview addressing child characteristics, injury concerns and experiences, and injury prevention strategies and resources. Interviews were transcribed and coded in NVivo following a systematic, inductive approach. RESULTS: Mothers of autistic children have significant concerns regarding child injury prevention, leading to increased feelings of parental responsibility and need for constant supervision of their autistic child. The sustainability of safety strategies that encompass supervision, such as proximity and control, were concerning to mothers. The dominant role of supervision leads to reports of exhaustion and increased cognitive load. Despite this, the mothers reported these efforts were necessary to prevent injury in their child. CONCLUSIONS: By evaluating the lived experiences of mothers with autistic children, this study identified maternal responsibility and supervision as the most critical and most demanding aspects of child injury prevention. Clinicians working with families who have autistic children should consider encouraging parents to proactively develop effective and practical safety interventions to reduce child injury risk as well as reducing caregiver stress.

Lien vers le texte intégral (Open Access ou abonnement)

19. Nachman BR, Coombs E, Cox BE, Johnson J, Muhammad B, Peña E, Vincent J. An Expert Discussion on Autism in Postsecondary Education and the « Empowering Engines » Who Do Good. Autism Adulthood. 2025; 7(4): 333-40.

Lien vers le texte intégral (Open Access ou abonnement)

20. Neilson S, O’Kelly J, Doyle JK, Kenny N, O’Neill C, Butler S, McDonald J. « …Fallen through the cracks… »: A Co-Produced Qualitative Exploration of Autistic Student Experiences at an Irish Higher Education Institution. Autism Adulthood. 2025; 7(4): 505-16.

BACKGROUND: This co-produced study explores the experiences of autistic students regarding their transition to and enrollment at an Irish Higher Education Institution (HEI). Autistic students’ experiences of belonging, acceptance, and support were explored, and the study was collaboratively conducted by autistic and non-autistic researchers at all stages of the research. METHODS: A sample of autistic student participants (n = 14) took part in either flexible semi-structured interviews (n = 12) or text-based responses to the interview framework (n = 2). Interviews were conducted flexibly in accordance with participant preferences and communication needs. Data were analyzed using reflexive thematic analysis. RESULTS: The findings of this study reveal diverse experiences across the participants in higher education, emphasizing the need for inclusive approaches recognizing autistic neurology and differences to support belonging and acceptance in university. The transition experiences for some participants were challenging, with a lack of personalized and flexible support leading to anxiety and a lack of predictability. Participants also identified barriers while navigating college life, including hostile learning environments, a lack of understanding regarding autistic neurology among university staff and peers, inconsistent and inflexible pedagogical approaches used by academic staff, and stringent requirements to access disability support services. These barriers often led to students being unable to access support or choosing not to disclose their autistic status. Participants also found socializing and developing relationships with non-autistic peers challenging but reported that autistic student community groups, such as the Neurodivergent Society, were a very positive factor in supporting well-being, social acceptance, and a sense of belonging. Other supports were specialist support staff, such as the autism-friendly coordinator and occupational therapist at student services. DISCUSSION: The study highlights the importance of early guidance, systemic integration, and increased awareness among university staff. It underscores the role of structural support systems, such as specialist disability access routes into university and specialist support staff, in easing transitions and supporting predictability and acceptance. Community Brief Why is this an important issue? Understanding the transition experiences of autistic students to higher education institutions (HEIs) is crucial for fostering inclusivity and support. This co-produced study highlights the challenges faced and the need for tailored support systems. What is the purpose of the study? The study explores autistic students’ experiences transitioning to and enrolling in Irish HEIs. It focuses on their sense of belonging, acceptance, and support, using inclusive approaches and collaborative research methods. What did the researchers do? Autistic and non-autistic researchers collaborated equally. Flexible semi-structured interviews were conducted with 14 autistic students. Findings were analyzed using reflexive thematic analysis. What were the results of the study? The findings reveal diverse experiences, pointing to the need for inclusive practices that recognize autistic neurology. Key challenges include a lack of personalized support, inaccessible learning environments, and communication differences. Autistic student groups and specialist staff support well-being and belonging. What do these findings add to what was already known? These findings build on existing literature by offering specific insights into the challenges and supports autistic students experience in both transitioning to and enrolling in higher education. They provide insights for HEIs to implement inclusive practices, support mechanisms, and community-building initiatives. What are the potential weaknesses of the study? As a small-scale qualitative study, findings may not be generalizable across all HEIs or autistic students. How will these findings help autistic adults now or in the future? The study underscores the importance of fostering belonging and inclusion through early guidance, integrated support, and greater staff awareness. Structural mechanisms such as access routes and specialist staff are vital in easing transition and promoting acceptance. eng.

Lien vers le texte intégral (Open Access ou abonnement)

21. Pinghini S, Giordano L, Banditelli F, Bucci R, Eusebi A, Filippini E, Gritti M, Mattei P, Nocita D, Fazzi EM, Milito G. Sleep disorders in children with neurodevelopmental disorders: Comparative actigraphy and questionnaire assessment in ASD, ADHD, and controls. Sleep Med. 2025; 136: 106794.

BACKGROUND: Sleep disturbances are highly prevalent in children with neurodevelopmental disorders (NDD), yet few studies have combined objective and subjective measures. The objectives of this study were to evaluate sleep patterns and sleep hygiene in children with ADHD and ASD compared age-matched typically developing children, using both parent-reported questionnaires and actigraphy, to assess the concordance between these measures, and to determine the clinical applicability of actigraphy in this population. METHODS: Sixty children with NDD (30 ASD, 30 ADHD) and 40 typically developing controls, matched for age, underwent seven nights of actigraphic recording. Parents completed the Sleep Disturbance Scale for Children (SDSC) and Family Inventory of Sleep Habits (FISH). RESULTS: Actigraphy was well tolerated in the NDD group (88 %), consistent with previous findings. Compared to TD controls, children with NDDs showed significantly higher SDSC scores (p < 0.001) and poorer actigraphic sleep parameters, including lower sleep efficiency (82.0 % vs 87.3 %, p < 0.001) and longer wake after sleep onset (78.8 vs 52.7 min, p < 0.001). Concordance between actigraphy and SDSC was limited (≈53 % in NDD; 15 % in TD). No significant group differences were found in sleep hygiene, although FISH scores correlated with selected actigraphic parameters only in controls. CONCLUSIONS: Sleep disturbances are highly prevalent in NDD, and actigraphy is a reliable, well-tolerated tool for clinical assessment. Given the limited agreement between actigraphy and questionnaires, multimethod approaches may be necessary. Actigraphy should be considered for integration into routine clinical practice to improve sleep evaluation in pediatric NDD populations.

Lien vers le texte intégral (Open Access ou abonnement)

22. Sahai A. Dealing with Autism Spectrum Disorders: Journey from Traditional Methods to Artificial Intelligence. Ann Neurosci. 2025: 09727531251369286.

BACKGROUND: World Health Organisation (WHO) in 2024 identified that approximately one in 100 children globally has autism spectrum disorder (ASD). ASD is a collection of neurodevelopmental disorders that impact a person’s ability to socially interact and communicate, which can typically be noticed in early childhood. While ‘autism’ as a term was initially used for schizophrenic patients, later psychiatrists Dr. Kanner and paediatrician Dr. Asperger introduced it as a syndrome in children with behavioural differences in social interaction and communication with restrictive and repetitive interests. In today’s time, the umbrella term ‘ASDs’ is used to describe a clinically heterogeneous group of neurodevelopmental disorders (NDDs). PURPOSE: To examine the role of traditional approaches and the potential effectiveness of artificial intelligence (AI) methods in dealing with ASDs for improving the accuracy in its diagnosis and treatment. METHODOLOGY: The study adopts a narrative review approach to understand the application of AI in ASD. For this purpose, around a hundred research articles were selected from the years 2010-2024. Inclusion and exclusion criteria were identified. The review is organised and grounded on the medical treatment, occupational remedy, vocational remedy, psychology, family remedy and recuperation engineering. RESULTS AND CONCLUSION: The results show the undisputed role of AI and its ability to identify early indicators of autism, in accordance with the UN Sustainable Development Goal 3 (Good Health and Well-being) and Goal 16 (Peace, Justice and Strong Institutions). Further, healthcare sectors which are using a variety of AI analyses on data sources, genetics, neuroimaging, behavioural patterns and electronic medical records are able to early detect for individualised evaluation of ASD. The significance of timely interventions with the help of machine learning (ML) algorithms demonstrates high accuracy in differentiating ASD from neurotypical development and other developmental disorders.AI-driven therapeutic interventions expand social interactions and communication skills in people with ASD in the form of virtual reality-based training, augmentative communication systems and robot-assisted therapies. Thus, the future of AI in ASD holds promise for improving diagnostic accuracy, implementing telehealth platforms and customising treatment plans, despite obstacles such as data privacy and interpretability.

Lien vers le texte intégral (Open Access ou abonnement)

23. Scripps E, Thompson P, Langdon PE, Hastings RP, Tonge BJ, Einfeld SL, Sanders MR, Sofronoff K, Gray KM. Psychological Distress Trajectories of Parents of Children With Developmental Disabilities Participating in a Parenting Intervention. J Intellect Disabil Res. 2025.

BACKGROUND: Parents of children with developmental disabilities report higher levels of psychological distress. Parenting interventions may reduce parental psychological distress. Our aim was to investigate the psychological distress trajectories of parents receiving a parenting intervention. METHOD: Data were drawn from a state-wide trial of Stepping Stones Triple P (SSTP) in Queensland and Victoria, Australia (n = 365 parents). Growth mixture modelling was used to describe psychological distress trajectories of parents of children with developmental disabilities and examine associations with the level of SSTP intervention received, child characteristics and financial hardship. RESULTS: Three groups of parents/caregivers were identified, two of which presented a significant decline in psychological distress over time and one group presented no significant change. Additionally, higher child behavioural and emotional problems and lower adaptive skills were associated with poorer parent psychological distress over time. Level 4 of the SSTP intervention was also associated with steeper declines in psychological distress over time. CONCLUSIONS: Over a period of 18 months, with the implementation of the SSTP, parents’ psychological distress tended to improve. Distinct groups of parents were identified based on different psychological distress trajectories. Findings indicate the significant role of child behavioural and emotional problems, children’s adaptive behaviour and the level of SSTP in parent psychological distress trajectories.

Lien vers le texte intégral (Open Access ou abonnement)

24. South M, Park SY, Berman M. Mental Health as a Key Mediator for Outcomes in Postsecondary Education, Employment, and Everyday Living in Autistic Adults. Autism Adulthood. 2025; 7(4): 479-92.

BACKGROUND: As the number of adults who identify as autistic increases, it is vital to understand factors that improve autonomy and achievement of a good life for autistic adults. Postsecondary education and employment may contribute to higher levels of independence but may also add stress and increase mental health concerns. This study aimed to explore interactions of mental health concerns with adaptive daily living (ADL) outcomes, defined for this study as postsecondary education and employment outcomes, in verbally fluent autistic adults. METHODS: We surveyed 140 adults with confirmed (n = 114) or self-reported (n = 26) autism diagnosis regarding autism traits, camouflaging traits, and mental health concerns including anxiety, depression, and intolerance of uncertainty. At the same time, we asked for detailed reports of postsecondary educational and employment activities for data needed to rate an adapted version of the Vocational Index and also for report of daily activities using the WHO Disability Assessment Schedule 2.0 scale. A structural equation model tested hypothesized relationships among these factors. RESULTS: Autistic traits and camouflaging traits did not directly predict ADL outcomes. However, the mental health latent variable was a strong direct predictor of ADL outcomes in that worse mental health predicted better ADL; mental health also significantly mediated the relationships between autism traits and ADL and camouflaging traits and ADL. CONCLUSIONS: This sample self-reported substantial education and work experience, though not always at levels high enough to support independence. Nonetheless, overall success in adaptive daily activities remains a significant challenge. Importantly, success in school and work was predicted by poor mental health, an indicator of the high cost of fitting in with neurotypical expectations that highlights the need for neurotypical systems to better understand and accommodate unique strengths and support needs to facilitate success and well-being for autistic adults. Community Brief Why is this topic important? The number of adults who identify as autistic is growing quickly, so it is essential to understand what factors contribute to success and a good life. There are growing numbers of programs to support autistic adults in post-secondary education and training for better jobs. However, many autistic adults report that these programs do not meet their needs. What is the purpose of this article? Our aim was to explore how mental health concerns, which are a common challenge for many autistic adults, affect everyday adult living activities (ADLs) including school, work, and community. We want to understand how much activities of daily living (ADLs) are related to camouflaging of autism traits and mental health. What did the researchers do? We surveyed 140 adults with confirmed or self-reported autism diagnosis about their ADLs including work, education, and wellbeing. We also asked questions about mental health and masking/camouflaging. What were the results and conclusions of the study? For many people who do not identify as autistic, ADLs are associated with better mental health. But for autistic adults in our survey, doing better at school and work was related to worse mental health. Our findings show that trying to “fit in” to succeed at school, work, and other daily activities might have a big cost for mental health for autistic people. What is new or controversial about these findings? Many studies with neurotypical people find that more success at work and school is related to better mental health. We found the opposite. This highlights a difficult balance that many autistic people have to navigate: be myself or be what others expect? There are ups and downs to both. What are potential weaknesses in the study? Our survey was conducted during the pandemic so extra stress people were feeling may have impacted the findings. Our sample size was on the smaller end of what is preferable for the statistics that we used. We did not use an adequate measure for describing gender. How will these recommendations help autistic adults now or in the future? We suggest that school and work programs must be designed with input from autistic people to identify successful and supportive polices. Education for human resources and education personnel is essential to dispel myths and open opportunities. We believe that many accommodations for supporting autistic people, such as installing more comfortable lighting, will be good for everyone. We hope that this understanding helps families, researchers, practitioners, and communities to actively, positively support and respect the strengths that autistic people bring to home, school, and work so that autistic people can feel more comfortable just being themselves and not trying to be someone else just for the sake of fitting in. eng.

Lien vers le texte intégral (Open Access ou abonnement)

25. Tunçak S, Çakır A, Gören B, Kahveci N. Evaluation of metabolism-related molecules in rat model of autism spectrum disorders. Exp Physiol. 2025.

Autism spectrum disorders (ASD) are neurodevelopmental pathologies. Investigating both sexes is crucial for understanding sex-specific manifestations of ASD. This study aims to examine ASD-like behaviours and metabolic alterations in male and female rats prenatally exposed to valproic acid (VPA). Pregnant Wistar albino rats were administered 400 mg/kg VPA or saline on embryonic day 12. Pups were subjected to various behavioural tests, including olfactory discrimination, sociability, locomotion, anxiety and exploratory behaviour assessments. On postnatal day 35, pups were sacrificed, and blood glucose levels were measured. Serum and brain leptin, orexin-A, nesfatin-1 and ghrelin levels were assessed by the ELISA method. VPA-exposed pups exhibited increased latency to reach maternal bedding, reduced sociability, decreased locomotion and increased immobility in both sexes. In the elevated plus maze, VPA-exposed females showed an increase in open-arm entries, while males showed a reduction compared to control groups. Blood glucose levels were significantly elevated in VPA-exposed males but not females. Significant sex-independent changes were observed in serum and brain levels of leptin and nesfatin-1 in the VPA groups. Brain orexin-A and serum ghrelin levels were altered in the VPA group in a sex-dependent manner. Prenatal VPA exposure induces ASD-like symptoms in both sexes, with notable sex-specific differences in behaviour and metabolic regulation. These findings highlight the importance of including both sexes in ASD research to better understand sex-dependent characteristics of the disorder, particularly concerning metabolic dysregulation.

Lien vers le texte intégral (Open Access ou abonnement)

26. White LM, Adams D, Simpson K, Malone SA. Transitioning on from Secondary School for Autistic Students: A Systematic Review. Autism Adulthood. 2025; 7(4): 386-402.

BACKGROUND: Transitioning on from secondary school to further education, work, and new postschool relationships can be a challenging time for autistic young adults. The often poorer postschool outcomes of autistic young adults suggest there are some limitations on the effectiveness of present transition preparations. This warrants further investigation. Therefore, this review aimed to identify and synthesize the (a) study characteristics, (b) focus, (c) outcomes, and (d) methodological reporting of research on autistic students transitioning on from secondary school. METHODS: The authors followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards to conduct a systematic quantitative review. They registered a protocol with PROSPERO (ID: CRD42022358884) and conducted searches between August 2022 and April 2023 using six databases (ERIC, Scopus, PsycINFO, PubMed, ProQuest Dissertations and Theses Global, and ProQuest Central). The authors used quantitative analysis to identify research trends and gaps and used the Quality Assessment with Diverse Studies (QuADS) tool to assess methodological reporting. RESULTS: The review identified 119 studies, which focused on academic, vocational, or social transitions, or a combination of these. Included research regularly used qualitative methods to report on autistic young adults without co-occurring intellectual disability completing academic transitions in metropolitan/urban parts of the United States. It shows that planning for and supporting the transition is crucial, as is successful home-school collaboration. However, homogeneity within participant groups, and the limited involvement of autistic/autism community members in research design and conduct, often limits generalizability. CONCLUSION: This review highlights the need for cautious application of findings to policy and practice, particularly given the limited heterogeneity of participant groups. Future research should explore how to empower young adults from diverse autistic subgroups to be leaders of their transition. It should explore the roles of parents and schools in achieving effective home-school collaboration during this transition. This will help supporters to more precisely meet the needs of autistic students entering postschool life. Community Brief Why is this topic important? Autistic young adults may experience some difficulties with the move out of secondary school, a process some people call “transition.” To try and make this transition as successful as possible, we need to know what can be done to better prepare autistic young people for the change. What is the purpose of this article? This article aimed to find and report on all the research that looks at transitioning on from secondary school for autistic young adults. Once the research is found, we can report on who was included and what parts of the transition they reported on. By doing this, it allows us to create a summary of what is known about this topic. What did the authors do? We searched for all the research that looked at transitions out of secondary school for autistic people. Then we identified the focus of the research and transitions explored, how the research was conducted, and the strengths and limitations of the studies. Finally, we summarized what the research found. What did the authors find about this topic? We found that the research tells us a lot about autistic young adults who are transitioning from school to further education in the cities and urban parts of the United States. We also found that there is not enough research including autistic young adults with co-occurring intellectual disability. We do know that we need to support autistic students to plan for their transition and that home and school need to work well together to make transition support effective. Finally, we found that there is not enough involvement of autistic people and their supporters in helping to design and conduct research in this area. What do the authors recommend? We need to make sure that we support autistic young adults through this transition to postschool life. We can do this by making sure we help them to plan this transition and by providing the right support. However, we need to be careful because a lot of the research that we presently have does not look at how things such as living in different areas or having a co-occurring intellectual disability might alter the types of supports we provide. This is something for future researchers to explore. We also need to learn more about how schools and families can work together to provide transition supports that suit autistic students’ individual needs. Finally, we need to make sure that we include members of the autistic/autism communities when we plan and conduct research in future. How will this analysis help autistic adults now and in the future? The findings of this review have helped us to realize that we need to be careful when we think about existing research, as it might not be representative of the experience of all autistic students. However, it has helped us to identify the things that we know, and some of the things that we need to find out, to help improve the transition to postschool life for autistic students. eng.

Lien vers le texte intégral (Open Access ou abonnement)

27. Wozniak JA. Autism, Education, and Philosophy. Autism Adulthood. 2025; 7(4): 341-3.

Lien vers le texte intégral (Open Access ou abonnement)

28. Zhang Z, Keyser C, Li Y, Rosolia BJ, Porch MW, Zhang W, Su B, Jiang P, Zukin RS, Yan J. Autophagy controls the hippocampal postsynaptic organization and affects cognition in a mouse model of Fragile X syndrome. Mol Psychiatry. 2025.

Dysregulated spine morphology is a common feature in the pathology of many neurodevelopmental and neuropsychiatric disorders. Overabundant immature dendritic spines in the hippocampus are causally related to cognitive deficits of Fragile X syndrome (FXS), the most common form of heritable intellectual disability. Recent findings from us and others indicate autophagy plays important roles in synaptic stability and morphology, and autophagy is downregulated in FXS neurons. However, the mechanism remains unclear. In this study, we identified that activated autophagy degrades the eukaryotic initiation factor 4G1 (eIF4G1) and postsynaptic density protein-95 (PSD-95) in hippocampal neurons of Fmr1 KO mice and FXS neurons from patients, which subsequently corrected the dysregulated postsynaptic organization and actin assembly, the critical processes determining synaptic maturation and density. Centrally activating autophagy in hippocampus degrades eIF4G1 and PSD-95, restores actin dynamics, and improves cognition of Fmr1 KO mice. In human neurons derived from patients diagnosed with both FXS and intellectual disability, activating autophagy corrected the aberrant actin assembly. Thus, our findings revealed a previously unappreciated mechanism through which autophagy affects actin assembly and synaptic organization, suggesting a critical role of autophagy in regulating structural synaptic plasticity in healthy and diseased conditions.

Lien vers le texte intégral (Open Access ou abonnement)