Pubmed du 17/02/25
1. Pieron M, Lacroix A, Chokron S, Demily C. [Participatory research into autism spectrum disorder]. Encephale;2025 (Feb 15)
Participatory research applied to autism spectrum disorder is an emerging research methodology. In this type of project, researchers and clinicians collaborate with autistic people, their families and professionals on research projects that are jointly determined, making the most of everyone’s strengths, skills and knowledge. The resulting work addresses issues identified as priorities by all partners. The aim is to bridge the gap between research, clinical practice and the experience of autistic people. This opinion piece reviews this methodology, its scientific and societal value, and the ethical issues and limitations it raises. It also sheds light on the particular attention that needs to be paid to methodological aspects and the resources that need to be put in place to ensure that everyone can play their part to the full, scientists and autistic people alike.
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2. Pope L, Light J. Comparison of learning text vs. picture symbol AAC representations for young children on the autism spectrum. Augment Altern Commun;2025 (Feb 16):1-13.
Children on the autism spectrum(1) with minimal speech are generally provided with augmentative and alternative communication (AAC) systems that represent vocabulary using picture symbols (i.e., color line drawings). However, there has been minimal research investigating the comparative effectiveness of picture symbols vs. other types of symbol representation (e.g., text) in supporting the communication of children on the autism spectrum. Using a single case adapted alternating treatments experimental design, the current study compared learning of picture symbol and text representations, measured by the accurate identification and functional use of novel AAC symbols by young children on the autism spectrum with minimal speech. Two participants demonstrated notable acquisition of both picture symbols and text. The remaining four children had difficulty demonstrating learning of either symbol representation type. These results suggest that different symbol representations (e.g., digital photographs), layouts (e.g., visual scene displays), and/or instructional procedures (e.g., more naturalistic methods) may have been a better fit for these four participants. Additionally, variability in performance across participants underscores the critical importance of personalization of AAC systems – including symbol representation – based on comprehensive assessment of individual strengths and needs.
