Journal of Autism and Developmental Disorders最新文献

{"title":"Driving Toward Independence: Perspectives From Autistic Adolescents and Their Families.","authors":"Haley J Bishop, Morgan O'Donald, Emma B Sartin, Rachel K Myers, Christina Labows, Benjamin E Yerys, Allison E Curry","doi":"10.1007/s10803-025-07097-z","DOIUrl":"https://doi.org/10.1007/s10803-025-07097-z","url":null,"abstract":"<p><strong>Purpose: </strong>Despite the well-documented benefits of driving for life satisfaction and mental health, there remains a gap in understanding the unique needs of the autistic community. Our objective was to address this gap by learning about autistic adolescents' and their caregivers' perspectives on factors that promote independent driving.</p><p><strong>Methods: </strong>Semi-structured interviews were conducted with autistic adolescents and their caregivers. Adolescents with an autism diagnosis, aged 16-24, and their caregivers each completed interviews lasting approximately 45 min. Topics included travel behaviors, attitudes toward licensing, family decision-making, and sources of information and support.</p><p><strong>Results: </strong>Four central themes emerged: (1) Motivation and Readiness to Drive; (2) Cognitive and Sensory Factors; (3) Support Systems and Training; and (4) Facilitators and Success Strategies. Caregivers who viewed driving as a pathway to independence were motivated to support their adolescent's learning, often balancing personal anxieties with the desire to foster autonomy. Adolescents built readiness through varied travel experiences and developed confidence through repeated practice and tailored instruction. Cognitive and sensory challenges-such as anxiety, multitasking, and sensory sensitivities-shaped learning trajectories and required adaptive strategies. Support systems involving caregivers, professionals, and peers were essential in navigating these complexities and promoting skill development.</p><p><strong>Conclusion: </strong>These findings underscore the importance of a relational, family-centered approach and the need for early, individualized conversations about driving. Ensuring autistic adolescents and their families can access timely, appropriate resources is critical. Future research should expand mobility pathways and address autism-specific barriers to driving to refine instructional supports and enhance independence.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145354788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Child-Parent Interaction Quality Shows Opposite Relationships with Language Comprehension Skill and Autism Symptomatology.","authors":"Leela Shah, Analia Marzoratti, Tara L Hofkens, Rose Nevill, Robert C Pianta, Kevin A Pelphrey, Anthony J Krafnick, Tanya M Evans","doi":"10.1007/s10803-025-07095-1","DOIUrl":"https://doi.org/10.1007/s10803-025-07095-1","url":null,"abstract":"<p><strong>Purpose: </strong>Childhood literacy predicts long-term learning outcomes and comprises decoding and linguistic comprehension skills. Decoding involves pattern recognition and sentence parsing, while linguistic comprehension requires understanding semantic context. Each component may differentially relate to social processing, carrying implications for reading among children with autism spectrum disorder (ASD) who often exhibit atypical social processing and communication.</p><p><strong>Methods: </strong>We investigated relationships between social behavior patterns and literacy subskills among children aged 6-11 with (n = 18) and without (n = 27) ASD. We examined associations between behavioral attunement during a cooperative task between children and their parent, children's scores on standardized reading assessments, and children's autism symptoms. Behavioral attunement was coded through video recordings of child-parent interactions.</p><p><strong>Results: </strong>Controlling for general intelligence, behavioral attunement was positively associated with reading comprehension and negatively associated with phonemic decoding and autism symptom severity in neurotypical and autistic children. While behavioral attunement's positive relationship with reading comprehension was driven by the subsample with ASD, its negative relationships with phonemic decoding and autism symptoms were only present for the full sample.</p><p><strong>Conclusion: </strong>These findings support a significant influence of social processing on linguistic comprehension skills, particularly among children with ASD, as well as an influence of autism symptoms on behavioral attunement, even in children without a formal ASD diagnosis.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145354760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aligning XR Research with Autistic Priorities and Lived Experiences: Insights from the Project PHoENIX Study.","authors":"Matthew Schmidt, Jie Jennifer Lu, Noah Glaser, M Curtis Gluck, Shangman Eunice Li, Yueqi Weng, Rui Tammy Huang","doi":"10.1007/s10803-025-07023-3","DOIUrl":"https://doi.org/10.1007/s10803-025-07023-3","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of this study was to address this gap by using a multi-methods focus group approach within Project PHoENIX, an XR environment co-designed with adult autistic participants. The current study explores how autistic participants perceive the potential of XR technologies to amplify their strengths, align with their priorities, and navigate barriers, guided by research questions focused on the adoption, relevance, and empowerment of XR tools for the transition-aged autistic population.</p><p><strong>Methods: </strong>This study conducted focus group sessions with 12 autistic participants within the PHoENIX XR environment, using structured activities, virtual tours, and interactive tasks to gather data.</p><p><strong>Results: </strong>Data were analyzed through a three-phase qualitative coding process, revealing two primary categories: Autistic-Centered Considerations and Technology-Centered Considerations. Overarching themes and subthemes were identified that provide nuanced insights into both the needs of transition-aged autistic individuals relative to XR and the affordances and limitations of XR platforms in supporting them.</p><p><strong>Conclusion: </strong>Findings in this study highlight the potential of XR research to support practical, strengths-based approaches that align with the lived priorities of autistic individuals, ensuring that future interventions are both empowering and inclusive.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145354800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Talking About Autism Within the Family: Parents' Perspectives and Their Influence on Self-Efficacy.","authors":"Anat Kasirer, Shlomit Shnitzer-Meirovich","doi":"10.1007/s10803-025-07093-3","DOIUrl":"https://doi.org/10.1007/s10803-025-07093-3","url":null,"abstract":"<p><strong>Purpose: </strong>Open communication about autism within families is crucial to how autistic children understand themselves and develop their identity. This study explored how parents of autistic children navigate diagnostic disclosure, the language they use, and how these factors, along with support experiences and family characteristics, relate to parental self-efficacy.</p><p><strong>Methods: </strong>A total of 137 parents of autistic children completed an online survey assessing disclosure practices, satisfaction with the disclosure process, sources of support, terminology used, and levels of parental self-efficacy. The current study used both quantitative and qualitative methods.</p><p><strong>Results: </strong>Quantitative findings show that over half of the parents personally disclosed their child's autism diagnosis, most using direct terms such as \"autism\" or \"on the spectrum\", and reported high satisfaction with the process. Although most received support during disclosure, only satisfaction with the process was significantly associated with higher parental self-efficacy. Regression analyses indicated that higher self-efficacy was associated with typical child language, use of direct diagnostic terms, and being a mother. Qualitative findings revealed three key themes: the need for emotional and practical support, varied approaches to discussing autism, and the emotional experiences parents face during the diagnostic journey.</p><p><strong>Conclusion: </strong>Parents who engaged in open, direct conversations about autism and used identity-affirming language reported higher self-efficacy and perceived their children as having greater self-understanding and acceptance. These findings underscore the importance of equipping parents with guidance and appropriate language to foster inclusive and empowering family dialogue around autism.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145354819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sleep in Autism Spectrum Disorder: From Foundations to Frontiers.","authors":"Joachim Franz Hallmayer, Ruth O'Hara","doi":"10.1007/s10803-025-07090-6","DOIUrl":"https://doi.org/10.1007/s10803-025-07090-6","url":null,"abstract":"","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145345443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating Two Worlds: The Impact of Cultural Values and Acculturative Stress on Social Cognition in Latino Individuals With Autism Spectrum Disorder.","authors":"Antonio F Pagán, Katherine A Loveland, Ron Acierno","doi":"10.1007/s10803-025-07094-2","DOIUrl":"https://doi.org/10.1007/s10803-025-07094-2","url":null,"abstract":"<p><strong>Purpose: </strong>This exploratory study investigated links between social cognition, acculturation, and cultural values in Latino young adults with ASD and examined social cognition score changes after the ¡Iniciando! la Adultez intervention.</p><p><strong>Methods: </strong>Fifty-six Latino young adults with ASD completed pre-intervention measures; forty participated in the intervention. They completed the Edinburgh Social Cognition Test (ESCoT) and cultural questionnaires at baseline. A subset of 27 participants completed the post-intervention ESCoT.</p><p><strong>Results: </strong>ESCoT scores did not significantly improve post-intervention. Participants reported moderate acculturative stress, low U.S. acculturation, and strong beliefs in familism and respect. Higher scores on independence/self-reliance positively correlated with ESCoT scores post-intervention. Other cultural variables showed no clear relationship with social cognition.</p><p><strong>Conclusion: </strong>Findings suggest a link between autonomy and social cognition, supporting self-determination theories. The intervention's short duration may explain the lack of ESCoT improvement. While the ESCoT did not seem biased against traditional Latino values, its basis in mainstream American norms may influence results, warranting further research with diverse groups. Future studies should explore integrating cultural values into interventions to improve outcomes. This research emphasizes that culturally tailored interventions promoting autonomy may better enhance social skills for Latino young adults with ASD.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145345365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-occurrence of Autism, Psychosis and Catatonia: A Scoping Review.","authors":"Johan Nyrenius, Eric Zander, Mohammad Ghaziuddin, Neera Ghaziuddin","doi":"10.1007/s10803-025-07086-2","DOIUrl":"https://doi.org/10.1007/s10803-025-07086-2","url":null,"abstract":"<p><strong>Purpose: </strong>Autism, psychosis and catatonia were once considered part of schizophrenia. While both autism and catatonia have been \"detached\" from schizophrenia, co-occurrence of the three conditions may be suspected in some cases, because of overlapping features, leading to challenges in diagnosis and treatment. This review provides an overview of the literature regarding the co-occurrence of autism, psychosis and catatonia.</p><p><strong>Methods: </strong>A scoping review of peer-reviewed original research articles that simultaneously described all the three diagnostic constructs (autism, psychosis and catatonia) was performed. Using PRISMA-ScR guidelines, the review was based on MedLine, Scopus, PsycInfo and Cinahl databases. Studies included patients of all ages, races and both genders. A Qualitative Content Analysis (QCA) of the contents of the articles was also performed.</p><p><strong>Results: </strong>Seventeen articles (n = 17) out of a total of 752 (after removing duplicates) met inclusion criteria, most of which (65%) were case reports/case series. Overall, majority of the studies lacked description of diagnostic procedures regarding psychosis - especially while describing co-occurrence of psychosis and catatonia in patients with autism. Reports of treatment outcomes showed considerable variations. Major themes identified in the QCA involved uncertainty, particularly in the differential diagnostic and treatment considerations.</p><p><strong>Conclusion: </strong>The results of this scoping review underscore a need for undertaking larger studies using structured diagnostic approaches for developing better methods to differentiate between autism, psychosis and catatonia. Our findings also point to a need for conducting treatment trials and developing treatment algorithms for mixed presentations when there is co-occurrence of autism, psychosis and catatonia.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145345391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal Analyses of Early Verb Production in Autism Spectrum Disorder.","authors":"Kaya LeGrand, Julia Parish-Morris, Letitia R Naigles","doi":"10.1007/s10803-025-07080-8","DOIUrl":"https://doi.org/10.1007/s10803-025-07080-8","url":null,"abstract":"<p><strong>Purpose: </strong>Verb production in childhood predicts language outcomes in adulthood for individuals on the autism spectrum, but few studies have investigated early verb production in ASD, and methodological differences have led to conflicting results. Thus, the purpose of this study was to explore development of verb production in children with autism spectrum disorder (ASD) and typically developing (TD) children.</p><p><strong>Methods: </strong>We analyzed verb production via language samples from 67 children (N_ASD = 32; N_TD = 35) during parent-child play.</p><p><strong>Results: </strong>We found that verb production increased over time in both the ASD and TD groups, but the TD group increased at a faster rate. However, latent class analysis of verb trajectories yielded three profiles of verb development, the lowest of which consisted entirely of children with ASD and was driving the group difference. We also found that longitudinal analysis can contribute to our understanding of verb development: our latent class analysis of trajectories revealed more nuance than a single-datapoint clustering method, and early verb vocabulary growth predicted later language outcomes for children with ASD.</p><p><strong>Conclusion: </strong>Our results suggest that while some children with ASD experience persistent challenges in verb vocabulary growth, others demonstrate similar verb growth to their TD peers. Future work will investigate early factors that differentiate children whose verb production progresses from children whose verb production stays constant over time.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145345418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Brief Report: Differences Between Stanford-Binet Abbreviated and Full-Scale Estimates of IQ in Fragile X Syndrome Vary Across Development.","authors":"Walker S McKinney, Meredith Nelson, Rebecca C Shaffer, Kelli C Dominick, Craig A Erickson, Lauren M Schmitt","doi":"10.1007/s10803-025-07062-w","DOIUrl":"https://doi.org/10.1007/s10803-025-07062-w","url":null,"abstract":"<p><strong>Purpose: </strong>Fragile X syndrome (FXS) is the most common inherited cause of intellectual disability and single-gene cause of autism. The Stanford-Binet, Fifth Edition (SB-5) is commonly used to assess IQ in FXS. It is not known if the SB-5 routing form's abbreviated IQ (ABIQ) score accurately estimates full-scale IQ (FSIQ), limiting data-informed decision-making when choosing between an abbreviated or full SB-5 battery.</p><p><strong>Methods: </strong>198 participants with FXS (143 males) aged 4 to 47 years of age completed the full SB-5. We calculated differences between abbreviated and full-scale estimates of IQ and assessed the extent to which the agreement between ABIQ and FSIQ varied as a function of age, routing subtest scatter, and FSIQ.</p><p><strong>Results: </strong>The abbreviated SB-5 battery over-estimated FSIQ in most school-age children (< 11 years), and under-estimated FSIQ in adolescents and adults. This under-estimate of FSIQ was larger when there was a greater discrepancy (scatter) between the two routing subtests that comprise ABIQ and in individuals with FSIQ < 68.</p><p><strong>Conclusion: </strong>Clinicians and researchers should consider administering the full SB-5 battery to individuals with FXS when possible. If only an abbreviated estimate of IQ is available, ABIQ should be interpreted with caution based on our findings of over- or under-estimation occurring across development. Large discrepancies between verbal and nonverbal skills as well as greater severity of ID should both serve as cues to administer the full battery to avoid under-estimating cognitive skills that are otherwise only captured by FSIQ.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145345360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship Between Intellectual Disability and Behavioral Comorbidity in Children With Fragile X Syndrome.","authors":"Walter E Kaufmann, Paul S Horn, Dejan B Budimirovic, Holly K Harris, Reymundo Lozano","doi":"10.1007/s10803-025-07088-0","DOIUrl":"https://doi.org/10.1007/s10803-025-07088-0","url":null,"abstract":"<p><strong>Purpose: </strong>Fragile X syndrome (FXS) presents with variable cognitive and neurobehavioral abnormalities. We recently reported clinically relevant behavioral subtypes in children with FXS based on a latent class analysis (LCA), which suggested an association between level of intellectual disability (ID) and frequency of co-occurring behavioral conditions. The present study further investigated ID-behavioral comorbidity associations in the same subject sample.</p><p><strong>Methods: </strong>We analyzed the large (1,072 males, 338 females) pediatric FORWARD clinic-based natural history study database, using multiple statistical techniques including chi-square analyses, polyserial correlations, regression analyses, and LCA.</p><p><strong>Results: </strong>We demonstrated that frequency of irritability/agitation, aggression, and self-injury (IAAS), autism spectrum disorder (ASD), hypersensitivity and, to lesser extent, perseverative behavior (OCD-like) are a function of ID level across the range of FXS clinical severity. With exception of IAAS, these associations were further supported by correlations between ID levels and scales shown to represent the aforementioned behavioral comorbidities.</p><p><strong>Conclusion: </strong>The ID-behavioral comorbidity associations reported here could help in the identification and management of problematic behaviors in individuals with FXS and other ID-associated disorders.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145345413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}