Autism最新文献

{"title":"Why Do You Think You're More Likely to be Queer? Exploring Autistic Perspectives on the Intersection Between Autism and Sexual Minority Identities.","authors":"Elle Pemberton, Elizabeth Milne, John R E Fox","doi":"10.1177/13623613261490599","DOIUrl":"https://doi.org/10.1177/13623613261490599","url":null,"abstract":"<p><p>Autistic individuals are more likely to be sexual minorities (e.g., gay, lesbian, bisexual, asexual). While several theories have been posited to explain this overlap, the voices of autistic sexual minorities are missing from this conversation. Moreover, there is limited qualitative research exploring the intersection between their dual identities. The co-creation of research by autistic sexual minorities is, therefore, an ethical imperative. This research used semi-structured interviews, facilitated by the shared lived experience of the lead researcher. Fourteen autistic sexual minorities were asked why <i>they</i> think they're more likely to be sexual minorities and how they experience the intersection between their two identities. Reflexive thematic analysis identified four themes: (a) my identities are interconnected, for better or worse, (b) resisting the influence of social norms on sexual orientation, (c) the intersection between autism and a-spec (asexual and aromantic) identities and (d) being autistic within the LGBTQIA+ community. These findings validate intersectionality as a framework for understanding autistic sexual minority identities and suggest that an indifference to social norms is key to autistic sexual minority identities. Recommendations are provided to facilitate inclusive, LGBTQIA+ spaces and develop educational resources to help autistic sexual minorities navigate attraction, intimacy and consent.Lay AbstractAutistic people are more likely to be sexual minorities (e.g., gay, lesbian, bisexual, asexual). Several theories have attempted to explain why this is; however, the actual voices of autistic sexual minorities are missing from this conversation. In addition, there is very little research exploring how their two identities intertwine. As such, a researcher who is part of this community interviewed 14 autistic sexual minority adults to find out why <i>they</i> think they're more likely to be sexual minorities and how their autistic and sexual minority identities influence one another. Through analysing these conversations, four main themes were identified: (a) my identities are interconnected, for better or worse, (b) resisting the influence of social norms on sexual orientation, (c) the intersection between autism and a-spec (asexual and aromantic) identities and (d) being autistic within the LGBTQIA+ community. These findings suggest that autistic and sexual minority identities combine to produce a unique lived experience. Participants suggested that they may be more likely to be a sexual minority because they don't care about following typical social norms. Recommendations are given to create more inclusive LGBTQIA+ spaces and develop educational tools to help autistic people navigate the complexities of attraction, intimacy and consent.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261490599"},"PeriodicalIF":5.7,"publicationDate":"2026-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149206322","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":"\"Our Principal Makes It Happen\": The Role of Implementation Leadership in Supporting Evidence-Based Practices With Autistic Children in Inclusive Settings.","authors":"Sungeun Kang, Priyanka Ghosh Choudhuri, Aksheya Sridhar, Yasmín Landa, Emily S Kim, Jill Locke","doi":"10.1177/13623613261491797","DOIUrl":"https://doi.org/10.1177/13623613261491797","url":null,"abstract":"&lt;p&gt;&lt;p&gt;With the growing inclusion of autistic children in general education settings, the need for effective use of evidence-based practices (EBPs) in schools has become increasingly important. Leadership behaviors by principals and administrators that support educators' use of EBPs with autistic children play a crucial role in promoting and sustaining these practices. This study aims to understand implementation leadership in schools quantitatively and qualitatively. In this mixed-methods study, participants included 161 general education teachers, 138 special education teachers, and 62 paraeducators (&lt;i&gt;N&lt;/i&gt; = 361). Participants completed the School Implementation Leadership Scale (SILS), which assesses the degree to which their school leader is knowledgeable, supportive, proactive, perseverant, communicative, centered on the school's vision/mission, and available. Eighty-two participants were randomly selected for an interview to discuss their high or low EBP implementation. Quantitative analysis via aggregated mean scores on the SILS subscales (Total &lt;i&gt;M&lt;/i&gt; = 2.4) shows educators rate their school's leadership qualities in the moderate range. Qualitative analysis provides insights into the educators' expressed needs and desires when it comes to support from their leadership. The results highlight the importance of strong leadership to improve the implementation of EBPs for autistic children in general education settings. Authors discuss implications and recommendations to support educators' EBP use.Lay AbstractAs more autistic children are included in general education classrooms, it is increasingly important for schools to use research-supported strategies known as evidence-based practices (EBPs). School leaders, such as principals and administrators, play a crucial role in helping teachers implement these practices consistently and effectively. This study aims to understand the perspectives of 361 educators, including 161 general education teachers, 138 special education teachers, and 62 paraeducators, regarding the support they receive from school leadership in using EBPs with autistic children. Participants completed a survey called the School Implementation Leadership Scale, which included questions about various leadership qualities, such as being knowledgeable, supportive, proactive, perseverant, communicative, aligned with the school's vision and mission, and available to support the use of EBPs. On average, educators rated their school leadership as moderately supportive. To further explore educators' experiences, selected participants were also invited to participate in interviews. These interviews provided deeper insights into what educators find most helpful from school administrators when implementing EBPs for autistic children. The results emphasize the importance of strong, supportive leadership in building a positive and inclusive school environment and helping educators use EBPs. The authors offer practical recommendations ","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261491797"},"PeriodicalIF":5.7,"publicationDate":"2026-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149206629","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":"Intersectional Disparities in School-Based Autism Identification Are Occurring in U.S. Elementary Schools.","authors":"Paul L Morgan, Eric Hengyu Hu","doi":"10.1177/13623613261489314","DOIUrl":"https://doi.org/10.1177/13623613261489314","url":null,"abstract":"&lt;p&gt;&lt;p&gt;We investigated whether intersections of race or ethnicity, gender, family income, and language use are associated with school-based autism identification (SBAI) in U.S. elementary schools. We estimated logistic and multilevel logistic regression models with interaction terms, adjusting for reading achievement and school contextual factors. We used school record of autism as a student's primary disability for which special education services were being provided to indicate SBAI. We analyzed a very large, aggregated sample of U.S. fourth graders (typically 9-10 years old; &lt;i&gt;N&lt;/i&gt; = 1,419,440) participating in the National Assessment of Educational Progress across 2005 to 2022. The sample included stratified subsamples of Black (&lt;i&gt;n&lt;/i&gt; = 246,040), Hispanic (&lt;i&gt;n&lt;/i&gt; = 273,620), Asian/Pacific Islander (&lt;i&gt;n&lt;/i&gt; = 68,800), and White (&lt;i&gt;n&lt;/i&gt; = 759,800) students. Within the racial and ethnic groups, girls (adjusted odds ratio [aOR] range = 0.10-0.27) and those from low-income families (aOR = 0.21-0.60) were less likely to be identified. Among Hispanic and White students, MLs were less likely to be identified (aOR 0.57 and aOR = 0.40, respectively). Attending schools with greater percentages of low-income students was associated with lower odds of SBAI (aOR range = 0.73-0.81). Among Black, Hispanic, and White students, those attending schools with greater percentages of special education students were more likely to be identified (aOR = 1.16-1.23). Overall, Black and Hispanic girls, low-income Black and other race or ethnicity students, and White and Hispanic multilingual learners (MLs) had especially low odds of SBAI. Intersectional disparities are occurring in SBAI in U.S. elementary schools.Lay AbstractWe examined how multiple social positions across race and ethnicity, gender, family income, and language use are associated with whether students were identified with autism in U.S. elementary schools. We analyzed a very large, aggregated sample of U.S. fourth graders (typically 9-10 years old; &lt;i&gt;N&lt;/i&gt; = 1,419,440) participating in the National Assessment of Educational Progress across 2005 to 2022. The sample included stratified subsamples of Black (&lt;i&gt;n&lt;/i&gt; = 246,040), Hispanic (&lt;i&gt;n&lt;/i&gt; = 273,620), Asian/Pacific Islander (&lt;i&gt;n&lt;/i&gt; = 68,800), and White (&lt;i&gt;n&lt;/i&gt; = 759,800) students. We used school record of autism as a student's primary disability for which special education services were being provided to indicate school-based autism identification (SBAI). The analyses adjusted for student academic achievement, school contextual factors, and other alternative explanatory factors. We repeatedly observed interactions between race or ethnicity and family income. Girls and those from low-income families were consistently less likely to be identified with autism including within samples of Black, Hispanic, Asian/Pacific Islander (PI), and White students. Black and Hispanic girls, low-income Black and other race or ethnicity students, and Whit","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261489314"},"PeriodicalIF":5.7,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149190798","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":"Ethical Considerations in Community-Based Intervention Research in Low-Income, High-Stigma Settings: Reflections from the SPARK Project in Ethiopia and Kenya.","authors":"Tsegereda Haile Kifle, Mekdes Demissie, Vibian Angwenyi, Hanna Negussie, Brenda Nzioka, Melissa Washington-Nortey, Tigist Eshetu, Medhanit Getachew, Eva Mwangome, Nancy Githinji, Fikirte Girma, Charles R Newton, Charlotte Hanlon, Amina Abubakar, Rosa A Hoekstra","doi":"10.1177/13623613261495493","DOIUrl":"https://doi.org/10.1177/13623613261495493","url":null,"abstract":"","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261495493"},"PeriodicalIF":5.7,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149190821","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":"Disparities in Social Determinants of Health and Health Outcomes Among Autistic Individuals Without Intellectual Disability in Middle-to-Late Adulthood.","authors":"Zhen Wu, Yiwei Pu, Wei Zhou, Like Huang, Lingli Zhang, Can Hou, Viktor H Ahlqvist, Jiong Li, Wenchong Du, Tai Ren, Fei Li","doi":"10.1177/13623613261489847","DOIUrl":"https://doi.org/10.1177/13623613261489847","url":null,"abstract":"<p><p>Autism is increasingly recognized across the lifespan, yet little is known about how structural social disadvantage contributes to long-term health risks among autistic adults in middle and later adulthood. Participants were identified from the UK Biobank study, comprising 576 autistic adults with no intellectual disability and an average of 15.2 years of education, and 5,760 controls matched on age, sex, residing area, race, and educational attainment. Social determinants of health (SDH) were assessed using a composite score calculated from 12 indicators that characterized economic, health care, neighborhood, and social domains. Mediation analysis was performed to estimate the extent to which SDH disparities mediated the elevated mortality and chronic disease risks among autistic adults. The study sample was 66.4% male and had a mean age of 51.6 years (<i>SD</i>, 8.03). Autistic adults had worse SDH levels across almost all dimensions. These disparities mediated 39% of the elevated mortality risk. In addition, autistic adults showed increased incidence of cardiovascular disease, dementia, hypertension, type 2 diabetes, depression, and anxiety, with SDH disparities mediating 17% to 38% of these elevated risks. These findings indicate that multifaceted disadvantage plays a substantial role in the health inequities experienced by autistic adults, underscoring the need for cross-sector interventions and policy reforms.Lay AbstractAutistic adults face persistent disadvantage in social conditions that shape health outcomes. These disadvantages may partially explain why autistic adults face higher rates of chronic illnesses and earlier death. From a large cohort in the United Kingdom, we compared 576 autistic adults with 5,760 adults without autism across 12 indicators of social determinants of health (SDH), covering economic, health care, neighborhood, and social domains. Autistic adults showed disadvantage across nearly all domains. These disparities mediated 39% of excess mortality and 17% to 38% of the increased risk for chronic conditions, including cardiovascular disease, dementia, type 2 diabetes, depression, and anxiety. Economic deprivation and social isolation showed relatively larger mediating effects. This study provides evidence that structural inequities in SDH substantially contribute to the long-term health trajectories of autistic adults. Addressing these inequities will require policies and interventions that move beyond individual-level supports to tackle systemic barriers in employment, health care access, housing, and community participation.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261489847"},"PeriodicalIF":5.7,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149179135","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":"Commentary: A Neurodiversity-Affirming Framework for Evaluating Autism Support Research.","authors":"Phoebe Jordan, Jessica Tupou, Matt Hammond, Mirko Uljarević, Lee Patrick, Hannah Waddington","doi":"10.1177/13623613261489842","DOIUrl":"https://doi.org/10.1177/13623613261489842","url":null,"abstract":"<p><p>Despite growing interest in neurodiversity-affirming research, many studies examining interventions, practices, or services designed to support autistic individuals in daily life and well-being still prioritise reducing autistic traits over well-being and autonomy. However, there are currently no universally accepted definitions or frameworks for appraising the extent to which specific support programmes align with neurodiversity-affirming principles. This commentary introduces a five-principle framework developed through systematic appraisal of the literature and collaboration with autistic, clinical and academic contributors. The framework assesses the following aspects of autism support studies: (a) strengths-based focus, (b) support for self-determination and autonomy, (c) adaptation of the environment and upskilling others, (d) diverse communication methods and (e) respect for sensory and processing differences. This preliminary framework may offer a transparent method for evaluating alignment with principles drawn from neurodiversity scholarship and social/interactional models of disability and guiding ethical, inclusive practice. Potential applications include its use in reviews or training to support research and practice that centre autistic quality of life.Lay AbstractMany autism studies focus on changing autistic behaviours. However, autistic people and researchers have increasingly called for approaches that support well-being, quality of life and acceptance of autistic differences. Currently, there is no clear way to assess whether autism research follows these ideas. This commentary presents a framework for evaluating autism support research. The framework examines whether studies focus on strengths, support independence and choice, adapt environments to meet people's needs, recognise different ways of communicating and respect sensory differences. The framework was developed using existing research and feedback from autistic people, clinicians and researchers. It can help researchers identify studies that align with neurodiversity-affirming values and encourage more supportive and inclusive autism research in the future.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261489842"},"PeriodicalIF":5.7,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149179155","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":"Autistic Young Adults' Experiences of Support and Participation in Postsecondary Education in Greece.","authors":"Georgios Giannakopoulos, Marina Matthildi Martinos, Vassiliki Ntre, Ignatia Farmakopoulou, Foivos Vasalios, Eirini Sofrona, Evdokia Tagkouli, Artemios Pehlivanidis, Katerina Papanikolaou","doi":"10.1177/13623613261493644","DOIUrl":"https://doi.org/10.1177/13623613261493644","url":null,"abstract":"<p><p>Autistic students are increasingly entering postsecondary education, but limited evidence describes how they experience support, participation and everyday learning in Greece. This qualitative study explored autistic young adults' experiences of postsecondary education in Greece. Semi-structured interviews were conducted with 12 autistic young adults who were enrolled in, or had completed, a postsecondary education programme in Greece. Data were analysed using reflexive thematic analysis. The first author led primary coding and theme development, which were discussed within the research team. The analysis generated four themes: 'Being Listened To', 'Making University Navigable', 'Structure That Teaches' and 'Quiet Belonging'. Across themes, inclusion was shaped less by formal access than by whether staff, services and peers made university life accessible, predictable and socially manageable. Support was useful when a reliable person or service listened, responded and helped turn difficulties into concrete next steps; teaching became more accessible when task requirements were explicit, instructions concrete and materials organised; and belonging was often experienced when social demands were low, but proximity to others remained possible. The findings highlight the potential value of clearer support pathways, autism-informed staff practices, explicit and organised teaching and lower-pressure forms of participation in Greek postsecondary education.Lay AbstractMany autistic young people enter postsecondary education, but everyday university life can be difficult when support, teaching and social participation are not designed around their needs. In this study, we spoke with 12 autistic adults aged 19-26 who were studying in, or had completed, a postsecondary education programme in Greece. Participants described the importance of having at least one person who listened and helped them identify a concrete next step. Learning was easier when instructions were detailed, examples were concrete and teaching materials were organised and understandable. Many also wanted 'quiet belonging': calm spaces and connection with respectful, accepting people without pressure for constant interaction. The findings highlight the potential value of visible support pathways, explicit teaching and lower-pressure forms of participation.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261493644"},"PeriodicalIF":5.7,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149134890","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":"Beyond Integration: Reflections on Educational Inclusion in Chile.","authors":"Alejandro Wasiliew","doi":"10.1177/13623613261491788","DOIUrl":"https://doi.org/10.1177/13623613261491788","url":null,"abstract":"","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261491788"},"PeriodicalIF":5.7,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149134855","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":"Invisible Needs and Uneven Recognition: A National FOI Study of Autism Support Across Diagnostic Stages in U.K. Universities.","authors":"Karen Cross, Fiona Knott, Alana I James","doi":"10.1177/13623613261489841","DOIUrl":"https://doi.org/10.1177/13623613261489841","url":null,"abstract":"&lt;p&gt;&lt;p&gt;This study investigates how universities in the United Kingdom identify and support autistic students across three groups (diagnosed, seeking diagnosis, self-identifying without wishing to pursue a diagnosis). In addition, it examines communication practices and interim adjustments. Freedom of Information (FOI) request questionnaires, issued under Freedom of Information Act (FOIA) 2000 and FOI (Scotland) Act 2002, were submitted to 142 publicly funded U.K. universities, generating 125 valid responses (88%). The 77-item FOI questionnaire comprised multiple-choice and open-text items. Data were analysed descriptively and using qualitative content analysis. Results revealed 50% of institutions reported data on formally diagnosed autistic students, 16% on students seeking diagnosis and 7% on students who self-identify without wishing to pursue diagnosis. Only 2% of universities reported formal policy guiding disability staff when responding to undiagnosed autistic students. The findings suggested that institutional practices varied across universities and by diagnostic group. Staff judgement and discretion mostly determined availability of support and adjustments. Support was frequently dependent upon diagnostic evidence. Reliance on individual staff decisions may contribute to variability in support across the three groups of autistic students. Therefore, future research should focus on the experiences of autistic university students across the three groups and how they navigate university and institutional support.Lay AbstractThis study looks at how U.K. universities recognise and support autistic students. We focused on three different types of autistic students: those who enter university with a formal autism diagnosis, those currently seeking an autism diagnosis and those who consider themselves autistic but do not wish for a formal autism diagnosis. Currently, there has been little research about how universities identify these students or decide what help to offer. To gain a better understanding, we sent detailed questionnaires to every publicly funded university in the United Kingdom using Freedom of Information requests. This approach meant that publicly funded universities were legally required to provide information about their policies and practices. We received 125 valid responses out of 142 universities, an 88% response rate. Our questionnaire included multiple choice questions and areas in which universities could provide extra information if they wished. This allowed us to gather numbers and real-world examples from staff working in university disability support services. After data analysis, results showed that only half of universities kept records on students with a formal autism diagnosis. Fewer collected information about students seeking a diagnosis (16%) or who self-identify as autistic without wishing for a diagnosis (7%). Just 2% had a formal policy guiding staff on how to support students who do not have a diagnosis. I","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261489841"},"PeriodicalIF":5.7,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149134929","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":"\"It Is Awful for Your Morale\": A Need for Person-Centered Approaches to Speech-Language Services for Autistic Young Adults.","authors":"Teresa Girolamo, David Rivera, Kyle Greene-Pendelton, Jessica Suhrheinrich","doi":"10.1177/13623613261493269","DOIUrl":"https://doi.org/10.1177/13623613261493269","url":null,"abstract":"","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261493269"},"PeriodicalIF":5.7,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149126440","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}