Autism最新文献

{"title":"Extending the Minority Stress Model of Autism: Internalized Stigma and Loneliness as Predictors of Stress and Life Satisfaction.","authors":"Alvin van Asselt, Yvette Roke, Sander Begeer, Anke M Scheeren","doi":"10.1177/13623613261446876","DOIUrl":"https://doi.org/10.1177/13623613261446876","url":null,"abstract":"<p><p>Autistic people's minority status makes them more vulnerable to minority stressors, such as stigmatization and victimization, which are linked to greater stress and lower life satisfaction. The Psychological Mediation Framework (PMF) proposes that cognitive, affective, and social-psychological processes help explain the relationships between these stressors and adverse outcomes. This cross-sectional study tested the PMF in autistic adults by examining how two of its key processes, internalized stigma and loneliness, are associated with stress and life satisfaction. Using self-report survey data from 831 autistic participants enrolled in the Netherlands Autism Register (NAR), aged 18-87 years (<i>M<sub>age</sub></i> = 47.5; <i>SD</i> = 12.5; 408 women, 309 men, and 114 gender-diverse individuals), multiple regression analyses showed that internalized autism-related stigma, emotional loneliness, and social loneliness were each positively associated with stress and negatively associated with life satisfaction. Mediation analyses indicated that both types of loneliness partially mediated the relationship between internalized autism-related stigma and these outcomes. Supporting the PMF, the findings suggest that autism-related stigmas may become internalized and be associated with loneliness, which is linked to greater stress and lower life satisfaction. Future studies should build upon the PMF and explore strategies to mitigate underlying minority stressors.Lay Abstract<b>Understanding stress and life satisfaction in autistic adults with the psychological mediation framework</b><b>Why was this study done?</b>Autistic adults often experience higher levels of stress and lower life satisfaction than non-autistic adults. Recently, research has suggested that these experiences are linked to them being part of a minority group-autistic people. Minorities often experience extra stress from experiences like stigma, sometimes called minority stressors. A theoretical model, the Psychological Mediation Framework (PMF), describes how minority stressors are linked to differences in people's thoughts, emotions, and feelings. This study examined whether the PMF can also help explain the stress and life satisfaction of autistic adults. We did this by testing whether two important parts of the PMF, internalized autism-related stigma (negative beliefs about being autistic) and loneliness, were linked to their stress and life satisfaction (how content people feel with their lives overall).<b>What did we do?</b>We analyzed data from 831 autistic adults who filled out a survey. In our statistical models (mathematical analyses that test how variables are related), we took into account other factors that are more commonly used to examine which factors were statistically associated with stress and life satisfaction in autistic adults, such as the level of characteristics related to autism and education level. By doing this, we increased the chance that any relationshi","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261446876"},"PeriodicalIF":5.6,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147832454","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":"Daily Mindfulness and Depressive Symptoms Among Parents of Autistic Children: A Dynamic Structural Equation Modelling Study.","authors":"Lin Wang, Meng Hua, Xinyi Hu, Yifan Wang, Qinxing Xie, Guang Yang, Yuan Chen","doi":"10.1177/13623613261439930","DOIUrl":"https://doi.org/10.1177/13623613261439930","url":null,"abstract":"<p><p>Elevated depressive symptoms among parents of autistic children are well documented and associated with poorer mental health. Mindfulness has been identified as a protective factor against mental health difficulties, but its day-to-day associations with depressive symptoms in this population remain unclear. A total of 210 Chinese parents of autistic children participated in this 15-day diary study, during which they completed daily measures of mindfulness and depressive symptoms. The data were analysed using dynamic structural equation modelling. Results indicated that (1) parents' daily mindfulness and depressive symptoms exhibited autoregressive stability and showed significant negative reciprocal cross-lagged associations at the within-person level. At the between-person level, (2) higher perceived social support was associated with lower mean depressive symptoms and higher mean mindfulness, and it strengthened the negative cross-lagged effect of daily mindfulness on next-day depressive symptoms; and (3) child externalising problems were positively associated with parents' overall mean depressive symptoms and negatively associated with both parents' overall mean daily mindfulness and the autoregressive effects of daily mindfulness and depressive symptoms. Findings underscore the importance of fostering daily mindfulness within a supportive resource context and highlight the need to maintain the day-to-day persistence of mindfulness in families of autistic children with higher externalising problems.Lay AbstractParents of autistic children tended to feel fewer depressive symptoms on the day after they felt more mindful; likewise, they tended to feel less mindful the day after they felt more depressed. We asked 210 parents in China to complete a short daily questionnaire for 15 days about their daily mindfulness and depressive symptoms. We also looked at two factors that might affect day-to-day mindfulness and depressive symptoms: the level of perceived social support and children's challenging externalising behaviours directed towards parents. We focused on how parents' mindfulness and depressive symptoms shift from one day to the next to identify practical ways to improve parents' mental well-being. We found that more perceived social support was linked to a stronger next-day connection between feeling more mindful and feeling less depressed, whereas more frequent behavioural challenges were linked to more ups and downs from one day to the next in both mindfulness and mood. The findings of this work can guide researchers and practitioners to design simple, everyday actions, such as brief mindfulness moments and better support for families, that help parents feel less low from one day to the next.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261439930"},"PeriodicalIF":5.6,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147810360","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":"Participatory Development and Psychometric Evaluation of the Introspective Predictive Processing Inventory: A Self-Report Measure for Autistic and Non-Autistic Adults.","authors":"Marik Roos, Hannah Storm, Lucie Zimmer, Tobias Schuwerk","doi":"10.1177/13623613261443728","DOIUrl":"https://doi.org/10.1177/13623613261443728","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Traditional self-report autism measures are often constructed from an \"outside view\" by non-autistic researchers rather than reflecting authentic autistic experiences. Predictive processing theory offers a framework for understanding autism, but comprehensive tools assessing the subjective manifestations of predictive processing differences and associated challenges have been lacking. This study aimed to develop and validate the Introspective Predictive Processing Inventory (IPPI), a self-report measure assessing predictive processing characteristics and their subjective consequences in everyday life. Through community-led, participatory research, we developed an initial 65-item version in German and English, and employed a five-stage validation approach across three samples (&lt;i&gt;N&lt;/i&gt; = 790). We used network-based item optimization, exploratory and confirmatory factor analyses, measurement invariance testing, and convergent validity assessment. Network optimization reduced the scale to 18 items while maintaining excellent reliability and improved discriminative power. Exploratory factor analysis revealed a stable two-factor structure: \"Prediction Integration and Interpretation\" and \"Prediction Error Sensitivity and Stability Needs\". The IPPI demonstrated exceptional discriminative validity (area under the curve &gt;0.97), strong convergent validity with established measures, measurement invariance across groups, and independence from general cognitive abilities. It provides a tool for assessing predictive processing experiences and their daily consequences, advancing autism research that bridges predictive processing theory with lived experiences.Lay AbstractMost questionnaires used to understand autism are created by non-autistic researchers who imagine what autism might be like, rather than capturing what autistic people actually experience. Scientists have a theory called \"predictive processing\" that suggests our brains are constantly trying to predict what will happen next in our environment. When these predictions don't match reality, it can cause stress and difficulties in daily life. However, there was no good way to measure these internal experiences and daily challenges that autistic people face. To address this gap, an autistic researcher worked with autistic community members and non-autistic researchers to create a questionnaire called the Introspective Predictive Processing Inventory (IPPI). They started with 65 questions, developed both German and English versions, and tested it with 790 autistic and non-autistic adults from mostly Germany and the United Kingdom. Using advanced statistical methods, they refined it down to 18 key questions that capture two main areas: difficulties understanding and integrating information from social situations and the environment, and sensitivity to unexpected changes with strong needs for predictability, causing distress when things don't go as expected. The final 18-question IPPI was highly rel","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261443728"},"PeriodicalIF":5.6,"publicationDate":"2026-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147810332","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' routine travel pre- and post-license.","authors":"Emma B Sartin, Lauren O'Malley, Alexis Z Tomlinson, Laura Bennett, Rachel K Myers, Kristina B Metzger, Haley J Bishop, Benjamin E Yerys, Allison Curry","doi":"10.1177/13623613251394558","DOIUrl":"10.1177/13623613251394558","url":null,"abstract":"<p><p>Compared with their non-licensed peers, licensed autistic adults appear to report more positive outcomes in objective measures of quality of life, particularly participation in activities outside of the home. We examined if this is due to individual differences/factors or the ability to independently drive. We conducted a prospective follow-up survey study of 16-21 years old in the United States and compared engagement in activities outside of the home over time by licensing status. Our final sample included 111 young adults; at follow-up, 62% did not have a permit or a license, 18% had obtained a permit, and 20% were licensed. Generally, travel patterns were consistent, except for reported increases in employment. The lack of overall differences across groups over time suggests individual differences in resources, barriers/facilitators to traveling, or general characteristics may underlie objective measures of quality of life rather than the obtainment of a license. Furthermore, regardless of licensure status, most respondents were not traveling everywhere they wanted to go, and nearly 80% were interested in a transportation modality they did not currently use. Thus, there is a continued need to support autistic adults' independent use of various transportation modalities.Lay abstract<b>Short Report: Obtaining a driver's license may not change autistic young adults' engagement in activities outside of the home</b>Autistic adults who have a driver's license say they participate in activities outside of their home, like employment or socializing, more often than those who do not have a license. It is unclear if this is because these adults can drive or if people who obtain licenses are different in some way than those who do not obtain a license. To examine this, we administered multiple surveys to a group of autistic young adults (16-21 years old) to see if their travel patterns changed after obtaining a license. In total, 111 young adults completed our surveys. Generally, we did not see changes in adults' travel patterns, regardless of if they obtained a license or not. The only change was an increase in employment over time among young adults who never obtained a learner's permit/license and those who obtained a license. Overall, our findings suggest that individual differences may be why some adults are engaged in activities outside of the home more often than others. We also found that most adults in our sample were not traveling everywhere they wanted to go or using all the modes of transportation they were interested in. This suggests more efforts are needed that improve autistic adults' independent mobility across transportation modes (e.g., driving, public transportation).</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1360-1367"},"PeriodicalIF":5.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145647043","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":"Predictors of Parent Engagement in Part C Early Intervention for Autism: The Role of Single Parenthood and Initial Motivation.","authors":"Hannah Tokish, Brooke Ingersoll","doi":"10.1177/13623613261430568","DOIUrl":"10.1177/13623613261430568","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Parent engagement in early intervention supports child progress but is variable in community settings and understudied in autism populations. Prior studies have examined attendance and homework completion rather than parent participation engagement-active, independent, and responsive contribution to treatment-and it is unclear how these distinct engagement measures are related. This study examined how observationally-coded parent participation engagement during early intervention sessions, between-session practice, and attendance were interrelated in addition to the influence of sociodemographic (marital status, minoritized racial/ethnic identity, and education) and psychological characteristics (stress, self-efficacy, and motivation) on engagement. The sample included 164 parents of toddlers (16-34 months) with an autism diagnosis or early autism indicators (i.e. social communication delays) receiving services through the publicly funded Part C Early Intervention system in the United States, which serves children under 36 months with developmental delays and disabilities. Observed parent participation engagement, parent-reported between-session practice, and attendance were not significantly correlated. Only marital status significantly predicted observed parent participation engagement, such that single parents exhibited lower parent participation engagement. Low motivation predicted lower parent-reported between-session practice. No parent characteristics predicted session attendance. Results suggest that early intervention providers should consider multiple aspects of parent engagement that are influenced by different parent characteristics when assessing and promoting engagement to support child progress.Lay AbstractParent engagement in early intervention for autism supports child progress but often varies in the community. Most research studies of parents' engagement in intervention have examined attendance and homework completion rather than active and independent contribution to treatment during intervention sessions (e.g. participating in practice activities, sharing perspectives about at-home practice). In addition, little research has examined parent engagement in early intervention for autism, which may be higher compared to broader child psychotherapy since parents typically report high satisfaction with early intervention. To address these gaps, we examined how active engagement observed and scored by trained researchers in video-recorded early intervention sessions, parent report of how often they practice intervention strategies at home, and session attendance were related to each other. We also examined how parents' personal (marital status, racial/ethnic identity, and education) and psychological characteristics (stress, self-efficacy, and motivation) influenced their active engagement, at-home practice, and attendance. Our sample included 164 parents of toddlers with an autism diagnosis or showing early signs of autism pa","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1278-1291"},"PeriodicalIF":5.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13082737/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147608092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Provision of Alternative Care for Autistic Adults: A Multi-Stakeholder Qualitative Study in China.","authors":"Xi Wang, Xiaoli Guo","doi":"10.1177/13623613261434406","DOIUrl":"10.1177/13623613261434406","url":null,"abstract":"<p><p>Providing alternative care for autistic adults unable to live with their biological families remains a low priority, particularly for those requiring high support. This population often receives inadequate attention despite its significant and long-term developmental needs. Using an exploratory qualitative design with ethnographic methods, this study conducted directed content analysis on data collected through 4 months of participant observation and 36 semi-structured interviews across four Chinese cities. The findings reveal that small-group alternative care emphasizes the physical and psychological development of autistic adults. However, charitable expectations among alternative care institutions and charitable donors lag behind the actual care needs of autistic adults with high support needs, limiting resource efficiency. The \"present bias\" diminishes recognition of the long-term societal benefits of developmental care. In developing contexts, achieving cohesive and sustainable nursing strategies led by non-state actors is crucial. A misalignment between charitable motivations and developmental priorities creates a \"care sustainability gap\" that threatens the continuity and effectiveness of alternative care for autistic adults.Lay AbstractMany autistic adults in China cannot live independently, yet non-family alternative care for this group is poorly supported and understudied. This study explored alternative care for autistic adults in four Chinese cities through participant observation and semi-structured interviews with private enterprises, charitable organizations, care providers, and autistic adults' families. We found that charitable organizations and private enterprises mostly focus on short-term, visible support (like donating daily supplies or facility equipment) for autistic adults' care, while ignoring their long-term needs for independent living skills and social integration. Social stigma that mislabels autistic adults as mentally ill also leads to overemphasis on safety in care, limiting their growth. In addition, many alternative care institutions lack clear long-term plans, making it hard to sustain development-focused care. This study highlights a gap between donors' expectations and autistic adults' actual care needs. A misalignment between charitable motivations and developmental priorities creates a \"care sustainability gap\" that threatens the continuity and effectiveness of alternative care for autistic adults.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1305-1316"},"PeriodicalIF":5.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147472258","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":"Overlapping And Differentiating Clinical Features of Autism and Borderline Personality Disorder in Women and People Assigned Female at Birth: A Cross-Sectional Study.","authors":"Kirsten Barnicot, Elissa Thompson, Sally Turner, Will Mandy, Rose McCabe, Eloise Stark, Jennie Parker","doi":"10.1177/13623613261431309","DOIUrl":"10.1177/13623613261431309","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Previous research has suggested potential phenotypic similarities between autism and borderline personality disorder (BPD). We aimed to identify overlapping and differentiating characteristics of the two diagnostic groups in women and people assigned female at birth (PAFAB). Women and PAFAB with an autism diagnosis (&lt;i&gt;n&lt;/i&gt; = 51) or a BPD diagnosis (&lt;i&gt;n&lt;/i&gt; = 51), who had few or subclinical traits of the comparator diagnosis, completed a range of self-report questionnaires. Emotional reactivity, emotional dysregulation, identity disruption, difficulties being alone and rejection sensitivity were significantly more characteristic of BPD-diagnosed participants, with identity disruption representing the biggest difference from autistic participants (&lt;i&gt;d&lt;/i&gt; = -1.36, 95% confidence interval [CI] = [-1.79, -0.92]). Autistic participants scored significantly more highly on measures of sensory processing, social cognition and behaviour, preference for sameness and repetitive motor behaviour, with sensory processing representing the biggest difference from BPD-diagnosed participants (&lt;i&gt;d&lt;/i&gt; = 1.19, 95% CI = [0.76, 1.60]). Group differences in social cognition, social camouflaging, identity disruption, impulsivity and coping with being alone, together correctly classified 95.1% of participants (area under the curve [AUC] = 0.98). However, comparison with measure scores in previous research suggests more complex phenotypic similarities, whereby autistic individuals may show more BPD-aligned characteristics than the general population and vice versa.Lay AbstractAutism can look similar to borderline personality disorder (BPD), leading to misdiagnosis. For example, both diagnostic groups may experience difficulties in regulating their emotions. To improve diagnosis, we wanted to understand similarities and differences between autism and BPD in adult women and people assigned female at birth (PAFAB). We asked two groups of people to complete online questionnaires: (1) 51 women/PAFAB with an autism diagnosis, who do not meet diagnostic criteria for BPD and (2) 51 women/PAFAB diagnosed with and meeting diagnostic criteria for BPD, who are not autistic. The questionnaires asked participants how they experience their emotions, how they interact and relate with other people, how they experience their identity and self-concept, how they react to sensory input, for example, sounds and smells, and how they use repetitive movements, as well as their preferences for sticking to familiar ways of doing things. We found more differences than we expected between autistic people and people meeting diagnostic criteria for BPD. For example, autistic people described being more sensitive to sensory input, described 'masking' more during social interactions and described more challenges in understanding the social behaviour of non-autistic people, compared to people meeting diagnostic criteria for BPD. People meeting diagnostic criteria for BPD described more difficul","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1292-1304"},"PeriodicalIF":5.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13087160/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147608018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Growing-up autistic: Sharing autistic children's experiences and insights.","authors":"Sinéad L Mullally, Alice E Wood, Cherice C Edwards, Sophie E Connolly, Hannah Constable, Stuart Watson, Jacqui Rodgers, Kieran Rose, Nic King","doi":"10.1177/13623613261427795","DOIUrl":"10.1177/13623613261427795","url":null,"abstract":"&lt;p&gt;&lt;p&gt;There is a critical lack of exploration into the firsthand experiences of autistic children in the psychological literature. We sought to address this using baseline data from a wider mixed-methods study. A total of 136 autistic children (mean age = 10.35) completed an online questionnaire. Questions explored children's understanding of autism, their feelings about being autistic in different contexts and challenges experienced. Quantitative data revealed limited autism knowledge and understanding for some. Challenges included talking about being autistic and self-advocating for needs, especially with non-family members. Children generally recognised both strengths and challenges of being autistic, although concerns about feeling/being different were widespread, and masking common. Strikingly, although most children felt positive about being autistic at home, significantly fewer felt this to be true when around peers or teachers. Using reflexive thematic analysis, four main themes were developed: (1) overwhelming experiences, (2) unsafe people, (3) sanctuary and (4) autistic identity. Overall, the children felt safest at home with family and/or with autistic/neurodivergent/understanding friends, but most unsafe at school with their teachers and neurotypical peers, where victimisation was rife. These findings offer valuable insights into the lives of autistic children, and demand we explore how places of education can be transformed into safe spaces for autistic children.Lay abstractAutistic children are rarely asked directly about their own experiences. In this study, 136 autistic children (ages 8-14) shared their views through an online questionnaire. They were asked what being autistic means to them, how they feel about it and what challenges they face in different environments. Many said they knew little about autism, and most did not have the words to talk about being autistic or feel safe doing so. Talking was especially difficult outside the family; while over 60% felt comfortable with family, only 16.5% felt this way with other people. Children also told us how overwhelming everyday life can be. Noisy, crowded or unpredictable environments often caused distress or shutdown. Many described how strong emotions, especially anxiety, build up in these moments. Some lost the ability to speak, and tasks like decision-making or emotional regulation became especially hard and exhausting. School was often named as a major source of overwhelm. Children showed deep insight into the people around them. They were highly attuned to whether others, for example, friends, family, teachers or professionals, felt safe or unsafe. Feeling unsafe often meant being misunderstood, ignored or bullied. School peers were commonly described as sources of victimisation, and teachers as making children feel unsafe by not listening or misunderstanding their needs. When children did not trust those around them, they masked their autistic traits to avoid judgement. T","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1222-1241"},"PeriodicalIF":5.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13087148/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147519647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers.","authors":"Adeline Lacroix, Morgane Burnel, Monica Baciu, Pauline Occelli, Marcela Perrone-Bertolotti, Marie David, Anne Ego","doi":"10.1177/13623613261428668","DOIUrl":"10.1177/13623613261428668","url":null,"abstract":"<p><p>This study aimed to offer a depiction and comprehensive understanding of school participation in autistic youth, which has received limited exploration. Parents of 871 autistic youth aged 7 or 15 were invited to participate in a study, among whom 600 agreed, allowing data collection on diagnosis, comorbidities, school, professional support, and parental characteristics. They were asked to fill in questionnaires assessing executive functions, social-communication difficulties, and school participation, completed by 241. Structural equation modeling and descriptive methods were employed to examine factors influencing school participation and the desire for change. Social-communication abilities stand out as the sole intrinsic determinant associated with school participation. Being a female and having an intellectual disability might negatively impact mainstream school attendance, without exerting a similar influence on activity attendance and involvement. Caregivers identified school demands and the sensory environment as extrinsic barriers to school participation, while teachers' attitudes and peer relationships were seen as both potential barriers and facilitators. Finally, 36%-58% indicated a desire for increased participation in at least one school activity. Our findings highlight the need to reduce stigma around autism, improve school support, and give special consideration to the schooling experiences of autistic girls.Lay AbstractSchool participation factors in autism have received limited attention. We examined this question using structural equation modeling and descriptive methods. Our findings indicate that heightened social-communication difficulties, rather than executive dysfunctions and comorbidities, are associated with decreased school participation of autistic youths. Furthermore, exploratory analyses showed that being female and having an intellectual disability negatively affect attending mainstream school for autistic children and teenagers, but not their attendance and involvement in school activities. Caregivers point out school demands, sensory environment, and teachers' and peers' attitudes as major factors affecting participation, often expressing a desire for increased participation for their child. These results hold significant implications for improving educational environments for autistic girls and boys.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1242-1262"},"PeriodicalIF":5.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147525754","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":"The Experiences of Autistic Healthcare Students in a Clinical Learning Environment: A Scoping Review.","authors":"Emilie Edwards, Nicolette Porter, Ruby Handley-Stone, Helen Hingley-Jones, Gemma Reynolds","doi":"10.1177/13623613261427125","DOIUrl":"10.1177/13623613261427125","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Autism is increasingly understood from a neurodiversity-affirmative perspective recognising the unique contributions of autistic individuals. Despite this shift, the specific experiences of autistic healthcare students in clinical placements remain underexplored. This scoping review aims to map existing literature on this topic, identifying both barriers and enablers to learning in clinical environments. Using Arksey and O'Malley's framework, with methodological updates, a comprehensive search was conducted across databases including CINAHL, Medline, APA PsychInfo, Education Research Complete PubMed, Google Scholar, ProQuest and grey literature. Studies were included if they focused on the perspectives of autistic undergraduate healthcare students in clinical practice. Six studies met the inclusion criteria, which were synthesised into four overarching analytical categories: autistic profiles, sensory environments, disclosure and support and belonging and inclusion. Students reported strengths including empathy and attention to detail, alongside challenges like sensory sensitivities and social communication difficulties. Disclosure experiences varied, and a strong sense of belonging was linked to improved mental health and academic success. This review highlights the urgent need for inclusive educational practices, including tailored support, autism training for educators and a culture of acceptance. It also reveals a significant gap in the literature, underscoring the need for further research in this area.Lay AbstractThis study explores what it is like to be an autistic student training in healthcare, particularly during clinical placements. While we know autistic people are entering higher education and healthcare professions, there is still very little research about their specific experiences in clinical learning environments. These placements are a key part of training for careers like nursing, midwifery and medicine, but they can be especially challenging for autistic students. To better understand this, a scoping review was carried out. This means the researcher searched for and reviewed existing studies and articles on the topic. Only six relevant articles were found, all written in the UK, and were based on personal experiences shared by autistic students themselves. The review grouped findings into four main areas: the unique strengths and challenges of autistic students, the impact of sensory environments, the difficulties around disclosing an autism diagnosis and the importance of feeling included and supported. The findings show that while autistic students bring valuable qualities to healthcare, like empathy and attention to detail, they often face barriers such as sensory overload, stigma and a lack of tailored support. Many students feel they must mask their autism to fit in, which can affect their mental health and sense of belonging. This study highlights the urgent need for more inclusive and supportive clinical learning","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1206-1221"},"PeriodicalIF":5.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13087170/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147503098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}