Autism最新文献 - Book学术

How can we make therapy better for autistic adults? Autistic adults' ratings of helpfulness of adaptations to therapy. 我们怎样才能更好地治疗成年自闭症患者？自闭症成人对治疗适应的帮助程度的评分。

IF 5.2 2区心理学

Autism Pub Date : 2025-01-22 DOI: 10.1177/13623613251313569

Jessica Paynter, Kristyn Sommer, Amanda Cook

{"title":"How can we make therapy better for autistic adults? Autistic adults' ratings of helpfulness of adaptations to therapy.","authors":"Jessica Paynter, Kristyn Sommer, Amanda Cook","doi":"10.1177/13623613251313569","DOIUrl":"https://doi.org/10.1177/13623613251313569","url":null,"abstract":"Lay abstract: Autistic people experience more mental health conditions like depression or anxiety than non-autistic people. They are also more likely to experience difficulties in accessing mental health supports Clinicians have published suggestions on how to improve therapy for autistic people. However, whether these ways to adapt (i.e. adaptations) therapy for autistic people are seen as helpful by autistic people themselves has not been investigated. We recruited 130 autistic adults to complete an online survey. They rated 55 adaptations to therapy from \"Not at all helpful\" to \"Extremely helpful.\" We also asked for ideas of additional adaptations. Adaptations classified as neurodiversity affirming (e.g. having a therapist that embraces differences in brains and provides support to affirm neurodivergent identity) were rated highest. Approximately half of adaptations were rated positively at a group level. However, for almost every adaptation at least one person rated it as not at all helpful and at least one rated it as extremely helpful. Additional adaptations were around general good practice, financial cost, neurodiversity-affirming practices, practical, sensory/environmental, structure, and therapy style/techniques. Our findings add how helpful autistic people themselves rate adaptations to therapy and similarities and differences to clinicians. This is important to consider how these perspectives can differ. Findings also identify additional suggestions that clinicians could use in their practice and ideas for future research. Findings can help autistic adults in advocating for adaptations to therapy that address their needs by providing a list of possible adaptations. Furthermore, findings may help clinicians to better support their autistic clients.","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251313569"},"PeriodicalIF":5.2,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142999270","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}

引用次数: 0

Prevalence of discrimination experienced by autistic youth as compared to neurotypical youth and youth with other neurodevelopmental diagnoses. 与神经正常青少年和其他神经发育诊断的青少年相比，自闭症青少年遭受歧视的普遍程度。

IF 5.2 2区心理学

Autism Pub Date : 2025-01-10 DOI: 10.1177/13623613241312445

Michelle Menezes, Jessica Pappagianopoulos, Jessica V Smith, Mya Howard, Sophie Brunt, Lauren Witte, Sydney Anderson, Brian A Boyd, Micah O Mazurek

{"title":"Prevalence of discrimination experienced by autistic youth as compared to neurotypical youth and youth with other neurodevelopmental diagnoses.","authors":"Michelle Menezes, Jessica Pappagianopoulos, Jessica V Smith, Mya Howard, Sophie Brunt, Lauren Witte, Sydney Anderson, Brian A Boyd, Micah O Mazurek","doi":"10.1177/13623613241312445","DOIUrl":"https://doi.org/10.1177/13623613241312445","url":null,"abstract":"Lay abstract: Autistic individuals have described facing unfair or discriminatory treatment across settings, such as in school and at work. However, there have been few studies examining how widespread or prevalent discrimination is against autistic individuals. We aimed to fill that gap by examining how prevalent or common it is for autistic youth to experience discrimination based on race or ethnicity, sexual orientation or gender identity, and health condition or disability. We compared rates of discrimination against autistic youth to youth without developmental differences/diagnoses and youth with other developmental differences (i.e. youth diagnosed with attention-deficit/hyperactivity disorder [ADHD], learning disability, and speech/language disorders). We analyzed data from the 2021-2022 National Survey of Children's Health, which is a nationwide survey on which parents report about aspects of their children's lives. We found that autistic youth experience higher rates of discrimination based on race or ethnicity and sexual orientation or gender identity compared to youth who are typically developing and do not have a diagnosis (such as a speech or language disorder). Importantly, they also face significantly more discrimination due to their disability than youth with other diagnoses, such as ADHD, and youth without a developmental diagnosis. These results show that autistic youth are at risk for experiencing discriminatory treatment. Our study should motivate researchers, policymakers, and community members to address this critical issue.","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613241312445"},"PeriodicalIF":5.2,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142943485","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}

引用次数: 0

A non-systematic overview review of self-focused emotion regulation in autistic individuals through the lens of the extended process model. 扩展过程模型视角下自闭症个体自我关注情绪调节的非系统综述。

IF 5.2 2区心理学

Autism Pub Date : 2025-01-08 DOI: 10.1177/13623613241302533

Ru Ying Cai, Andrea C Samson

{"title":"A non-systematic overview review of self-focused emotion regulation in autistic individuals through the lens of the extended process model.","authors":"Ru Ying Cai, Andrea C Samson","doi":"10.1177/13623613241302533","DOIUrl":"https://doi.org/10.1177/13623613241302533","url":null,"abstract":"Lay abstract: What do we already know about emotion regulation in autism?We know that many autistic children, youth, and adults experience difficulties regulating emotions. Existing research has focused mainly on the differences in emotion regulation capabilities between autistic and non-autistic individuals, the relationships between autistic traits and emotion regulation, and how emotion regulation relates to other outcomes, such as social skills and mental health.What does this paper add?We want to take a new approach to review the existing emotion regulation research through the lens of a specific theoretical model: the extended process model of emotion regulation. Professor James Gross developed this model. It consists of four emotion regulation phases: identification, selection, implementation, and monitoring.Our review revealed specific areas within these emotion regulation phases that could significantly impact the emotion regulation experiences of autistic individuals. We also outline the gaps in the research and propose avenues for future investigation.Implications for practiceBy deepening our understanding of emotion regulation in autistic individuals through the proposed future research, researchers and clinicians can pave the way for the development of tailored support programs. These programs will directly target specific emotion regulation mechanisms, offering a much-needed individualized support approach.","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613241302533"},"PeriodicalIF":5.2,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142943483","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}

引用次数: 0

Determining rates of genetic testing in the evaluation of autism spectrum disorder and intellectual and developmental disorder. 确定基因检测在自闭症谱系障碍和智力发育障碍评估中的比率。

IF 5.2 2区心理学

Autism Pub Date : 2025-01-07 DOI: 10.1177/13623613241289980

Kyla Arcebido, Emily Val Tuliao, Andryella Maxie Ibarra, Kai Russell, Aracelly Valdes, Sohum Shinkre, Samantha Gefen, Amelia Evans, Sabrina Barella, Joelle Wadei, Isabella Quinon, Takahiro Soda

{"title":"Determining rates of genetic testing in the evaluation of autism spectrum disorder and intellectual and developmental disorder.","authors":"Kyla Arcebido, Emily Val Tuliao, Andryella Maxie Ibarra, Kai Russell, Aracelly Valdes, Sohum Shinkre, Samantha Gefen, Amelia Evans, Sabrina Barella, Joelle Wadei, Isabella Quinon, Takahiro Soda","doi":"10.1177/13623613241289980","DOIUrl":"https://doi.org/10.1177/13623613241289980","url":null,"abstract":"Lay abstract: Genetic testing is recommended by various professional organizations as part of clinical guidelines during the evaluation of autism spectrum disorder (ASD) and other neurodevelopmental disorders. However, previous studies demonstrate that rates of genetic testing are low. This study aimed to identify the rates of genetic testing within a large university healthcare network and factors that may be associated with higher or lower rates. Researchers reviewed over 7500 electronic health records of patients who were evaluated for ASD or other neurodevelopmental disorders. Some factors that were recorded include patient demographics (race, gender, insurance, zip code), ordered but not completed tests, genetic test results and reasons for declining genetic tests if noted, and other known barriers to genetic testing such as blood draws and specialties of providers seen by patients. Statistical analysis was conducted to determine associations between rates of genetic testing and different factors recorded in our database. Our results demonstrate that less than half of patients received at least one indicated genetic test, while a smaller percentage received recommended genetic tests. While sex assigned at birth and gender did not impact whether a patient received at least one indicated genetic test, race and insurance did. Our review reveals that genetic testing is not sufficiently offered by physicians, and we have identified multiple obstacles that prevent patients from receiving genetic testing which must be further investigated.","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613241289980"},"PeriodicalIF":5.2,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142943484","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}

引用次数: 0

Atypical development of sequential manual motor planning and visuomotor integration in children with autism at early school-age: A longitudinal kinematic study. 学龄前自闭症儿童的顺序手动运动规划和视觉运动整合的非典型发展：一项纵向运动学研究。

IF 5.2 2区心理学

Autism Pub Date : 2025-01-06 DOI: 10.1177/13623613241311333

Anna Bäckström, Anna-Maria Johansson, Thomas Rudolfsson, Louise Rönnqvist, Claes von Hofsten, Kerstin Rosander, Erik Domellöf

{"title":"Atypical development of sequential manual motor planning and visuomotor integration in children with autism at early school-age: A longitudinal kinematic study.","authors":"Anna Bäckström, Anna-Maria Johansson, Thomas Rudolfsson, Louise Rönnqvist, Claes von Hofsten, Kerstin Rosander, Erik Domellöf","doi":"10.1177/13623613241311333","DOIUrl":"https://doi.org/10.1177/13623613241311333","url":null,"abstract":"Lay abstract: Many children with autism struggle with movement difficulties, yet the causes of these difficulties remain unclear. One possible explanation is atypical motor planning and integration of visual and motoric information. Before performing a goal-directed movement, the brain creates a prediction of the movement based on visual and sensory information and previous experience, forming a \"blueprint\" of the motor steps needed to achieve the goal. This process is called motor planning. During movement, adjustments to the plan can be made through feedback mechanisms. This longitudinal study aimed to examine the development of motor planning in children with autism and typically developing children over early school-age (7-9 years). The children performed a sequential manual peg-rotation task, which involved grasping, rotating, and placing a peg, while detailed measures of movement were collected. Task end-goal difficulty varied, and the goal was either initially occluded or fully visible. The results revealed that children with autism showed atypical motor planning development compared with typically developing peers, and these differences became more pronounced as the children grew older. As the typically developing children matured, they appeared to rely more on initial visual information, which assisted them in motor planning. However, this facilitation did not occur for children with autism. These findings suggest that the differences in motor planning seen in children with autism may be linked to atypical visuomotor integration, highlighting the need for individualized interventions. Furthermore, it is crucial to consider developmental aspects to fully understand motor planning in children with autism.","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613241311333"},"PeriodicalIF":5.2,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142930548","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}

引用次数: 0

I was hanging in the air and holding on tight. It's exhausting: An autistic perspective on their journey through the general school system. 我悬在空中，紧紧地抓着。这让人筋疲力尽：从自闭症的角度看他们在普通学校系统中的经历。

IF 5.2 2区心理学

Autism Pub Date : 2025-01-04 DOI: 10.1177/13623613241310295

Mati Zakai-Mashiach

{"title":"I was hanging in the air and holding on tight. It's exhausting: An autistic perspective on their journey through the general school system.","authors":"Mati Zakai-Mashiach","doi":"10.1177/13623613241310295","DOIUrl":"https://doi.org/10.1177/13623613241310295","url":null,"abstract":"Lay abstract: In the past decade, autistic children have increasingly enrolled in general schools worldwide. However, most insights into their educational experiences come from educators and parents. There is a gap in understanding autistic children's perspectives on their educational experiences. The limited evidence from autistic children primarily focuses on middle school and reveals complex feelings of loneliness, anxiety and being misunderstood by teachers and peers. Moreover, research to date has not examined the full-time period of general education, which is needed to understand the cumulative developmental trajectory from elementary through high school. To address these gaps, this study investigated the lived experiences of 10 autistic individuals (ages 19-25 years) who had completed their entire school journey in general education settings. This study utilised in-depth interviews and a visual technique called the 'Blob Tree' to elicit their stories. The findings indicated that during primary school, participants felt overwhelmed and confused by the school environment. The transition to middle school, where they received an autism diagnosis, marked a period of significant instability, social insecurity and loneliness. Interestingly, the participants gained confidence during high school, accepted their autism and developed a more positive self-image. These findings emphasise the importance of learning the longitudinal self-perspective of autistic individuals through creative methods like the 'Blob Tree' technique. Furthermore, the study highlights the crucial role of effective support services during school transitions, particularly from experts in inclusive education. It underscores the need to create environments within general schools that are more inclusive to support autistic students better.","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613241310295"},"PeriodicalIF":5.2,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142926347","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}

引用次数: 0

Effects of an acceptance and commitment-based parenting program for parents of children with autism spectrum disorder on parenting stress and other parent and children health outcomes: A pilot randomized controlled trial. 一项针对自闭症谱系障碍儿童父母的基于接受和承诺的育儿计划对育儿压力和其他父母和儿童健康结果的影响：一项试点随机对照试验。

IF 5.2 2区心理学

Autism Pub Date : 2025-01-02 DOI: 10.1177/13623613241311323

Li Si Ni, Chien Wai Tong, Lam Kam Ki Stanley

{"title":"Effects of an acceptance and commitment-based parenting program for parents of children with autism spectrum disorder on parenting stress and other parent and children health outcomes: A pilot randomized controlled trial.","authors":"Li Si Ni, Chien Wai Tong, Lam Kam Ki Stanley","doi":"10.1177/13623613241311323","DOIUrl":"https://doi.org/10.1177/13623613241311323","url":null,"abstract":"Lay abstract: This study aimed to examine whether an acceptance and commitment therapy (ACT)-based parenting program, incorporating topics of emotional and stress management, parenting skills training, autism-related education, and self-care learning, could be successfully implemented, well-received, and beneficial for parents of children with autism. We randomly assigned 40 parents to either participate in the eight-session ACT-based parenting program or receive usual care only. The program was found to be feasible, with many parents willing to participate and complete the sessions. The parents also reported high satisfaction with the program and found it beneficial, according to satisfaction surveys and interviews. The results showed that parents who participated in the ACT-based parenting program had significant improvements in several outcomes compared to parents in usual-care-only group, including reduced parenting stress, decreased depressive and anxiety symptoms, and increased confident in their parenting abilities. Their autistic children showed fewer emotional and behavioral problems after the intervention. Based on these findings, we conclude that the ACT-based parenting program is feasible and acceptable and has promising effects for parents of autistic children. In the future, larger studies should be conducted to further explore its effectiveness for different groups of parents caring for children with autism or other neurodevelopmental conditions.","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613241311323"},"PeriodicalIF":5.2,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142913780","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}

引用次数: 0

The development of the Autism Stigma and Knowledge Questionnaire, Second edition (ASK-Q-2), through a cross-cultural psychometric investigation. 通过跨文化心理测量调查，编制自闭症耻辱感与知识问卷第二版（ASK-Q-2）。

IF 5.2 2区心理学

Autism Pub Date : 2025-01-01 Epub Date: 2024-08-20 DOI: 10.1177/13623613241270916

Ashley J Harrison, Matthew Madison, Nilofer Naqvi, Karrah Bowman, Jonathan Campbell

引用次数: 0

Community involvement in PhD students' autism research projects: Challenges and opportunities. 社区参与博士生自闭症研究项目：挑战与机遇。

IF 5.2 2区心理学

Autism Pub Date : 2025-01-01 Epub Date: 2024-11-27 DOI: 10.1177/13623613241300683

Elisa Genovesi, Sarah Grant, Tsegereda Haile Kifle, Jialing Li, Alanna J Shand, Rosa A Hoekstra

引用次数: 0

Social connectedness and loneliness in school for autistic and allistic children. 自闭症儿童和孤独症儿童在学校中的社会联系和孤独感。

IF 5.2 2区心理学

Autism Pub Date : 2025-01-01 Epub Date: 2024-06-18 DOI: 10.1177/13623613241259932

Yung-Ting Tsou, Maedeh Nasri, Boya Li, Els M A Blijd-Hoogewys, Mitra Baratchi, Alexander Koutamanis, Carolien Rieffe

{"title":"Social connectedness and loneliness in school for autistic and allistic children.","authors":"Yung-Ting Tsou, Maedeh Nasri, Boya Li, Els M A Blijd-Hoogewys, Mitra Baratchi, Alexander Koutamanis, Carolien Rieffe","doi":"10.1177/13623613241259932","DOIUrl":"10.1177/13623613241259932","url":null,"abstract":"Lay abstract: Many previous studies reported that autistic children have fewer social connections. Yet, recent studies also show that autistic children more often feel lonely in school than allistic (i.e. non-autistic) children. This outcome seems to go against the traditional view that autistic children do not desire to have social connections. Therefore, this study aimed to find out how autistic and allistic children feel about their social connections. We included 47 autistic and 52 neurodiverse-allistic children from two special education primary schools (aged 8-13 years). We tested their social connections and loneliness in school, through a new approach. This new approach includes questionnaires, and sensors for tracking social contacts on playgrounds during school breaks. We found that allistic children felt more loneliness when they spent little time in social contacts during school breaks. Yet, autistic children felt more loneliness when their peers did not like to play with them. For these autistic children, feelings of loneliness may go beyond face-to-face contacts. Being liked as part of a peer group was key. Understanding differences in children's needs can lead to a more effective design for a welcoming school climate.","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"87-101"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11656637/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141417531","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}

引用次数: 0