Autism最新文献

{"title":"Staying With the Trouble: An Argument for Transdisciplinary Autism Research.","authors":"Abbie Campbell-Mapplebeck, Anthony Schrag, Rachael Davis","doi":"10.1177/13623613261459639","DOIUrl":"10.1177/13623613261459639","url":null,"abstract":"","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1919-1923"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148444134","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":"Recommendations for the Inclusion of Autistic Children in Community-Based Physical Activity Programmes: A Delphi Study.","authors":"Edel Ryan, Dean McDonnell, Sean Healy, Rhodri S Lloyd, Sharon Kinsella","doi":"10.1177/13623613261448516","DOIUrl":"10.1177/13623613261448516","url":null,"abstract":"<p><p>A range of barriers to Physical Activity (PA) participation contribute to autistic children being less physically active than their non-autistic peers. While these barriers have been well documented, further research is needed into methods of overcoming these barriers. This study aimed to create a series of best practice recommendations for the inclusion of autistic children in community-based PA programmes. This was achieved using the Delphi Method involving the opinions of international experts in the area of inclusion of autistic children in PA. Three rounds of questionnaires were distributed to the panel of 22 experts, aiming to reach consensus on a series of topics related to the inclusion of autistic children in community-based PA programmes (consensus ⩾67% agreement). Topics included coaches and volunteers, programme characteristics, and bridging sessions. Sixteen consensus statements were established which were then used to create the 'STARTS' recommendations, which centre around: (1) Skill development, (2) Training for coaches/volunteers, (3) Aims for sessions, (4) Resources to improve children's experiences, (5) Transitioning from bridging programmes to mainstream programmes, and (6) Supports to improve inclusion. The STARTS recommendations will assist clubs/organisations when setting up or modifying community-based PA programmes which include autistic children.Lay abstractAutistic children can often find participation in physical activity programmes difficult and as a result are often less physical active than to non-autistic children. Many studies have explained why these difficulties exist, such as lack of suitable programmes, uneducated coaches, lack of coach, or physicality difficulties, but there is less information available about practical ways to make programmes more inclusive. This study aimed to create clear, practical recommendations to help community sports clubs and physical activity programmes to better include autistic children. To do this, the Delphi Method was used. This involved a group of 'experts' with experience in autism and physical activity to share their views over several rounds of online questionnaires. Twenty-two international experts took part in this study, and over three rounds, they were asked to share suggestions and opinions, answer multiple-choice questions, and rate different ideas. By the end of the process, the experts agreed on 16 key recommendations, which were then used to create the 'STARTS' recommendations. This splits the recommendations into six topics: (1) Skill development, (2) Training for coaches/volunteers, (3) Aims for sessions, (4) Resources to improve children's experiences, (5) Transitioning from autism-specific programmes to mainstream programmes, and (6) Supports to improve inclusion. These recommendations offer practical guidance for clubs and organisations that want to create or adapt community-based physical activity programmes to promote inclusion and help autistic child","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1986-1999"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13392180/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148136521","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":"\"I Accept Them, They Accept Me, We Enjoy Our Time Together\": Autistic Adults' Preferences and Perceptions of Relationships With Other Autistic People.","authors":"Hannah Minnell, Hannah Waddington, Phoebe Jordan, Beth Noble, Chris J Bowden","doi":"10.1177/13623613261451898","DOIUrl":"10.1177/13623613261451898","url":null,"abstract":"<p><p>Autistic adults may have distinct relationship preferences and perceptions compared to non-autistic individuals. The Double Empathy Problem suggests that autistic people often experience greater mutual understanding and connection when interacting with other autistic individuals. While some research has examined these relationships, few studies have focused on a range of relationship types. This study aimed to address this gap by qualitatively exploring how autistic adults prefer and perceive their relationships with other autistic people across friendships, romantic relationships, mentoring/support, employment, and volunteering relationships. We surveyed autistic adults living in Australia and New Zealand to better understand their preferences and perceptions regarding these relationships. Written responses from 142 participants were analysed using a reflexive thematic analysis framework. Many autistic adults valued intersubjectivity, mutual understanding, and acceptance in their relationships with other autistic individuals. Within these relationships, they could be authentic and unmask; however, they also had to consider and balance their relational capacity. In addition, some participants experienced conflict in their relationships due to differences in compatibility. While within-neurotype relationships are beneficial for many autistic individuals, they are not always seamless, and challenges and conflicts can still arise. Like all relationships, autistic-autistic relationships are complex and nuanced.Lay AbstractMany autistic people enjoy spending time with other autistic individuals because they feel more comfortable and better understood in these relationships. While some research has explored autistic adults' relationships with other autistic people, less is known about their preferences and perceptions within these relationships. To learn more, we surveyed autistic adults in Australia and New Zealand about a range of relationship types they may have with other autistic people (i.e. friendships, romantic relationships, mentoring/support, employment, and volunteering relationships). We then analysed written responses from 142 participants using a reflexive thematic analysis to identify themes within the data set. Participants valued intersubjectivity, mutual understanding, acceptance, and a sense of belonging and described being able to unmask and be authentic in these relationships. However, they also had to consider and balance their relational capacity. While shared neurotype was important, other factors like shared interests, values, and emotional compatibility also influenced relationship satisfaction. Some participants also described challenges or conflicts due to differences in compatibility. These findings highlight that many autistic adults have meaningful relationships with other autistic people, challenging a deficit-based perspective. At the same time, they show that shared neurotype alone does not guarantee compatibilit","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2000-2014"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13392157/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148326155","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":"A Survey-Based Study Investigating Opinions on Genetic Research Among Swedish Autistic Individuals and Parents of Autistic Children.","authors":"Samuelle Fajutrao Falk, Anna Hellquist, Kristiina Tammimies","doi":"10.1177/13623613261458410","DOIUrl":"10.1177/13623613261458410","url":null,"abstract":"<p><p>The opinions of the autism community are crucial for the future of genetic research. This study examines the attitudes of autistic adolescents, adults, and parents of autistic individuals toward genetic research in Sweden. We aimed to determine respondents' views on genetic research in general and to understand their expectations and concerns. For this aim, we conducted two online surveys with closed-ended and open-ended questions - one aimed at parents of autistic children and another for autistic adolescents and adults. A total of 871 parents and 213 autistics participated. We show that the attitudes toward genetic research are generally positive, with both respondent groups hoping that it will lead to improved interventions, enhanced quality of life, better educational opportunities, and increased support services. The autistic group valued research studies that would provide individual results from genetic research. However, thematic analysis of the respondents' concerns on genetic research revealed that there are significant concerns about the potential misuse of genetic information, particularly regarding eugenics. Our results underscore the importance of engaging the autism community in genetic research to ensure its relevance and ethical integrity, ultimately facilitating the translation of research outcomes into tangible benefits for individuals with autism and their families.Lay AbstractThis study explored the attitudes of 871 parents of autistic children and 213 autistic adolescents and adults in Sweden toward genetic research. We aimed to understand whether they think genetic research in autism is positive and beneficial, what they hope the research will achieve, and if they have any concerns. Involving the autism community in Sweden is crucial for the future of genetic research in autism, ensuring it addresses their priorities and concerns. Overall, respondents had a positive view, hoping the findings could lead to better interventions, improved quality of life, enhanced educational opportunities, and stronger support services for autistic individuals and their families. However, many were worried about potential negative consequences, such as increased discrimination and the promotion of eugenics. These findings can guide researchers in designing future studies and highlight the importance of community involvement in research.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2064-2078"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13392166/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300717","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":"Pretending to Be Normal: Cross-Cultural Adaptation and Validation of the Camouflaging Autistic Traits Questionnaire in Iran.","authors":"Karim Abdolmohamadi, Asgar Alimohamadi, Laura Hull","doi":"10.1177/13623613261452296","DOIUrl":"10.1177/13623613261452296","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Camouflaging of autistic traits has gained increasing attention as a psychological construct capturing strategies used to conceal or compensate for autistic characteristics in social contexts. Given the cultural specificity of social behavior, the adaptation and validation of measurement instruments across diverse populations are essential. The present study aimed to culturally adapt and validate the Persian version of the Camouflaging Autistic Traits Questionnaire (CAT-Q) and to examine its measurement invariance and group differences between adults with high and low autistic traits in Iran. Following a standardized forward-backward translation procedure and expert panel review, the Persian CAT-Q was administered to 1,100 individuals, of whom 948 (aged 15-50 years) met the inclusion criteria after data screening. Construct validity was examined using confirmatory factor analysis (CFA). Convergent validity was assessed through correlations with the social camouflage subscale of the Comprehensive Autistic Trait Inventory (CATI), and reliability was evaluated using Cronbach's alpha and mean inter-item correlations. CFA supported the original three-factor structure of the CAT-Q (compensation, masking, and assimilation) with acceptable fit indices (Comparative Fit Index [CFI] = 0.91, Root Mean Square Error of Approximation [RMSEA] = 0.06). Measurement invariance testing supported configural, metric, and scalar invariance across high and low autistic traits groups, indicating comparable measurement properties. Convergent validity was confirmed through significant correlations with the social camouflage subscale of the CATI. Internal consistency was strong, with Cronbach's alpha coefficients ranging from .66 to .89 across subscales and .89 for the total scale, although the assimilation subscale showed comparatively lower reliability. The Persian version of the CAT-Q demonstrates satisfactory psychometric properties and measurement equivalence across groups, supporting its use in research contexts within Iran. Findings should be interpreted with attention to cultural context and the relatively lower reliability of the assimilation subscale.Lay AbstractMany autistic people use \"camouflaging\" to cope in social situations. Camouflaging means trying to hide autistic traits or to compensate for social difficulties so that others will not notice differences. These efforts may help someone blend in, but they can also be tiring and may affect wellbeing. Because social rules and expectations differ across cultures, researchers and clinicians need tools that are carefully adapted for each language and society. This study adapted the Camouflaging Autistic Traits Questionnaire (CAT-Q) into Persian and examined whether it works well for adults in Iran. The questionnaire was translated using a standard forward-backward process, reviewed by specialists for clarity and cultural suitability, and then tested in a large Iranian sample recruited online. We examined w","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2015-2024"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300790","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":"Diagnostic challenges in predominantly late-diagnosed gender-diverse autistic individuals: Age, delays, and perceived misdiagnoses.","authors":"Amina Zohor Zidane Burgess, Wietske van der Zwaag, Kim Marie Jonkman, Sander Begeer","doi":"10.1177/13623613261425136","DOIUrl":"10.1177/13623613261425136","url":null,"abstract":"<p><p>Historically, diagnostic criteria for autism have been shaped by male-centric childhood presentations, leading to reduced diagnostic accuracy for non-male autistic individuals. We investigated disparities between gender-diverse and cisgender autistic individuals in the age at formal diagnosis, delays between initial suspicion and diagnosis, and the frequency of prior perceived misdiagnoses. We analyzed 2,722 participants predominately late-diagnosed with autism, including 402 gender-diverse individuals. The analysis, controlling for age at participation, revealed that cisgender females were diagnosed at the oldest age, followed by gender-diverse individuals and cisgender males. Autistic gender-diverse individuals received the highest number of co-occurring psychiatric diagnoses and had the highest rates of prior perceived misdiagnosis, followed by cisgender females and cisgender males. These findings highlight the pressing need for diagnostic frameworks that account for gender diversity and actively mitigate biases in clinical practice.Lay abstractAutism is often thought of as a condition that mainly affects boys in childhood. However, research shows that this view can delay or complicate diagnosis for non-male autistic individuals. For instance, research has demonstrated that autistic females are diagnosed later than males. In this study, we examined when and how autism is diagnosed in gender-diverse individuals (people whose gender identity does not align with the sex they were assigned at birth or who identify outside the male/female binary) compared to cisgender men and women (whose gender aligns with their birth sex). We analyzed data from 2,722 Dutch adults with autism, including 402 gender-diverse participants, mostly diagnosed in adulthood. We looked at the age at which participants were diagnosed and how long it took from first suspecting autism to receiving a formal diagnosis. We also examined whether participants had been diagnosed with another psychiatric condition and whether they perceived that diagnosis to be a misdiagnosis. Our results showed that gender-diverse people and cisgender women tend to be diagnosed later than cisgender men. Gender-diverse individuals and women reported being previously diagnosed with other conditions such as personality disorders, which they later believed were incorrect. These results suggest that gender biases still affect autism diagnosis, especially for gender-diverse people and women. Understanding these challenges is important to improve diagnostic practices and ensure more accurate and timely support for everyone on the autism spectrum.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2130-2136"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147497425","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 Examination of Wandering in Children and Adolescents With Autism.","authors":"Lisa D Wiggins, Carolyn DiGuiseppi, Katherine Overwyk, Patrick Powell, Angela Thompson-Paul, Eric Moody, Cy Nadler, Nuri Reyes, Sarah Tinker","doi":"10.1177/13623613261459642","DOIUrl":"10.1177/13623613261459642","url":null,"abstract":"<p><p>Wandering - or leaving a supervised space and/or care of a responsible person - disproportionately affects children with autism and can lead to serious injury. We describe parent-reported wandering in children with autism in early childhood and adolescence and characterize wandering in adolescence. Of 258 teens with autism enrolled in the Study to Explore Early Development, caregivers reported that 45% never wandered, 41% wandered only in early childhood, and 14% wandered at least once in adolescence (including 9% that wandered at both time points). Childhood externalizing behavior problems were positively associated with wandering only in early childhood and at least once in adolescence compared to never wandered (both <i>p</i> < .01). Adolescents who wandered most often left public places (58.3%). To address wandering, caregivers most often added home locks/alarms (30.6%) and least often placed a tracking device (8.3%) on the adolescent. In conclusion, wandering is less common among adolescents than young children with autism but still presents opportunities for intervention. These findings can help partners communicate that childhood externalizing behavior problems are associated with wandering regardless of age and promote awareness of and access to interventions that can improve health and safety.Lay AbstractWandering occurs when a child leaves a safe space. Children with autism wander more than other children. This can lead to serious injury. We describe wandering in children and adolescents with autism. In total, 258 teens with autism were included in the analysis. Caregivers reported that 45% never wandered, 41% wandered only in early childhood, and 14% wandered at least once in adolescence (including 9% that wandered at both time points). Children with behaviors like hyperactivity were more likely to wander in both early childhood and adolescence. Adolescents who wandered most often left public places (58.3%). To address wandering, caregivers most often added home locks/alarms (30.6%) and least often placed a tracking device (8.3%) on the adolescent. In sum, wandering is less common among adolescents than young children with autism. However, we can still help families with adolescents with autism who wander. One way to help these families is to educate people that behavior problems like hyperactivity are associated with wandering regardless of age. Another way to help these families is to increase ways to address wandering away from the home to keep adolescents with autism safe.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2107-2116"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13455034/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148366941","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":"Specialist Resource Centres as Protective Microsystems: A Qualitative Comparative Case Study of Autistic Pupils' Experiences in Mainstream Secondary Schools.","authors":"Alice Boddy, Anna Cook","doi":"10.1177/13623613261457949","DOIUrl":"10.1177/13623613261457949","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Autistic pupils in mainstream secondary schools face significant barriers to academic progress, social engagement, and mental wellbeing, with parents consistently reporting that their children's autism-related needs are not being met. This qualitative comparative case study examined what shapes the educational experiences of autistic pupils in secondary schools with Specialist Resource Centres (SRCs) versus comparable mainstream settings without specialist provision. Using Bronfenbrenner's ecological systems framework, the study explored how multiple layers of influence - ranging from classroom practices to societal attitudes - interact to support or undermine inclusion. Data were collected across seven secondary schools (five SRC schools, two mainstream schools without SRCs) in South-East England via interviews with pupils, parents, and staff. Findings revealed that SRCs functioned as protective microsystems, providing predictable environments, visible support, and trusted relationships that buffered pupils from sensory and social demands. Key protective features included consistent staffing, flexible policies, and normalised support-seeking. However, systemic challenges - including workforce shortages, inadequate mental health services, and resource limitations - constrained the impact of even the most effective school initiatives. The study underscores that effective inclusion requires coordinated support spanning immediate school environments to broader policy frameworks, with implications for admission criteria, staff training, and inter-agency collaboration.Lay AbstractMany autistic young people struggle in secondary school, facing difficulties with academic work, making friends, and managing their mental health. Parents often report that schools don't properly understand or support their children's needs. This study explored what makes school better or worse for autistic pupils by comparing two different types of schools: those with specialist autism units (called Specialist Resource Centres) and regular mainstream schools without these units. We spoke to autistic pupils, their parents, and school staff across seven schools in South-East England to understand their experiences. We found that specialist autism units acted like \"protective spaces\" within schools, providing quieter spaces, clearer routines, and staff who understood autism. These units helped manage sensory demands and social pressures. Pupils could use these spaces when they felt stressed and gradually build confidence to spend more time in mainstream classes. However, we also discovered that broader problems in the education system - like staff shortages, lack of mental health support, and limited resources - affected all schools, regardless of whether they had specialist units. Many autistic pupils still experienced high levels of anxiety and felt they had to hide their autistic traits to fit in. Our findings suggest that while specialist autism units can be helpful, ","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2079-2094"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13392175/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148366567","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":"Understanding Autistic Adults' Psychological Experiences of Anxiety Problems: A Qualitative Interview Study.","authors":"Rebecca J Roberts-Davis, Francesca G Happé, Alex Lau-Zhu","doi":"10.1177/13623613261455375","DOIUrl":"10.1177/13623613261455375","url":null,"abstract":"<p><p>Our understanding of psychological experiences of anxiety in autism could be improved if it were shaped by autistic individuals. However, anxiety research in autism often begins with cognitive conceptualisations drawn from neurotypical or non-autistic individuals. This qualitative study aimed to explore psychological experiences of anxiety using semi-structured one-to-one interviews with a diverse sample of 20 U.K.-based, autistic adults, aged 18-55 years. Transcripts were analysed using two complementary methods: conceptual content analysis, where existing theories were tested against the data with predefined codes; and reflexive thematic analysis, where meaning was constructed from the data while considering research subjectivity. Our sample highly endorsed existing cognitive constructs: intolerance of uncertainty (100% of participants), repetitive negative thinking (100%), attentional biases (70%) and intrusive mental imagery (70%). Some autism-specific characteristics were indicated. The endorsement of imagery is particularly striking given claims that autism is often associated with weak imagery. Autistic adults described the way in which being autistic interacted with anxiety, through psychological and lived experiences. Existing support for anxiety problems was deemed insufficient and may be improved by further refining our understanding of anxiety in autism through future quantitative and qualitative research.Lay AbstractAnxiety is a top priority for research for the autistic community. We could increase our understanding of what might contribute to anxiety problems in autism by speaking to autistic people and learning about the different experiences they have had. We interviewed 20 U.K.-based autistic adults (aged 18-55 years) and asked them about their anxiety problems, including how they felt about well-known ideas of what might be involved in anxiety in autism. We looked at the answers to the interviews in two ways. The first way considers what autistic people think about the well-known ideas. The second way looks at similarities in the answers that autistic people gave. All participants' anxiety problems involved repeated negative thoughts and struggling with uncertain situations. Most also said that they tend to focus on noises or other sensory experiences within their environment and imagine situations in their mind when they are anxious. Being autistic came with challenges that could make them more anxious, including struggling with changes to routine and being bullied. Autistic people described how anxiety made their life difficult and ways in which current support for anxiety is not helpful enough. We discuss ways that we could better understand anxiety in autism and improve the support given to autistic people.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2117-2129"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13392183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148534973","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":"The Views of Autistic Adults on Early Autism Interventions: A Mixed-Methods Systematic Literature Review.","authors":"Elizaveta Nosova, Alexandra Sturrock, Neil Humphrey, Kathy Leadbitter","doi":"10.1177/13623613261460931","DOIUrl":"10.1177/13623613261460931","url":null,"abstract":"&lt;p&gt;&lt;p&gt;For many years, early autism interventions were developed without the involvement of autistic people. This review explores the views and experiences of autistic adults regarding psychosocial/educational interventions for young autistic children. Four databases (Web of Science Core Collection, Education Resource Information Centre, Education Database and PsycINFO) were searched; 19 studies were identified. Quality appraisal was performed using the Quality Assessment with Diverse Studies tool. Qualitative data were analysed using thematic synthesis. Quantitative data were analysed using descriptive narrative synthesis, including textual description, tabulation and a visual representation. Five themes were developed among studies with qualitative data: &lt;i&gt;Hear the child's voice, Let the child be a child, Celebrate autistic lives, Understand autistic challenge&lt;/i&gt;s and, finally, a cross-cutting theme, &lt;i&gt;Damage done&lt;/i&gt;, on negative experiences of autistic people who underwent early interventions. In studies with quantitative data, autistic people endorsed well-being, adult support/accessibility and reducing harmful behaviours, and did not endorse outcomes related to reducing autism traits. We conclude that, according to autistic adults, early interventions should take an autism-affirmative approach, be developmentally appropriate and foster self-determination. Given that the present research included studies from varied cultures and backgrounds, further research is required to examine how individual differences influence perspectives on interventions.Lay AbstractOur study aimed to understand what earlier studies found when they asked autistic adults for their views on intervention and support for young autistic children. We were interested in the views of autistic adults whether they had taken part in early interventions or not. After searching through online records, we found 19 relevant studies. We evaluated the quality of the studies and then separated qualitative (text-based) and quantitative (number-based) data. In studies with qualitative data, we found five themes. &lt;i&gt;Hear the child's voice&lt;/i&gt; talks about child's assent, &lt;i&gt;Let the child be a child&lt;/i&gt; addresses support being play-based and fun, &lt;i&gt;Celebrate autistic lives&lt;/i&gt; focuses on autism acceptance and &lt;i&gt;Understand autistic challenge&lt;/i&gt;s examines making society more accessible. &lt;i&gt;Damage done&lt;/i&gt; outlines the negative experiences of autistic people who took part in early interventions. Studies with quantitative data were very different to each other, so we described their similar aspects. In four quantitative studies, autistic people rated intervention goals based on how good or important the goal is for the child. Autistic people said the best/most important goals focused on safety, child well-being and adult support. The worst/least important goals focused on changing autism characteristics such as stimming and eye contact. A graph was made to show this. We need more researc","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1924-1939"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13392167/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148395766","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}