Autism最新文献

{"title":"The use of multisensory environments in children and adults with autism spectrum disorder: A systematic review.","authors":"Simona Leonardi, Marcella Di Cara, Silvia Giliberto, Adriana Piccolo, Carmela De Domenico, Giulia Leonardi, Angelo Alito, Rosamaria Siracusano, Rocco Salvatore Calabrò, Angelo Quartarone, Francesca Cucinotta","doi":"10.1177/13623613251320424","DOIUrl":"10.1177/13623613251320424","url":null,"abstract":"<p><p>Multisensory environment is a setting designed with activities and tools that offered sensory stimulation. Despite their widespread use, no evidence-based guidelines are currently available. The aim of this systematic review was to assess the impact of multisensory environment interventions in autism and to provide guidelines. We included all studies of multisensory environment interventions for autistic individuals retrieved from PubMed, Web of Science, and Science Direct up to 30 September 2024. Two researchers appraised the included literature and extracted the data. A total of 1247 unique records were screened for eligibility, and 10 studies were included. Data extraction included demographic characteristics, type of intervention, target symptoms, and outcome measures. Quality assessment tools included the Newcastle-Ottawa Scale and the Cochrane Risk of Bias for randomized controlled trials. The studies were synthesized narratively based on target symptoms. Four studies reported reductions in stereotypic behavior frequency in children and adults; while other studies suggest positive effects on sustained attention, and aggressive and sensory behaviors. Overall, there was insufficient evidence due to the paucity of literature, the significant variation between interventions, and the small sample sizes. Future research should aim to develop a structured intervention approach to address the common limitations of the included designs.Lay abstractMultisensory rooms, also known as multisensory environments, are widely used in clinical practice and schools for autistic people. Despite their widespread use, their usefulness or effectiveness in achieving specific improvements is still unclear. We carry out a comprehensive and systematic quality assessment of all available studies to test the effectiveness of multisensory environment interventions in autism spectrum disorder and to explore what type of targeted intervention is needed to improve both core symptoms and associated features. The results show that multisensory environment could be a useful tool to modulate aggressive and stereotyped behaviors in autistic individuals. Although there is insufficient evidence to conclude on the efficacy of multisensory environment for other types of targets, overall, the results may provide valuable insights for the development of future studies concerning the utility of multisensory environment in therapeutic intervention.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251320424"},"PeriodicalIF":5.2,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143633317","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":"Sex-typical toy, activity, and playmate preferences in autistic and non-autistic children.","authors":"Jacqueline C S To, Karson T F Kung","doi":"10.1177/13623613251321207","DOIUrl":"https://doi.org/10.1177/13623613251321207","url":null,"abstract":"<p><p>Play, in particular sex-typical play, is important for affective, cognitive, and social development. There is limited research on sex-typical play in autistic children. The few prior studies on this topic relied heavily on reports or involvement of caregivers/parents, did not assess cognitive abilities, and examined a limited number of sex-typical play outcomes. The present study examined sex-typical play in 120 children without intellectual disability (30 autistic boys, 35 non-autistic boys, 20 autistic girls, 35 non-autistic girls) aged 4-11 years. Vocabulary and abstract reasoning were also assessed. Consistently across all five play measures (parent-reported composite play, self-reported activity preferences, self-reported toy preferences, self-reported playmate preferences, and observed toy play), there were medium or large, and mostly significant, differences between autistic and non-autistic boys, suggesting less male-typical/more female-typical play in autistic boys. Autistic and non-autistic boys did not differ in vocabulary, abstract reasoning, or age. No consistent, clear, or significant patterns emerged in comparisons of autistic and non-autistic girls. The more non-conforming play in autistic boys concurs with certain prior findings suggesting that the autistic community is not confined to social norms and shows increased gender diversity. The potential link between the unaltered play in autistic girls and camouflaging is considered.Lay abstractIn the non-autistic community, boys and girls tend to play differently, although these average differences do not apply to all the boys and girls. Little is known about similarities and differences in sex-typical play (e.g. playing with cars, playing with dolls, rough-and-tumble play, playing house) between autistic and non-autistic children. We looked at different aspects of sex-typical play such as toy, activity, and playmate preferences in autistic and non-autistic children without intellectual disability. Different methods including parent reports, self-reports, and play observation were used. We found some average differences between autistic and non-autistic boys. On average, compared with non-autistic boys, autistic boys played in a more non-conforming manner (less male-typical/more female-typical toy, activity, and playmate preferences). These findings are consistent with observations from other research studies suggesting that autistic individuals may defy social norms and express themselves in diverse ways. There were no differences between autistic and non-autistic girls. One possibility is that autistic girls may camouflage, or mask, their non-conforming play preferences, but further research is needed to test this possibility. The findings from this study can help families, professionals, and schools better understand how autistic boys and girls develop.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251321207"},"PeriodicalIF":5.2,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143603871","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":"From humble beginnings: Reflections on 10 years of the Participatory Autism Research Collective.","authors":"Damian Milton, Allison Moore, Nicola Martin","doi":"10.1177/13623613251319887","DOIUrl":"https://doi.org/10.1177/13623613251319887","url":null,"abstract":"","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251319887"},"PeriodicalIF":5.2,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143603869","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":"Exploring lie frequency and emotional experiences of deceptive decision-making in autistic adults.","authors":"Tiegan Blackhurst, Lara Warmelink, Amanda Roestorf, Calum Hartley","doi":"10.1177/13623613251315892","DOIUrl":"https://doi.org/10.1177/13623613251315892","url":null,"abstract":"<p><strong>Lay abstract: </strong>Lying, a universal social behaviour, is frequent in everyday communication. Due to differences in social communication and experiences, autistic and non-autistic adults may react differently in situations where they must decide whether to lie or tell the truth. We investigated whether autistic and non-autistic adults differ in their general lying behaviour (e.g. how often they lie) and their likelihood of lying in a range of hypothetical social scenarios with different motivations (why people lie - to benefit or protect) and orientations (who people lie for; themselves, other, a group). We also examined participants' emotional experiences of lying and truth-telling. We found that autistic and non-autistic adults' general lying frequencies and emotional experiences were similar. However, the social scenario responses revealed that autistic adults would be less likely to lie to benefit or protect a social group they are part of. Moreover, autistic adults indicated that they would find lying more difficult across all social scenarios, experience more guilt, and would be less confident that their lie would be believed. This research highlights how autistic adults' lying may be context-dependent and considers how a reduction in the likelihood of lying for their social group could increase strain on autistic adults' social relationships.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251315892"},"PeriodicalIF":5.2,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143540000","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":"Exploring the effectiveness of the Pragmatic Intervention Programme (PICP) with children with autism spectrum disorder and developmental language disorder: A non-randomised controlled trial.","authors":"Tatiana Pereira, Ana Margarida Ramalho, Pedro Sá Couto, Marisa Lousada","doi":"10.1177/13623613241287017","DOIUrl":"10.1177/13623613241287017","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Using language for social purposes can be a real challenge for children with autism spectrum disorder (ASD) and developmental language disorder (DLD). Despite the positive effects of the Pragmatic Intervention Programme (PICP) already known in both populations, the effects needed to be established with a larger sample and analysed separately for each condition. This study aims to analyse the effectiveness of PICP on preschool-age children with ASD or DLD with pragmatic impairment. A non-randomised controlled trial was conducted. Thirty-six children were assigned to experimental (&lt;i&gt;n&lt;/i&gt; = 22) or control group (waiting list) (&lt;i&gt;n&lt;/i&gt; = 14). Each child attended 24 PICP-based intervention sessions provided by a speech and language therapist. The primary outcome measure was a Goal Attainment Scale (GAS). The secondary outcomes were &lt;i&gt;Escala de Avaliação de Competências Comunicativas&lt;/i&gt; (EAC) and &lt;i&gt;Teste de Linguagem - Avaliação da Linguagem Pré-Escolar&lt;/i&gt; (TL-ALPE). The results indicated that all children achieved clinically significant progress in GAS after intervention. Statistically significant differences were observed between the experimental and control groups in the EAC and TL-ALPE after post-intervention assessment (T2). These results reinforce that PICP improves language in preschool-age children with ASD and DLD with pragmatic impairment. Differences between conditions and implications for future studies are discussed.Lay abstractChildren diagnosed with autism spectrum disorder (ASD) and developmental language disorder (DLD) often have difficulties using language in social contexts. An intervention programme for preschool-age children with pragmatic difficulties, called Pragmatic Intervention Programme (PICP), showed positive effects for these children. However, it was important to confirm these effects with a larger group and analyse them separately for each condition. In this study, the effectiveness of the PICP was analysed in preschool-age children with ASD or DLD with difficulties in using language in social contexts. The study was carried out with 36 children. Twenty-two were allocated to an experimental group to receive the PICP-based intervention first, and 14 children were assigned to a control group (waiting list). Each child attended 24 PICP-based intervention sessions provided by a speech and language therapist. Progress was measured using a Goal Attainment Scale (GAS) and other language assessment instruments. The results showed that all children in the experimental group made significant progress in their language competencies, compared to the control group after the intervention. This study confirms that the PICP is effective in improving language competencies in preschool-age children with ASD and DLD with difficulties in using language for social purposes, regardless of their condition. These results emphasise the importance of tailored interventions for these children and point to areas for further research.&lt;/p","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"726-739"},"PeriodicalIF":5.2,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11894843/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142456959","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 wouldn't want one or the other': Understanding parents' preferences for direct support or parent coaching for young autistic children.","authors":"Phoebe Jordan, Carla Wallace-Watkin, Jessica Tupou, Sarah Pillar, Hannah Waddington","doi":"10.1177/13623613241287300","DOIUrl":"10.1177/13623613241287300","url":null,"abstract":"<p><p>There has been considerable research into the barriers and facilitators of coaching parents of autistic children. However, little is known about parents' preferences for this approach <i>compared</i> to support provided directly by a clinician to an autistic or potentially autistic child. This study aimed to examine parents' relative preferences for parent coaching and direct clinician support. A total of 22 families who had received both approaches for their autistic child quantitatively indicated which they preferred. We then used semi-structured interviews with 11 of these participating parents to further investigate the reasons underlying these preferences. We used multiple methods to ensure trustworthiness and credibility. Four themes were identified through template analysis: (1) 'I wouldn't want one without the other', (2) 'It forced me outside my comfort zone', (3) 'It's just about different types of learners' and (4) 'If our child is happy, then we are happy'. Overall, results indicated that parents appreciated characteristics of both approaches and felt that they complimented each other in helping themselves and their child. However, when forced to choose, parents generally expressed a preference for direct support. Many parents discussed their belief that their child experienced more enjoyment and progressed further through direct support. These findings emphasise the importance of honouring families' preferences in the delivery of supports.Lay abstractProfessionals often support autistic children by working with them directly (direct support) or by coaching their parents. We know a lot about what parents think about parent coaching, but we do not know as much about what they think about direct support. We also do not know whether parents prefer parent coaching or direct support. The current study involved 22 parents who each received 2 h a week of direct support for their autistic child and up to 1 h a week of parent coaching for 6 months. At the end of 6 months, all these parents indicated in a survey whether they preferred parent coaching or direct support. Eleven of these participating parents also chose to take part in an interview to understand more about these preferences. Our findings suggest that parents generally liked both supports and believed they worked well together; however, they preferred direct support over parent coaching. While parents think that both approaches are beneficial, there are strengths and challenges of each. These findings emphasise the importance of parent choice in the delivery of support. It may also be possible to adapt both approaches to address some of the identified challenges and improve the whole family's experience.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"740-753"},"PeriodicalIF":5.2,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11894850/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142456960","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":"'Just knowing it's there gives me comfort': Exploring the benefits and challenges of autism alert cards.","authors":"Chris Edwards, Abigail Ma Love, Rebecca L Flower, Ru Ying Cai, Vicki Gibbs","doi":"10.1177/13623613241286025","DOIUrl":"10.1177/13623613241286025","url":null,"abstract":"<p><p>This study explores the experiences and outcomes associated with the use of an autism alert card, developed to assist with the complexities of autism disclosure. A mixed-methods approach was employed, surveying 272 Australian participants, including 136 Autistic adults, 128 parents or caregivers of Autistic children and eight Autistic children. Our research aimed to understand who is using the alert card, in what contexts and the differences in perceptions of the card between Autistic individuals and their parents. Findings indicate that about half of the participants used the card, primarily in public settings such as transport (17%), healthcare (16%) and retail (16%). The card was seen as a valuable tool for facilitating communication, reducing the need for verbal explanations and providing a sense of security. However, challenges were reported, including societal disbelief, patronising attitudes and internalised stigma, highlighting the need for greater public education on autism. Despite these challenges, majority of participants (76.2%) would recommend the card. This research underscores the dual nature of autism alert cards as both beneficial and limited by societal attitudes, emphasising the need for comprehensive training and awareness programmes to maximise their effectiveness.Lay abstractThis study looks at how people use and feel about autism alert cards, which help Autistic people communicate their diagnosis/identity. We surveyed 272 Australian people, including 136 Autistic adults, 128 parents of Autistic children and eight Autistic children. About half of the participants used the card after ordering it, mostly in public places such as public transport, healthcare settings and in retail settings. People found the card helpful because it made it easier to explain their needs without having to speak and provided them a sense of security. However, some people treated Autistic people poorly after being shown the card due to a lack of understanding about autism. Many participants felt that more education about autism is needed to improve how people react to the alert card. Despite these challenges, most participants (76.2%) would recommend the alert card to others. This research shows that while autism alert cards can be very helpful, their effectiveness depends on how well other people understand and accept autism. To make these cards work better, we need more training and awareness programmes for the general public and professionals such as doctors or police officers who may interact with Autistic people.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"673-683"},"PeriodicalIF":5.2,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11894890/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142456961","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":"Continuing the conversation about echolalia and gestalt language development: A response to Haydock, Harrison, Baldwin, and Leadbitter.","authors":"Courtney E Venker, Emily Lorang","doi":"10.1177/13623613241287577","DOIUrl":"10.1177/13623613241287577","url":null,"abstract":"<p><p>Although gestalt language development incorporates some neurodiversity-affirmative strategies (e.g. embracing echolalia), it is also associated with numerous ideas, assertions, and clinical strategies that lack theoretical and empirical support. For this reason, we believe it is premature to embrace gestalt language development as a neurodiversity-affirmative practice. Given the potential for miscommunication, we must strive for clarity and precision in our terminology (e.g. making a clear distinction between delayed echolalia and the broader set of ideas that comprise gestalt language development). The field of autism will benefit from in-depth discussions about the relationship between neurodiversity-affirmative practices and evidence-based practices.Lay AbstractIt was recently suggested that a set of ideas known as gestalt language development be embraced as a neurodiversity-affirmative practice. Neurodiversity refers to the idea that people interact with the world in many different ways and that there is not a single right way to do so. Some aspects of gestalt language development, such as embracing autistic communication, are consistent with neurodiversity. However, gestalt language development is also associated with numerous ideas, assertions, and clinical strategies that lack theoretical and empirical support. For this reason, we believe it is premature to embrace gestalt language development as a neurodiversity-affirmative practice. We propose that it is important to make sure we use language that differentiates between delayed echolalia and the broader set of ideas that comprise gestalt language development. We also suggest that it is important to discuss the relationship between neurodiversity-affirmative practices and practices supported by research evidence.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"821-824"},"PeriodicalIF":5.2,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11894846/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142340236","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":"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":"10.1177/13623613241289980","url":null,"abstract":"<p><p>Genetic tests, such as Fragile X and Chromosomal Microarray, are recommended as a standard of care during the evaluation of autism spectrum disorder (ASD) and other neurodevelopmental disorders. However, previous research demonstrates low rates of genetic testing. This study aimed to identify the rates of genetic testing and patient demographic factors that may be associated by conducting a retrospective chart review of 7539 electronic health records of patients who were evaluated for ASD or other neurodevelopmental disorders within a university healthcare network. Researchers created a database that listed patient demographics (race, gender, insurance, zip code), records of ordered but not completed tests, genetic test results and reasons for declining genetic tests (if noted), and other known barriers to genetic testing. Statistical analyses were conducted to determine associations between genetic testing rates and sociodemographic factors. 30.57% of patients received at least one indicated genetic test, while 11.31% received recommended concordant genetic testing. Findings suggest that while gender did not impact whether a patient received at least one genetic test, race and insurance did. Our review demonstrates that genetic testing is not sufficiently offered by physicians, and there are multiple barriers preventing patients from receiving genetic testing, which must be further investigated.Lay abstractGenetic 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.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"698-710"},"PeriodicalIF":5.2,"publicationDate":"2025-03-01","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}

{"title":"Autism and emotion recognition technologies in the workplace.","authors":"Amelia Katirai","doi":"10.1177/13623613241279704","DOIUrl":"10.1177/13623613241279704","url":null,"abstract":"<p><p>The use of emotion recognition technologies in the workplace is expanding. These technologies claim to provide insights into internal emotional states based on external cues like facial expressions. Despite interconnections between autism and the development of emotion recognition technologies as reported in prior research, little attention has been paid to the particular issues that arise for autistic individuals when emotion recognition technologies are implemented in consequential settings like the workplace. This article examines recent literature on autism and on emotion recognition technologies to argue that the risks of the use of emotion recognition technologies in the workplace are heightened for autistic people. Following a brief overview of emotion recognition technologies, this argument is made by focusing on the issues that arise through the development and deployment of emotion recognition technologies. Issues related to the development of emotion recognition technologies include fundamental problems with the science behind the technologies, the underrepresentation of autistic individuals in data sets and the problems with increasing this representation, and annotation of the training data for the technologies. Issues related to implementation include the invasive nature of emotion recognition technologies, the sensitivity of the data used, and the imposition of neurotypical norms on autistic workers through their use. The article closes with a call for future research on the implications of these emergent technologies for autistic individuals.Lay abstractTechnologies using artificial intelligence to recognize people's emotional states are increasingly being developed under the name of emotional recognition technologies. Emotion recognition technologies claim to identify people's emotional states based on data, like facial expressions. This is despite research providing counterevidence that emotion recognition technologies are founded on bad science and that it is not possible to correctly identify people's emotions in this way. The use of emotion recognition technologies is widespread, and they can be harmful when they are used in the workplace, especially for autistic workers. Although previous research has shown that the origins of emotion recognition technologies relied on autistic people, there has been little research on the impact of emotion recognition technologies on autistic people when it is used in the workplace. Through a review of recent academic studies, this article looks at the development and implementation processes of emotion recognition technologies to show how autistic people in particular may be disadvantaged or harmed by the development and use of the technologies. This article closes with a call for more research on autistic people's perception of the technologies and their impact, with involvement from diverse participants.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"554-565"},"PeriodicalIF":5.2,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142279944","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}