Autism最新文献

{"title":"'It just feels unnatural being here': Autistic secondary school students' experiences of sensory sensitivities in the school environment.","authors":"Jennifer Price, Anna Mel Romualdez","doi":"10.1177/13623613251333860","DOIUrl":"10.1177/13623613251333860","url":null,"abstract":"<p><p>Autistic young people often struggle to cope with the daily demands of school and are likelier to experience poorer wellbeing and educational outcomes than their non-autistic peers. Among other factors, this may be because mainstream settings are unsuitable for individuals' sensory needs. Evidence suggests the unpredictable multi-sensory nature of school can elicit sensory distress, adversely affecting behaviour and learning. However, existing literature has primarily taken a top-down deductive approach and largely neglected autistic voices. The present study, therefore, employed a participatory approach and photo-voice semi-structured interview method to explore autistic students' sensory experiences in a mainstream secondary school in the U.K. The sample consisted of six students aged 12-16 years with a clinical diagnosis of autism attending a state comprehensive school in Suffolk, U.K. Through reflexive thematic analysis, three main themes were identified: (1) impact of the school environment; (2) the importance of safe spaces and (3) levels of support and understanding. This study's findings suggest autistic students are routinely overstimulated, overwhelmed and lack adequate support to overcome sensory barriers in mainstream settings. This study has implications for further participatory research and inclusive practice to ensure better educational experiences and outcomes for autistic young people.Lay AbstractAutistic young people often struggle to manage and respond to sensory stimuli within the school environment, impacting wellbeing, energy levels and the ability to learn. We asked six autistic students aged 12-16 years about their sensory experiences at secondary school. Specifically, we asked students to photograph areas in school that they positively and negatively associated with sensory stimulation, and follow-up interviews focused on these photographs and individuals' sensory experiences. Many studies previously examined the sensory impact of school on autistic children. However, few studies have considered how autistic children think and feel about how their sensory differences affect them in school. Therefore, this study aimed to investigate autistic students' firsthand accounts of sensory challenges within a secondary state school in the U.K. Students spoke about the detrimental effects of the school environment on their sensory needs and the importance of quiet spaces to recharge. Students also described a lack of consistent and adequate support to overcome daily sensory barriers. Generally, participants desired acceptance and understanding of their autistic identity and differences. This study has implications for future practice and research. With increasing numbers of autistic children attending mainstream schools, central and local governments must increase funding and support to equip schools and staff with the necessary training and resources to meet autistic students' sensory needs. Increased provision of quiet room","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2228-2238"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143972797","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":"Examining an integrated path model of psychological and sociocultural predictors of camouflaging in autistic adults.","authors":"Sici Zhuang, Mackenzie Bougoure, Dawn-Joy Leong, Lydia Dean, Susan Reddrop, Kristin Naragon-Gainey, Murray Maybery, Diana Weiting Tan, Iliana Magiati","doi":"10.1177/13623613241262110","DOIUrl":"10.1177/13623613241262110","url":null,"abstract":"<p><p>Camouflaging involves various strategies employed by autistic individuals to modulate the visibility of their autistic characteristics in social situations and is thought to be primarily motivated by psychosocial factors. Most studies to date have examined a limited number of psychosocial factors related to camouflaging. This study tested an integrated model encompassing several hypothesised individual psychological (i.e. fear of negative evaluation, self-esteem, autistic identity) and broader sociocultural predictors (i.e. perceived stigma, vulnerability events, cultural tightness-looseness, independent and interdependent self-construal). Participants were 225 autistic adults (18-77 years; 60.9% female), who completed self-report measures online. Path analysis partially supported the model, explaining about 25% of the variance in camouflaging. Several sociocultural factors - perceived stigma, cultural tightness and independent and interdependent self-construal - were indirectly associated with camouflaging through individual psychological factors. Notably, greater vulnerability to negative life events was the only sociocultural factor directly contributing to more camouflaging, without mediation by individual psychological factors. Fear of negative evaluation emerged as a strong predictor, mediating most relationships between broader sociocultural factors and camouflaging. Our findings highlight key psychosocial factors as crucial targets for social change, advocating a shift from stigmatisation to acceptance and inclusion to alleviate the pressure on autistic people to camouflage.Lay abstractMany autistic people use strategies known as 'camouflaging' to change how noticeable their autistic traits are in social situations. Previous research suggests that camouflaging is largely motivated by psychological and social factors. However, most studies so far have only looked at a few psychosocial factors related to camouflaging. In this study, we explored a model that included several individual psychological factors (such as fear of being negatively judged, self-esteem and autistic identity) and broader social and cultural factors (such as perceived stigma, negative life events, cultural emphasis on conformity and desire to fit in or stand out). We surveyed 225 autistic adults aged 18-77 years online. Our findings showed that several sociocultural factors were indirectly linked to camouflaging through individual psychological factors. Fear of being negatively judged emerged as a strong predictor of camouflaging. Specifically, autistic adults who perceived greater stigma, felt greater pressure to conform, had a lesser desire to stand out and a greater desire to fit in tended to experience a greater fear of being negatively judged and reported more camouflaging. In addition, those who experienced more negative life events were more likely to engage in camouflaging. Our study identifies key psychological and social factors as potential targets for","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2328-2343"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12332224/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141765070","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":"Community views of neurodiversity, models of disability and autism intervention: Mixed methods reveal shared goals and key tensions.","authors":"Patrick Dwyer, Ava N Gurba, Steven K Kapp, Elizabeth Kilgallon, Lynnette H Hersh, David S Chang, Susan M Rivera, Kristen Gillespie-Lynch","doi":"10.1177/13623613241273029","DOIUrl":"10.1177/13623613241273029","url":null,"abstract":"<p><p>Controversies regarding the neurodiversity movement may be exacerbated by confusion over its meaning. For example, some suggest neurodiversity entails acceptance of the social model, whereas others describe it as more nuanced. We aimed to help resolve conflicting viewpoints by inviting insights from 504 autistic and autism community members (278 autistic, 226 non-autistic), including 100 researchers (41 autistic), 122 professionals (35 autistic) and 162 parents/caregivers (53 autistic). They rated the neurodiversity movement, social model, medical model and intervention goals, and answered open-ended questions regarding the meaning of neurodiversity, the neurodiversity movement and disability models. Neurodiversity movement support was associated with endorsing societal reform and making environments more supportive, and lower support for normalization and adaptive skill interventions, though teaching adaptive skills was widely supported overall. Although participants often suggested the social model attributes disability solely to society, this 'strong' view was not universal. 'Strong' social model supporters still endorsed some interventions targeting individuals' characteristics (specifically, teaching adaptive skills, curing depression and epilepsy). Findings confirm that neurodiversity movement supporters denounce normalization, but are open to individualized supports. Findings highlight strong support for autistic leadership (especially among autistic people, including autistic parents) and for societal reform, and suggest that oversimplified rhetoric may cause confusion regarding advocates' views.Lay abstract<b>What is already known about the topic?</b> Some people support the neurodiversity movement and other people criticize it. They often disagree about what the neurodiversity movement means. Confusion about what the neurodiversity movement is makes it hard for people to agree about how best to support autistic or disabled people.<b>What does this article add?</b> We studied autistic and autism community members' views on the neurodiversity movement and autism interventions. Most participants supported the neurodiversity movement. Support for the neurodiversity movement was related to wanting to change society and make places more comfortable for autistic people. Neurodiversity supporters felt autistic children should choose their own intervention goals and that autistic adults should help children choose goals. Neurodiversity supporters did not think autistic people should be taught to act less autistic. Both those agreeing and disagreeing with the neurodiversity movement said that it is important to help autistic people be well. Many participants said that society causes all the difficulties disabled people experience. Yet they were somewhat open to helping people grow by teaching them useful skills and trying to cure depression and epilepsy.<b>Implications for practice, research or policy</b>. To better help autistic people, we","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2297-2314"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12332218/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142279947","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 mixed-methods study of autistic and non-autistic community member participation in autism research.","authors":"Sarah L Curtiss, Sarah Tillman, Majd Subih, Kaitlyn Myers","doi":"10.1177/13623613251348543","DOIUrl":"10.1177/13623613251348543","url":null,"abstract":"<p><p>Participatory research is one pathway for advancing the agenda of autistic advocates; however, little is known about the attitudes and values of autism researchers toward participatory research. This is a participatory research mixed-methods study of 215 survey respondents and 21 interviewees, all corresponding authors of published autism research papers. Our aim was to identify attitudes and practices about participatory research with autistic and non-autistic community partners. We found relatively low rates of various participatory strategies, moderate rates of barriers to participatory research, and moderate endorsement of the importance of participatory research. The interviews elucidated participatory research's best practices, complexity of barriers, and transformative power to positively impact autism research. Interviewees discussed the connection between participatory research and decisions about language. The survey responses indicated that 30% of autism researchers never used identity-first language. An emergent theme from the interviews explored the unique contribution of insider research-research in which an autistic person brings their expertise derived from lived experience and formal research training. This research provides descriptions of the current state of participatory autism research and guidance for its utilization.Lay AbstractParticipatory research is a way for autistic advocates, other community advocates, and researchers to work together for the benefit of the autistic community. Participatory research is when community members are partners throughout the research process, for example, selecting research questions, determining research methods, and interpreting results. However, little is known about autism researchers' attitudes and values about participatory research. This research describes the participatory research strategies autism researchers use, researchers' attitudes toward participatory research, and researchers' insights into best practices in participatory research. We looked at participatory autism research involving autistic people and non-autistic people who are connected to the autistic community, such as parents and teachers of autistic people. We surveyed 215 autism researchers to find out how much autism research is participatory, how important autism researchers think participatory research is, and what barriers get in the way of doing participatory autism research. On average, researchers who responded to the survey reported relatively low rates of participatory research, medium rates of barriers to participatory research, and medium agreement on the value of participatory research. The survey also asked what language they use regarding autism; a significant proportion of researchers in the study reported never using identity-first language (e.g., autistic person, as opposed to person-first language; person with autism). We also interviewed 21 of the researchers who responded to the survey. ","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2268-2281"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144324415","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":"'Adolescence kicked in . . . and you need help again': A qualitative study of the experiences of parents of autistic teenagers with mental health difficulties or behaviours that challenge.","authors":"Suzanne Mukherjee, Bryony Beresford","doi":"10.1177/13623613251351040","DOIUrl":"https://doi.org/10.1177/13623613251351040","url":null,"abstract":"<p><p>Relatively little is known about the experiences of parents of autistic teenagers, with the existing research on this life stage principally about transition. This study sought to address this gap. It focused specifically on parents of autistic teenagers with mental health difficulties and/or behaviours that challenge (MHD/BC). The study design was qualitative and used in-depth interviews to collect data. Thirty-three parents of 31 teenagers (15-19 years) living in the United Kingdom were purposively sampled and recruited from an existing research cohort. A thematic analysis was undertaken, adopting the framework method. Parents typically reported the emergence of new MHD/BC, or existing difficulties becoming more severe, during the teenage years. At the same time, they described feeling de-skilled and uncertain about how best to support their child. Many parents also referred to deteriorations in their own physical and emotional health. Very few had accessed beneficial professional support during this period. Findings add weight to the case for increasing support to parents of autistic teenagers, and the need to work preventatively to reduce the risks of MHD/BC emerging or increasing in severity during the teenage years.Lay abstractBeing a teenager can be challenging for any young person, and it is during this stage of life that most mental health difficulties (MHDs) emerge. The teenage years can be even more demanding for autistic young people who are known to experience more emotional distress and MHDs than their neurotypical peers. Parents are an important source of support for most children and young people, including those who are autistic. It therefore surprising that there is very little research on the experiences of parents of autistic teenagers. Most of the research that has been carried out is specifically about leaving school or moving from children's to adult services. The purpose of this research was to understand the experiences of parents of an autistic teenager with mental health difficulties or behaviours that challenge (MHD/BC). We interviewed 33 parents of 31 teenagers aged between 15 and 19 years. Most parents said their child experienced new or more severe MHD/BC during their teenage years. This was upsetting to witness and caused them a lot of worry. Many described not knowing how best to respond. Others said that their efforts to support their child were unsuccessful. The difficulties parents experienced had an impact on their day-to-day lives and many said their own physical and emotional health had worsened as a result. Very few parents had received help from mental health or social services. The findings highlight the importance of supporting parents of autistic teenagers, including intervening to support autistic teenagers.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251351040"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144940639","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":"'A certain magic' - autistic adults' experiences of interacting with other autistic people and its relation to Quality of Life: A systematic review and thematic meta-synthesis.","authors":"Georgina Watts, Catherine Crompton, Catherine Grainger, Joseph Long, Monique Botha, Mark Somerville, Eilidh Cage","doi":"10.1177/13623613241255811","DOIUrl":"10.1177/13623613241255811","url":null,"abstract":"<p><p>There is an increasing focus on research exploring autistic communication and community. In this review, we systematically collate and analyse how autistic adults describe their experiences of other autistic people and the relationship this has with their Quality of Life (QoL). Fifty two qualitative papers were analysed using thematic meta-synthesis. Results found many experiences of other autistic people were positive and were associated with improved QoL across a range of domains. The heterogeneity of the autistic experiences described indicates a need for further research to explore which factors predict a positive impact on QoL. Analysis also highlighted a paucity of data on autistic people with co-occurring intellectual disability in relation to this phenomenon. Implications for research and practice are discussed.Lay abstractResearch has suggested that autistic people enjoy spending time with other autistic people and find them easier to talk to. We wanted to find out what autistic people say about spending time with other autistic people and whether this makes their life better. We found 52 papers which described this and reviewed what they found. We found that many autistic people had positive experiences of spending time with other autistic people and these experiences had positive impact on their lives in a range of different ways. The papers did not tell us whether this also happens for autistic people with a learning disability. More research is needed to find out more about why spending time with other autistic people helps some autistic people.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2239-2253"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12332227/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141198687","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":"'Does that mean you will be violent?': A qualitative exploration into Autistic women's experiences of relationships with lecturers at university.","authors":"Sophie Phillips","doi":"10.1177/13623613241264887","DOIUrl":"10.1177/13623613241264887","url":null,"abstract":"<p><p>The experiences of Autistic¹ women students at university are seldom explored. In this paper, <i>women</i> refers to anyone who self-identifies as a woman. Eleven Autistic women students participated in artefact creation and semi-structured interviews exploring their experiences with university lecturers. All data centred on their opinions and lived experiences. Five participants were undergraduate students and six participants were postgraduate students. Data were analysed by thematic analysis and data was categorised into two themes. These themes were: 'Lecturer Impact' and 'Autism Awareness and Acceptance'. 'Lecturer Impact' centred around both positive relationships participants had at university with their lecturers, and how they navigated ingrained stigmas about autism that some lecturers held. 'Autism Awareness and Acceptance' included the ways in which knowledge about autism in women and a reduction in stigma could be achieved at university, primarily by incorporating the voices of Autistic women students. The findings suggest that Autistic women students' positive relationships with lecturers are key to success. This was supported by participants wanting their opinions and lived experience to be valued particularly to assist with raising a university culture of autism acceptance. An inclusive environment at university, including Autistic women students is needed to improve positive experiences at university.Lay abstractIt is documented that more Autistic woman are becoming university students, but their experiences are not often explored. Eleven Autistic women students made artefacts (such as writing, paintings or poems) and took part in interviews to share their experiences at university. Five participants were undergraduate students and six participants were postgraduate students. The artefacts and words participants shared were looked at closely and some common themes were decided. How lecturers talk to Autistic women students was looked at. Participants said they were lucky if they met helpful lecturers. Also, autism acceptance was explored. Overall, how lecturers treat Autistic women at university is very important. Also, Autistic women students' opinions about making university a more welcoming place need to be listened to.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2216-2227"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12332220/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141756852","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":"Quality employee-manager relationships are key to career success.","authors":"Susan M Hayward, Sophie Hennekam, Simon M Bury","doi":"10.1177/13623613251370814","DOIUrl":"https://doi.org/10.1177/13623613251370814","url":null,"abstract":"&lt;p&gt;&lt;p&gt;This study investigated the relationship between the perceived quality of employee-manager relationships and workplace outcomes, and whether these differed between autistic and non-autistic employees. We surveyed 189 employed participants (&lt;i&gt;n&lt;/i&gt; = 92 autistic, &lt;i&gt;n&lt;/i&gt; = 97 non-autistic) from the United Kingdom. Participants completed measures of employee-manager relationship quality; workplace behaviours, for example, strengths use and job crafting; and outcomes, for example, career development opportunities and job satisfaction. Multiple regression analyses assessed the association between employee-manager relationship and autism diagnosis on behaviours and outcomes. One's relationship with their manager was a significant predictor of all workplace behaviours and outcomes, explaining 22% of the variance in career development opportunities and 7%-11% for other dependent variables. Autism diagnosis was not an independent predictor of the quality of the employee-manager relationship and outcomes. Autistic participants rated the relationship with their managers as poorer than non-autistic employees. This study emphasises the importance of positive employee-manager relationships for career success, irrespective of neurotype. However, the poorer ratings of these relationships by autistic employees highlight a critical need for strategies to enhance employee-manager relationships.Lay Abstract&lt;b&gt;Quality Employee-Manager Relationships are Key to Career Success&lt;/b&gt;&lt;b&gt;&lt;i&gt;Why is this an important issue?&lt;/i&gt;&lt;/b&gt;Finding and keeping meaningful work is challenging for many autistic adults. A key factor in career success is the relationship between employees and their managers. Research shows that a strong relationship with one's manager can help employees use their strengths, feel more satisfied in their jobs and grow in their careers. However, little is known about how this applies to autistic employees, who may face unique challenges in the workplace. Understanding how these relationships affect autistic employees is important for creating supportive, inclusive and successful work environments.&lt;b&gt;&lt;i&gt;What was the purpose of this study?&lt;/i&gt;&lt;/b&gt;The study aimed to explore whether the quality of the relationship between employees and their managers affects autistic employees' workplace success. The researchers wanted to know if this relationship impacts things like job satisfaction, career development opportunities and the ability to use their strengths at work. They also compared autistic employees to non-autistic employees to see if there were any differences in these areas.&lt;b&gt;&lt;i&gt;What did the researchers do?&lt;/i&gt;&lt;/b&gt;The researchers surveyed 189 employees from the United Kingdom, including 92 autistic and 97 non-autistic participants. They asked participants about their relationship with their manager, how often they used their strengths at work, their job satisfaction and their career development opportunities. The researchers analysed this data to see ","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251370814"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144940421","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":"'We have so much to offer': Community members' perspectives on autism research.","authors":"Tori Haar, Charlotte Brownlow, Gabrielle Hall, Melanie Heyworth, Wenn Lawson, Rebecca Poulsen, Tamara Reinisch, Elizabeth Pellicano","doi":"10.1177/13623613241248713","DOIUrl":"10.1177/13623613241248713","url":null,"abstract":"<p><p>Autism research is on the cusp of significant change. There are mounting calls from Autistic self-advocates, researchers, and other scientists for a paradigm shift in autism research. Yet little is known about what non-academic members of the Autistic and autism communities think about autism research. We - a team of Autistic and non-autistic researchers - addressed this gap by conducting a secondary analysis of data collected as part of an in-depth research priority-setting exercise in Australia. Specifically, we asked: what are community members' views and experiences of autism research? In immersive online text-based focus-group discussions held over 10 days, 55 community members, including Autistic people, family members, and professionals, shared their perspectives and experiences of autism research. We analysed the data using reflexive thematic analysis, adopting an inductive approach. Respondents resoundingly agreed that autism research could play a powerful role in helping to shape good Autistic lives, yet they felt that to do that effectively, major changes were needed. These included a shift away from overly narrow, deficits-based views of Autistic people to a greater focus on contextual factors, and more community-led decisions in what is researched and how. These findings highlight new possibilities for research processes, findings, and translation.Lay AbstractAutism research is changing. Autistic activists and researchers want Autistic people in the community to have more of a say about what is researched and how. But we haven't asked people in the community what they think. This study used the information obtained from 55 community members, including Autistic people, their families, and professionals working with Autistic people, from an existing study on their priorities for autism research. We re-looked at what was said to see if we could understand community members' views and experiences of autism research. People agreed strongly that research can play a powerful role in shaping good Autistic lives. They also felt that big changes were needed for research to do this. Some of these changes were that researchers should stop thinking about autism narrowly and in a negative way, where Autistic people are seen as the problem. Researchers need to think more about how to improve systems, experiences and how other people respond to Autistic people. They also want the autism community to be more involved in what is researched and how it is researched. The findings from our study here highlight the potential for research to be positive when Autistic people and their families are listened to, approached with understanding, and are respected and valued as individuals in the research process.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2254-2267"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12332219/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140915995","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 design of the \"autistics in (educational) space: building our own futures\" doctoral project.","authors":"Ryan B Collis","doi":"10.1177/13623613251328495","DOIUrl":"10.1177/13623613251328495","url":null,"abstract":"<p><p>As an autistic researcher and doctoral candidate, I have designed my dissertation research in a way that values the lived experience of my four autistic participants. Using their responses to a series of material objects and a science fiction novel by, and about, an autistic person, I hope to find new and innovative ways to reconceptualize inclusive education in high school. This article explains my theoretical framework and methodology, as well as some preliminary results and discussion.Lay AbstractI am autistic and a PhD student and I look for ways to learn from other autistic people. I gave a group of 4 autistic participants 14 items and asked them to do something with each of them, then send me pictures of what they did. We also all read a science fiction novel written by an autistic author and talked about what we thought was interesting or that felt familiar to us. By using what they shared with me, I want to find ways to make high school more comfortable for autistic students. In this article, I describe how I came up with this plan, what I did, and some of the first things I discovered.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2356-2367"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12332223/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143742088","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}