Autism最新文献

{"title":"Virtual group-based mindfulness for autistic adults: A randomized controlled trial.","authors":"Yona Lunsky, Madelaine Carter, Sue Hutton, Jan Wozniak, Sheng Chen, Jonathan Weiss","doi":"10.1177/13623613251340101","DOIUrl":"10.1177/13623613251340101","url":null,"abstract":"<p><p>There is evidence for mindfulness as a mental health intervention for autistic adults, but most of the research has focused on in-person interventions. This randomized controlled trial evaluated the impact of a 6-week manualized autistic-informed group-based virtual mindfulness intervention in comparison to a waitlist control. Sixty-three autistic adults from across Canada were randomly assigned to treatment or waitlist. Both groups completed surveys prior to randomization, at 7 and 15 weeks, and the waitlist group was followed for two additional time points after receiving mindfulness. We compared outcomes at the first three time points by group using linear mixed models with a secondary analysis including outcome measures from the waitlist group after intervention. Improvements in overall distress and stress, as well as self-compassion, mindfulness, and mental wellbeing were reported in the treatment condition, maintained at follow-up. No changes were reported in the waitlist condition. Neither group reported changes in terms of autistic commnity connectedness, or interoceptive sensitivity following intervention or follow-up. This study supports the virtual delivery of autistic-informed mindfulness-based programs. Further work could explore the unique benefits of synchronous group-based virtual mindfulness in contrast to more asynchronous ways to build mindfulness skills and in-person instruction.Lay abstractSome studies have shown that learning mindfulness helps autistic people, but most of these studies were done in person. We wanted to know if learning mindfulness online in a group would help improve autistic adults' mental health. We randomly put people into two groups (a waitlist and people who got to be in the mindfulness group right away). This means people did not get to pick which group they went into. A total of 63 autistic adults were in the project. After 6 weeks of mindfulness, the people who learned mindfulness said they felt less stressed, and they were more mindful, and had better wellbeing, and more compassion or kindness for themselves, and these changes were still there 8 weeks later. The people who did not get to do mindfulness right away did not say they felt any different. Neither group said they felt more connected to other autistic people and neither group said they were more aware of the sensations they could feel inside their bodies. This tells us that we can teach groups of autistic people to do mindfulness online together, and it can help at least some autistic adults with their mental health. We need to do more research to find out how much mindfulness training people need, if it is better to learn in person or online, and if it is better to learn as part of a group or alone.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2489-2500"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144537952","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":"What is autism? Identity in jeopardy and the collaborative way ahead.","authors":"Mishel Alexandrovsky, Margot Frayne, Meng-Chuan Lai","doi":"10.1177/13623613251371485","DOIUrl":"10.1177/13623613251371485","url":null,"abstract":"","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2371-2378"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144940434","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":"'I shouldn't have to educate their school about what autism is': Community attitudes and parent reports of autistic primary and secondary school experiences in Australia.","authors":"Sandra Thom-Jones, Chloe S Gordon, Simone Mizzi","doi":"10.1177/13623613251338908","DOIUrl":"10.1177/13623613251338908","url":null,"abstract":"<p><p>This study aims to understand experiences of inclusion for autistic school students. The study reports on findings from three surveys, one conducted in 2021 with the general population (N = 1983) and two conducted with parents/carers of autistic school students, one in 2020 (N = 2212) and one in 2021 (N = 528). The general population had a favourable attitude towards autistic students receiving supports in school. However, the lived experience of autistic students, as reported on by their parents, highlighted significant gaps in the provision of support. Qualitative data from the 2021 survey with parents of autistic students found that system-level challenges were pervasive, and a lack of inclusion and support caused significant harm to autistic students. Although the perspective is that of the parent rather than the student, this study may provide insight into the experiences of autistic students who otherwise may not engage with traditional research methods. Future research should seek to hear directly from autistic students themselves and to explore case study examples of schools that are excelling in the area of supporting autistic students. These exemplars could be used to advocate for the provision of support in schools and referred to in professional development for school leaders and teachers.Lay abstractThis study explored the experiences of inclusion for autistic students in Australian schools. Our survey in 2021 with the general public (N = 1983) found that people agree that autistic students should receive support in schools. Our surveys with parents of autistic students, one in 2020 (N = 2212) and another in 2021 (N = 528), found many barriers within the school system that make it hard for autistic children to feel included and supported. This lack of support negatively impacts the well-being of autistic children. It is important to note that this study focused on the perspectives of parents, not the students themselves. Future research should identify and learn from schools that are doing a great job supporting autistic students. These examples could be used to advocate for better support for <i>all</i> autistic students and to help train educators to be more effective in meeting the needs of these students.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2451-2462"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417608/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144191426","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":"Curricular integration of augmentative and alternative communication for students on the autism spectrum in inclusive-oriented schools: A scoping review.","authors":"Jorge Eduardo Alfaro-Urrutia, Pamela Pérez-Godoy","doi":"10.1177/13623613251333834","DOIUrl":"10.1177/13623613251333834","url":null,"abstract":"<p><p>Many students with autism spectrum condition who require augmentative and alternative communication systems attend inclusive-oriented schools, where it is expected that curricula support their preferred communication methods. While augmentative and alternative communication is recognized as an evidence-based practice, its integration within inclusive-oriented school curricula remains insufficiently understood. To address this gap, a scoping review was conducted in alignment with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, examining 34 studies on augmentative and alternative communication use in inclusive-oriented school settings for students with autism spectrum condition. The findings highlight limited teacher engagement, a variety of strategies, and an emphasis on communication skills, but leave a gap in understanding how inclusive-oriented schools employ augmentative and alternative communication to promote learning for autistic students. The review also addresses the restricted curricular integration of augmentative and alternative communication, noting that it is often implemented outside the classroom and primarily for social rather than academic purposes.Lay Abstract<b>a. What is already known about the topic?</b> It is well established that in inclusive-oriented schools, both the attitudes and training of teachers, as well as the accessibility of the learning environment, are crucial for the participation and success of individuals with autism. While practices like augmentative and alternative communication systems are used in these schools, their effectiveness is often contingent on the level of training and the time available to the professionals involved.<b>b. What does this paper add?</b> This article highlights that augmentative communication for individuals with autism in inclusive-oriented schools is not effectively integrated into the curriculum. Instead, it is mainly used for brief socialization activities, without proper evaluation, and with limited involvement from teachers.<b>c. Implications for practice, research, or policy:</b> The findings suggest the need for a more inclusive curriculum that incorporates augmentative and alternative communication systems, enabling them to be taught, assessed, and applied in a way that supports the learning of individuals with autism.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2395-2411"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417616/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143962383","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":"Methodological challenges and opportunities when studying the course of autism.","authors":"Vanessa Hus Bal, Peter Szatmari, Stelios Georgiades, Stephen J Gentles, Jessica Girault, Patricia Howlin, Meng-Chuan Lai, Virginia Carter Leno, Catherine Lord, Katie Madgett, Stephen J Sheinkopf, Emily Simonoff, Zachary J Williams, Lonnie Zwaigenbaum, Alycia Halladay","doi":"10.1177/13623613251341012","DOIUrl":"10.1177/13623613251341012","url":null,"abstract":"<p><p>Longitudinal research in autism has contributed a wealth of knowledge about etiological factors, development from childhood through adulthood, life course changes and needs, as well as longer-term adult outcomes for individuals on the spectrum and their family members. This research is essential to better understand the needs of individuals as they age. However, along with the as yet unrealized opportunities to understand an individual in more nuanced ways across time, there are challenges to utilizing this research design that should be considered. These include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This article outlines some of the most pressing challenges together with potential solutions to maximize the value of longitudinal research designs that can help address questions that are of high priority to the autism community.Lay AbstractLongitudinal research has been critical to understand the life course of people with autism, including factors which increase the probability of an autism diagnosis, the emergence of early markers, co-occurring psychiatric conditions, predication of future educational and support needs across childhood and adulthood, and understanding what makes each person unique and contributes to the well-being of autistic people and their families. However, these studies take time, patience, investment of families and individuals, scientists and are challenging to all involved. This article will outline some of the issues that have occurred in the past and provide potential solutions to improve the quality of these studies to both the scientific and autistic communities. They include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This understanding of the field is important for both scientific research and community engagement in the studies that include the autistic community.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2618-2631"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12233197/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118711","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":"'. . . there's so much within the work that we do where all we kind of need is the space and the safety': The experiences of Australian practitioners who support autistic survivors of sexual and domestic violence.","authors":"Jessica Fox, Julie-Anne Carroll, Jodi Death","doi":"10.1177/13623613251344425","DOIUrl":"10.1177/13623613251344425","url":null,"abstract":"<p><p>Research has found that autistic women experience elevated rates of sexual and domestic violence and may benefit from accessing support to recover. This study aimed to explore the experiences of Australian practitioners and the approaches they use to support the recovery needs of autistic women who are survivors of sexual and domestic violence. Semi-structured interviews were conducted with 14 Australian practitioners to capture their experiences of supporting autistic women who are survivors of sexual and domestic violence. Data from these interviews were analysed using a reflexive thematic analysis, which generated four themes about participants' experiences in supporting autistic survivors: (1) unburdening the processing load of understanding violence and trauma, (2) understanding support and recovery needs as interconnected, (3) lived experience as a therapeutic tool, and (4) the challenges of practicing within unaffirming and invalidating systems. The findings illustrate how Australian practitioners help autistic survivors by accommodating their recovery support needs, and the systematic and structural issues that create barriers to recovery for autistic survivors while putting additional strain on the practitioners who support them. The findings also highlight practice implications around how supporting autistic survivors with interoceptive awareness and understanding their needs within relationships is beneficial to their recovery.Lay AbstractResearch has commonly found that autistic women are more likely than autistic men and non-autistic women to be harmed in their sexual and romantic relationships and may need support in healing from the impacts of these experiences. In this study, we wanted to find out more from the people who provide this support to autistic women. We asked 14 Australian practitioners about what they do to support autistic women who have experienced these types of harm in their relationships, and what makes this harder or easier for them to do. We then analysed the common patterns (themes) in what these practitioners said. From this we found that Australian practitioners often help autistic women to heal by providing a safe and supportive space to process their experiences and recover from what has happened to them. We also found that an important part of the support that practitioners provide autistic survivors is helping them to understand their experiences of violence and build awareness of feelings in their body (interoception). The practitioners in this study also talked about how the autistic women that they support often have bad experiences when getting help from support services and systems that commonly do not meet their needs. This often makes it harder for practitioners to help autistic women heal and a lot of them suggested that services could be made better by learning more about autistic people's different support needs and how to accommodate these.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2524-2534"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417597/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144141263","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":"Caregiver concerns for autistic children differ between publicly funded educational and mental health settings: Findings from a community implementation-effectiveness trial.","authors":"Laurel R Benjamin, Aubyn C Stahmer, Anna Lau, Lauren Brookman-Frazee","doi":"10.1177/13623613251337536","DOIUrl":"10.1177/13623613251337536","url":null,"abstract":"<p><p>This study sought to characterize caregiver concerns for autistic children receiving care in two public service systems-schools and mental health programs-and to identify child and family characteristics associated with these concerns. Caregivers of 353 school-age autistic children in mental health services (<i>n</i> = 192) or schools (<i>n</i> = 161) named, in their own words, the top three concerns for their child. A modified version of Weisz et al.'s Top Problem coding system was developed to expand beyond the original codes, capturing child emotional and behavioral problems, autism features, and adaptive behaviors. Most caregivers (61.8%) identified externalizing behaviors like aggression, as well as social differences (36.3%) and attention difficulties (35.4%) as top problems. Caregivers also mentioned autism-specific concerns related to social responsiveness (54.7%). Participant characteristics, including child age and caregiver race/ethnicity, were associated with concerns. Controlling for child age and caregiver ethnicity, concerns differed by setting; caregivers in mental health (vs. school) settings named more externalizing behaviors, while those in school settings named more restricted repetitive behaviors and social differences. Findings highlight the need to implement setting-specific interventions individualized to caregivers' priorities and to ensure opportunities for cross-system coordination.Lay abstractThis study explored what concerns caregivers have about their autistic children when receiving care from either mental health programs or schools. Caregivers shared, in their own words, the top three concerns they worry about most for their child. Caregivers had many different concerns, including worries about their child's emotions and behaviors, autism-related traits, daily living skills, and ability to manage feelings and behavior. The study also found that caregivers' concerns were linked to family characteristics like their child's age, the caregiver's race or ethnicity, and how many children live in the home. Caregivers' concerns also differed based on where they were getting help. Caregivers in mental health programs were more likely to worry about challenging behaviors like aggression. Caregivers in school settings were more likely to be concerned about their child's social skills and repetitive behaviors. These findings help us better understand what caregivers worry about when seeking support for their child. The findings also show why it is important to use the right strategies in each setting to meet the specific needs of caregivers and their children.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2438-2450"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12353029/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144075762","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":"Consolidating a framework of autistic camouflaging strategies: An integrative systematic review.","authors":"Jacques Nel, Maxine Spedding, Susan Malcolm-Smith","doi":"10.1177/13623613251335472","DOIUrl":"10.1177/13623613251335472","url":null,"abstract":"<p><p>Autistic 'social camouflaging' research is proliferating. However, the term is multi-definitional. Our integrative systematic review (CRD42022324957) pursued a single-framework, qualitative meta-synthesis of camouflaging in autistic adults. We report specifically on different types of camouflaging strategies and the contextual factors that moderate them. A total of 2346 articles were extracted from online databases, 'Connected Papers' and citation searching - reflecting qualitative data from diagnostically confirmed, or self-identifying, autistic individuals. The results of 28 studies were coded and thematically synthesised, and included 2669 men, women and non-binary individuals above the age of 16. We noted six types of strategies and four contextual factors that modulate them. 'Imitation' played a notable role in facilitating further learning and development of camouflaging strategies, thus shifting one from behavioural suppression to sophisticated compensations. The results encourage researchers to place camouflaging data within this (or other) frameworks. Limitations include data reflecting only a subset of the autistic community, skewed towards women and the United Kingdom, raising questions about the impact that gender and UK culture has on our current understanding of camouflaging.Lay abstractResearch into autistic 'social camouflaging' is gaining momentum. However, with so many different definitions, the term needs better clarification. We thus reviewed existing articles that discuss camouflaging, in order to bring all of the different understandings of adult autistic camouflaging together into a single framework. This article focuses on findings related to different types of camouflaging <i>strategies</i>, and the types of situations that help or hinder individuals when they use such strategies. After screening 2346 articles (which were listed on online research databases) - we arrived at 28 articles that were included in this study. Data were based on the personal reports of 2669 adults (over the age of 16 years) with confirmed, or self-identified, autism. These reports were in English, qualitative, published papers. We noted six types of camouflaging strategies, and four situational factors that influence them. 'Imitation' was noted as a key means by which strategies develop. The results encourage researchers to build on frameworks such as ours. We also found that much of the sample consisted of women from the United Kingdom, and thus, there is a question of how much influence UK culture has on our current picture of camouflaging.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2379-2394"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417612/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144191425","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":"'Sometimes I'm feeling baffled and they're probably feeling baffled': On the experiences of psychological therapists working with autistic people in a structured primary care service for anxiety disorders and depression.","authors":"Paul K Miller, Samantha Lj Bowden, Natalie Dewison, Barry Ingham, Richard Thwaites, Dave Dagnan","doi":"10.1177/13623613251341610","DOIUrl":"10.1177/13623613251341610","url":null,"abstract":"<p><p>Autistic people are more likely to experience mental health problems such as anxiety disorder and depression than are the general population. This study reports a qualitative analysis of interview data provided by 12 psychological therapists regarding their experiences of working with autistic people with anxiety disorders and/or depression within a structured primary care mental health service in the north of England. Interviews were analysed using thematic analysis. Four main themes were identified: (1) Experience and Trepidation, (2) Wrong Service, Only Service, (3) Therapeutic Environment and (4) Training and Adaptations. Participating therapists identified challenges in the structure of the services they worked in, the applicability of conventional therapies and the need for autism-specific therapy training ideally led by autistic people. Centrally, participants did not routinely feel fully equipped to separate endemic aspects of autism itself from features of a mental health disorder in an autistic person, which had left some feeling powerless to help in certain cases, or as if they may have done more harm than good. All participants were, however, able to identify positive adaptations made from practical experience, and most reported a growing confidence in working with autistic people.Lay Abstract<b>The experiences of psychological therapists working with autistic people in a primary care service for anxiety disorders and depression</b>We are a group of autistic people, academic researchers and psychological therapists, with some of us being more than one of those things. We started from the knowledge that autistic people are particularly prone to have anxiety disorders and depression. We were, therefore, interested in how current 'talking therapy' services in England might, or might not, be helping autistic people with those problems. To address this issue, we interviewed 12 psychological therapists in the north of England who had experience of working with autistic people with an anxiety disorder, depression or both. We found that the therapists often felt that they were not prepared or trained to give autistic people their best service. The therapists were also concerned that some of the therapies they usually applied did not always work with autistic people, or sometimes even made things worse. They felt it was important, however, that autistic people should keep using the service, as there was no other service available to them if they had an anxiety disorder or depression. There was evidence, however, that talking therapies still had positive effects for autistic people, and that therapists had therefore probably underestimated their positive impact in a lot of cases. Consequently, training was recommended such that psychological therapists might better understand mental health and specific therapy adaptations that help autistic people.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2477-2488"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417598/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118671","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":"Bayesian prevalence of autism and unmet special education needs in Chile in a sample of three million school-age children.","authors":"Andres Roman-Urrestarazu, Adele Tyson, Gabriel Gatica-Bahamonde, Robin van Kessel, Justin Yang, Carola Mansilla, Isabel Zuniga, Alejandra Méndez-Fadol, Blanca Larrain, Ricardo Garcia, Damaris Koch, Tamsin Ford, Wim Groot, Milena Pavlova, Katarzyna Czabanowska","doi":"10.1177/13623613251342310","DOIUrl":"10.1177/13623613251342310","url":null,"abstract":"<p><p>Autism spectrum disorder prevalence estimates in Latin America have been limited by a lack of reliable data. This cohort study aimed to estimate autism spectrum disorder prevalence in Chile by linking school registries with electronic health records. Probabilistic data linking was conducted between the 2021 Chilean school registry and 2003-2015 health records from the Araucania Sur Health Service. Bayesian prevalence estimation was used, considering variables such as age, sex, immigration status, ethnicity and rurality. Autism spectrum disorder prevalence across 29 health services was analysed for students aged 6 to 18 years. Regression models assessed unmet needs for special education services, validated using Araucania Sur Health Service health records. The study included 3,056,306 pupils (51.34% boys; mean age 11.6 years), with 14,549 having autism spectrum disorder. The national standardized school prevalence was 0.46%. Boys had 6 times higher odds of receiving special education services support than girls. In Araucania Sur Health Service, the adjusted clinical prevalence from health records was 1.22%. The Bayesian projected national autism spectrum disorder prevalence was 1.31%. This study, the largest of its kind in Latin America, revealed a higher autism spectrum disorder prevalence than previously reported, with one in 76 children affected. Disparities were observed across sex, ethnicity and health services.Lay abstractThis project tried to understand how many children in Chile are affected by autism, as reliable data have been lacking not only in Chile but across much of Latin America. To do this, we carried out the largest autism prevalence study ever conducted in the region. We linked national school records from 2021 with over a decade of health records (2003-2015) from the Araucanía Sur Health Service in southern Chile. This allowed us to examine data from more than three million students aged 6 to 18 years across 29 health services. Our results revealed that around one in every 76 children may have autism - almost 3 times higher than what was reported in schools alone. We also found that boys were 6 times more likely than girls to receive special education support. Using advanced statistical modelling, we estimated a national autism prevalence rate of 1.31%. Importantly, we discovered disparities in diagnosis and access to support based on sex, ethnicity, immigration status and whether a child lived in a rural or urban area. These findings highlight the need for more inclusive and equitable approaches to autism identification and care across Chile. This research not only helps to fill a major data gap but also offers a model for how countries with limited resources can use existing administrative data to improve public health planning and educational support for children with autism.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2501-2512"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417606/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144774600","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}