Autism最新文献

{"title":"Autistic-led insights on airport accessibility: A retrospective analysis of environmental assessments.","authors":"Chris Edwards, Abigail Ma Love, Ru Ying Cai, Tom Tutton, Emma Beardsley, Vicki Gibbs","doi":"10.1177/13623613251337200","DOIUrl":"10.1177/13623613251337200","url":null,"abstract":"<p><p>Autistic people often encounter significant barriers when navigating airports, largely due to overwhelming sensory environments, stringent security procedures, and crowded spaces. This study aimed to enhance understanding of airport accessibility by retrospectively analyzing reports from Autistic-led environmental assessments conducted at six Australian airports between 2017 and 2024. Drawing on an evidence-informed autism-friendly framework, the assessments focused on eight key elements, including sensory adaptations, communication supports, and preparation and predictability. Through reflexive thematic analysis, two key themes were generated: (1) navigating the sensory landscape and (2) help passengers navigate with confidence. Our findings underscore the importance of sensory adjustments-such as natural lighting and quiet spaces-alongside clearer visual aids and communication supports. Importantly, this study represents the first systematic application of autism-friendly principles to airport environments, offering practical, evidence-based recommendations for more inclusive design. By foregrounding the perspectives of Autistic individuals, this research highlights the need for participatory design approaches to create public spaces that are genuinely accessible and supportive for Autistic travelersLay abstractAirports can be challenging for Autistic people because of overwhelming sensory experiences like bright lights and loud noises, security processes, and crowded spaces. This study analyzed reports from six Australian airports, produced between 2017 and 2024, to understand how airports can be made better for Autistic travelers. These reports were based on assessments led by Autistic people and used a specific framework to evaluate areas like sensory experiences and communication needs. The study found two main ways to improve accessibility: (1) reducing sensory challenges, like loud noises or bright, overwhelming areas, and (2) improving communication and wayfinding to make navigation clearer and easier. Some of the recommendations included providing quiet spaces for travelers, using softer and more natural lighting, and improving signs to make it easier for people to navigate airports. This is the first study to apply autism-friendly principles to airports and shows the importance of involving Autistic people in the design of more inclusive public spaces. The findings offer practical recommendations for airports around the world to better support Autistic travelers.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2151-2162"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12255834/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143973311","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":"Play interactions of autistic preschoolers with their mothers and fathers without toys yield more positive interactions than play with toys.","authors":"David Oppenheim, Michal Mottes-Peleg, Smadar Dolev, Nurit Yirmiya","doi":"10.1177/13623613251329975","DOIUrl":"10.1177/13623613251329975","url":null,"abstract":"<p><p>Observations of parent-child play with toys are often used to assess interactions between parents and non-autistic as well as autistic children, but some research indicates that play without toys may elicit more positive interactions than play with toys. The first goal of the study was to examine whether this is true in the case of autistic preschoolers by comparing their play with their parents with versus without toys. The second goal was to compare mother- and father-child interactions. Seventy-eight autistic preschooler boys were observed interacting in counterbalanced mother- and father-child play with or without toys, and interactions were coded using the Emotional Availability scales. Results revealed that for both mothers and fathers scores on all of the EA scales in the play episode without toys were higher than scores in the episode with toys. Also, almost no differences were found between children's interactions with their mothers and fathers in both play with or without toys. Both findings broaden our understanding of the early social experiences of autistic children with their parents.Lay AbstractResearchers that study the development of young children often observe them playing with their parents with toys. However, a few studies and clinical experience suggest that the interactions between parents and children are often more positive when they play <i>without</i> toys. The first goal of the study was to find out if this is true for autistic preschoolers. We observed 78 children playing with each of their parents, and compared their play with and without toys. The second goal of the study was to compare mother- and father-child interactions to discover if they are similar or different from one another. We measured the emotional quality of parent-child interactions using scales that measure the behavior of both parents and children toward one another. We studied only boys because autism may present differently in girls. We discovered that both parents' and children's behavior were more positive when they were playing without toys compared to when they were playing with toys. Also, when we compared the emotional quality of how children played with their mothers and their fathers we found almost no differences, both in how the parents and the children behaved. The findings are important because they can guide researchers, clinicians, and parents to include both play with toys and play without toys in studies, interventions, and daily life. They also emphasize the importance of fathers, because although the fathers in the study were somewhat less involved in everyday caregiving with their children compared to mothers, they had interactions with the children that were as positive as those children had with their mothers. Importantly, we do not know if the findings apply to autistic girls as well.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1987-1997"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12255836/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143771227","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":"Our understanding of autistic sensory processing is limited by our questionnaire measures.","authors":"Catherine Manning, Georgina Mohan, Lara Maher, Aamina Khan, Samantha L Tyler","doi":"10.1177/13623613251356060","DOIUrl":"10.1177/13623613251356060","url":null,"abstract":"","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1915-1920"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144567017","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":"Consensus on high-priority outcomes to be used in the evaluation of services for autistic adults: Results from a \"CBPR-Nested Delphi Process\".","authors":"Christina Nicolaidis, Mirah Scharer, Dora M Raymaker, Joseph Vera, Todd Edwards, Ian Moura, Mary Baker-Ericzén, Joelle Maslak, Liu-Qin Yang, Rachel Kripke-Ludwig, Steven K Kapp, Andrea Joyce, Anna Wallington","doi":"10.1177/13623613251322082","DOIUrl":"10.1177/13623613251322082","url":null,"abstract":"&lt;p&gt;&lt;p&gt;People are increasingly recognizing the need for service interventions to improve the lives of autistic adults. However, less is known about how to best evaluate such services. We aimed to identify (1) which self-reported outcomes are most important to measure when evaluating the effectiveness of services for autistic adults and (2) what survey instruments would be needed to measure them. We nested a traditional researcher-driven \"Delphi process\" within our community-based participatory research approach in what we are calling a \"CBPR-Nested Delphi Process.\" The process allowed us to reach a full consensus among 53 experts with professional and lived experience as autistic adults, family members, health and disability service providers, autism community leaders, and researchers. The final list of outcomes included quality of life, overall health, emotional wellbeing, anxiety, depression, suicidality, autistic burnout, social support, employment satisfaction, community participation, self-determination, access to communication, activities of daily living, satisfaction with social services, and satisfaction with healthcare services. Experts felt almost all available instruments to measure these outcomes would need adaptations to be used with autistic adults (or proxies). Researchers and service providers should consider targeting interventions to these measurable outcomes and evaluating them using instruments that have been co-developed with autistic adults.Lay abstract&lt;b&gt;Why was this project done?&lt;/b&gt;People are starting to recognize the need for services to improve the lives of autistic adults. But less is known about how to best evaluate such services.&lt;b&gt;What were the goals of the project?&lt;/b&gt;To identify (1) which outcomes are most important to measure when evaluating the effectiveness of services for autistic adults and (2) how we can successfully measure them using surveys.&lt;b&gt;What did the researchers do?&lt;/b&gt;We used a method called a \"Delphi process\" that gets input from lots of different experts. We used that method inside our own long-standing community-based participatory research (CBPR) process so that we could share power between the academic and community members of our team. We reached a full consensus (agreement) among 53 experts. These experts had professional and/or lived experience as autistic adults, family members, health and disability service providers, autism community leaders, and researchers.&lt;b&gt;What does this study add?&lt;/b&gt;The final list of outcomes included quality of life, overall health, emotional wellbeing, anxiety, depression, suicidality, autistic burnout, social support, employment satisfaction, community participation, self-determination, access to communication, activities of daily living, satisfaction with social services, and satisfaction with healthcare services. Experts felt almost all available surveys that try to measure these outcomes would need adaptations to be used with autistic adults (or if needed, wi","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1959-1972"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12263341/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144224092","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":"'We're quite good at thinking outside the box: Early autistic sensory experiences expressed by autistic adults and caregivers of autistic children.","authors":"Katy L Unwin, Kelsey Philpott-Robinson, Josephine Barbaro, Patrick Dwyer, Nancy Sadka, Perrin Date, Alison E Lane","doi":"10.1177/13623613251335069","DOIUrl":"10.1177/13623613251335069","url":null,"abstract":"<p><p>Sensory differences are well documented in autistic individuals. However, early sensory experiences have not been fully explored, particularly from the perspective of autistic people. We sought to understand early sensory experiences in autism from the perspective of autistic adults (some of whom also had autistic children) and caregivers of autistic children (some of whom also had a personal autism diagnosis). Using a qualitative descriptive design, aligned with a constructivist paradigm, focus groups were conducted with 3 autistic adults and 12 caregivers of autistic children. Data were analysed with reflexive thematic analysis. Five themes were generated accounting for early sensory experiences in autism: (1) Acknowledging the uniqueness of sensory preferences, (2) Negative impacts of different sensory experiences, (3) Feeling different and the pursuit of belonging, (4) Controlling sensory experiences to support daily function, and finally (5) Overcoming the challenges of the sensory world. The findings highlight the specific sensory needs of autistic children in early childhood and the adaptability of caregivers. This information can help young autistic people and caregivers advocate the importance of recognising the uniqueness of each autistic child's sensory preferences when seeking support.Lay AbstractSensory behaviours in early childhood can impact how autistic children experience and engage in the world. There is a lot of research about sensory differences in autistic children; however, there is very little known about experiences in early childhood. We asked 3 autistic adults and 12 caregivers of autistic children about their/their child's experiences of sensory behaviours in early childhood. In our sample, autistic adults and caregivers of autistic children shared similar experiences about the challenges they/their children face related to sensory experiences in early childhood and how they overcame these. The findings can influence how researchers and service providers view sensory preferences in early childhood by understanding that everyone's preferences are unique, and the importance of advocating for what works for each autistic person.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2084-2096"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12255837/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143964785","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":"Self-reported masking in sexual minority and heterosexual autistic adults.","authors":"Goldie A McQuaid, Nancy Raitano Lee, Gregory L Wallace","doi":"10.1177/13623613251335738","DOIUrl":"10.1177/13623613251335738","url":null,"abstract":"<p><p>Masking can include suppressing or concealing certain behaviors to appear \"non-autistic\" and is one response to the excess social stressors of being a neurominority in a neurotypical-majority society. It is important to understand how persons who are multiply marginalized (e.g. an autistic person assigned female sex at birth who is bisexual), who experience multiple layers of excess social stressors, may face additional pressures to conceal their authentic selves. Autistic persons may be more likely than neurotypical persons to identify with a sexual minority orientation, such as asexual, bisexual, gay or pansexual. To advance our understanding of how marginalized identities may be associated with masking, we examined self-reported masking using the Camouflaging Autistic Traits Questionnaire in a sample of autistic adults (<i>N</i> = 462). After matching participants for assigned sex at birth and age, and after controlling for these effects in modeling, we found that sexual minority autistic adults reported significantly higher levels of masking relative to heterosexual autistic adults. We situate these findings within literatures on masking, minority stress, and stigma.Lay AbstractMasking can include hiding certain behaviors to appear \"non-autistic.\" Masking is one response to the stress of being autistic in a non-autistic world. Being autistic is only one part of someone's identity, though. Other parts of a person's identity include things like a person's sexual orientation. Autistic people are more likely than non-autistic people to have a sexual orientation other than heterosexual, like asexual, bisexual, gay, or pansexual. People who are both autistic and a sexual minority may experience social stress because of different pressures from society. These different pressures may mean sexual minority autistic adults feel pressured to social camouflage more than heterosexual autistic adults. Thus, we compared masking in sexual minority autistic and heterosexual autistic adults. In the statistical models, we controlled for two other factors that may impact masking: sex assigned at birth and age. We found that sexual minority autistic adults reported significantly higher levels of masking relative to heterosexual autistic adults. We discuss how these findings fit within previous research on masking and minority stress.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2137-2150"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12263329/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143960240","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":"Endogenous and exogenous oxytocin modulate interpersonal motor resonance in autism: A context-dependent and person-specific approach.","authors":"Jellina Prinsen, Kaat Alaerts","doi":"10.1177/13623613251335730","DOIUrl":"10.1177/13623613251335730","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Understanding and interpreting non-verbal actions are critical components of social cognition, which are often challenging for autistic individuals. Oxytocin, a neuropeptide known to modulate social behavior and enhance the salience of social stimuli, is being explored as a therapeutic option for improving social mirroring. However, its effects are mediated by context- and person-dependent factors. This study examines the impact of a single intranasal dose of oxytocin (24 IU) on interpersonal motor resonance in young adult men with and without autism. Neurophysiological assessments of corticomotor excitability were performed using transcranial magnetic stimulation while participants observed real-time hand movements displayed by an experimenter demonstrating varying social intent (i.e. showing direct vs averted gaze). While no overall effect of oxytocin on interpersonal motor resonance was observed across groups, person-specific factors significantly influenced outcomes. In the autism group, individuals with higher endogenous oxytocin levels exhibited greater motor resonance during action observation. Autistic individuals with heightened social difficulties or avoidant attachment styles showed enhanced motor resonance following oxytocin administration. These findings highlight the nuanced role of both endogenous and exogenous oxytocin in shaping neurophysiological motor resonance and emphasize the importance of individual variability in assessing oxytocin's therapeutic potential for addressing social challenges in autism.Lay abstractThis study explores how oxytocin, a hormone that influences social behaviors, affects the ability to interpret and respond to non-verbal cues, particularly in autistic adults. Understanding others' actions and intentions, often guided by observing body language and eye contact, is a critical part of social interaction. Autistic individuals frequently face challenges in these areas. Using a safe, non-invasive brain stimulation technique, the study measured participants' brain responses as they observed real-time hand movements paired with the interaction partner's direct eye contact or averted gaze. Participants included young autistic and non-autistic adult men who received a placebo and a single dose of oxytocin via nasal spray. Results showed no overall differences between the two groups in their brain responses to these movements. However, in the autism group, several factors significantly influenced the effects of oxytocin. Participants with higher natural oxytocin levels or those who reported greater social challenges showed stronger responses after oxytocin administration, particularly when observing hand movements combined with direct gaze. These findings suggest that oxytocin may enhance social understanding in autistic individuals, especially for those experiencing greater difficulties. This highlights the potential of personalized approaches when considering oxytocin as a therapeutic option to improve ","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2123-2136"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143961192","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":"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":"1921-1938"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12255839/pdf/","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The moderating role of co-occurring attention-deficit hyperactivity disorder in social skills group training for autistic children and adolescents.","authors":"Anna Fridell, Nora Choque Olsson, Christina Coco, Sven Bölte, Ulf Jonsson","doi":"10.1177/13623613251331993","DOIUrl":"10.1177/13623613251331993","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Social skills group training is frequently used to support autistic children and adolescents in coping with everyday social demands and expectations. Meta-analytic studies suggest small to medium effect sizes. Effect moderators must be better understood to inform implementation and allow optimization of intervention protocols. Using data from two pragmatic randomized trials (&lt;i&gt;N&lt;/i&gt; = 241) of the KONTAKT™ social skills group training program as an add-on to standard care in clinical settings, we aimed to explore the moderating role of co-occurring attention-deficit hyperactivity disorder in children (7-12 years) and adolescents (13-18 years). Two distinct response criteria were defined based on the parent-rated Social Responsiveness Scale: reliable improvement (⩾25 points) and clinically relevant improvement (⩾10 points). Moderator analyses indicated that the intervention effect was moderated by co-occurring attention-deficit hyperactivity disorder and age group. Logistic regressions stratified by co-occurring attention-deficit hyperactivity disorder showed significant effects among those without attention-deficit hyperactivity disorder (&lt;i&gt;n&lt;/i&gt; = 63), both in terms of reliable improvement (odds ratio: 11.85, &lt;i&gt;p&lt;/i&gt; = 0.002) and clinically relevant improvement (odds ratio: 10.00, &lt;i&gt;p&lt;/i&gt; = 0.001). In contrast, no significant effects were observed in those with co-occurring attention-deficit hyperactivity disorder (&lt;i&gt;n&lt;/i&gt; = 178). Explorative analyses further stratified by age suggested significant effects in adolescents, but not children, with co-occurring attention-deficit hyperactivity disorder. The findings preliminarily suggest that autistic children with attention-deficit hyperactivity disorder may need other or additional support.Lay abstractSocial skills group training can help some autistic children and adolescents improve their social life. Still, the positive effects may be less clear for those who also have attention-deficit hyperactivity disorder. We used data from two previous projects evaluating the effects of a social skills group training program called KONTAKT™ as an addition to the common healthcare provided. Our study included 241 children (8-12 years) and adolescents (13-18 years). To determine whether the participants had improved their social skills, we used ratings provided by the parents before and after the training and 3 months later. We then explored if KONTAKT led to improvement for autistic children and adolescents with and without attention-deficit hyperactivity disorder. Autistic children and adolescents often struggle to understand others and express themselves in everyday social situations. These challenges can create barriers to well-being and future life chances. Social skills group training can improve social skills in some autistic youths, but not all will benefit equally from the training. It is therefore important to better understand whether some groups need more support or other forms of assist","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2030-2043"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12255842/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143961922","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":"'Accumulating harm and waiting for crisis': Parents' perspectives of accessing Child and Adolescent Mental Health Services for their autistic child experiencing mental health difficulties.","authors":"Emma Ashworth, Lucy Bray, Claire Hanlon, Harvey Stanway, Georgia Pavlopoulou, David Moore, Bethany Donaghy, Elizabeth Coen, Ellen Firth","doi":"10.1177/13623613251335715","DOIUrl":"10.1177/13623613251335715","url":null,"abstract":"<p><p>Autistic children and young people are at increased risk of mental health difficulties, but often face barriers when seeking help from Child and Adolescent Mental Health Services. This study aimed to (1) explore the experiences of parents/carers seeking help from Child and Adolescent Mental Health Services for their autistic child's mental health difficulties, and (2) gain parents' perceptions of the accessibility of Child and Adolescent Mental Health Services for their child. A mixed-methods survey design was used. In total, 300 parents/carers took part from across the United Kingdom. Quantitative data were analysed using descriptive statistics, and qualitative data using qualitative content analysis. Findings demonstrated ongoing struggles that parents/carers faced when seeking help from Child and Adolescent Mental Health Services. Those who were referred reported a lack of reasonable adjustments and offers of ineffective or inappropriate therapies. Ultimately, parents felt their child's mental health difficulties either did not improve or declined to the point of crisis. However, there was a recognition that some professionals were kind and compassionate. There is a need for a more neuro-inclusive and personalised approach in Child and Adolescent Mental Health Services. Further research, funding and training are urgently needed to ensure support is accessible, timely and effective for autistic young people.Lay abstractAutistic children and young people are more likely to experience mental health difficulties than neurotypical peers, but also face more barriers when seeking help from Child and Adolescent Mental Health Services. Findings highlight the need for a more neuroaffirmative approach from the professionals themselves, in the adjustments offered, and in the therapies provided. Barriers to Child and Adolescent Mental Health Services for autistic children and young people include diagnostic overshadowing (i.e. assuming mental health difficulties are part of autism), high thresholds for assessment and a lack of professional knowledge about autism and care pathways. Healthcare policies should ensure that all Child and Adolescent Mental Health Services professionals receive neuroaffirmative training and that resources/funding are provided for appropriate adjustments and early support. There is also a need for further research and funding to develop and evaluate effective neuroaffirmative therapeutic interventions.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2111-2122"},"PeriodicalIF":5.2,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12255833/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143955200","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}