Autism最新文献

{"title":"Who Tweets for the autistic community? A natural language processing-driven investigation.","authors":"Canfer Akbulut, Geoffrey Bird","doi":"10.1177/13623613251325934","DOIUrl":"10.1177/13623613251325934","url":null,"abstract":"<p><p>The formation of autism advocacy organisations led by family members of autistic individuals led to intense criticism from some parts of the autistic community. In response to what was perceived as a misrepresentation of their interests, autistic individuals formed autistic self-advocacy groups, adopting the philosophy that autism advocacy should be led 'by' autistic people 'for' autistic people. However, recent claims that self-advocacy organisations represent only a narrow subset of the autistic community have prompted renewed debate surrounding the role of organisations in autism advocacy. While many individuals and groups have outlined their views, the debate has yet to be studied through computational means. In this study, we apply machine learning and natural language processing techniques to a large-scale collection of Tweets from organisations and individuals in autism advocacy. We conduct a specification curve analysis on the similarity of language across organisations and individuals, and find evidence to support claims of partial representation relevant to both self-advocacy groups and organisations led by non-autistic people. In introducing a novel approach to studying the long-standing conflict between different groups in the autism advocacy community, we hope to provide both organisations and individuals with new tools to help ground discussions of representation in empirical insight.Lay AbstractSome autism advocacy organisations are run by family members of autistic people, and claim to speak on behalf of autistic people. These organisations have been criticised by autistic people, who feel like autism charities do not adequately represent their true interests. In response to these organisations, autistic people have come together to form autistic self-advocacy organisations, or groups in which activists can spread awareness of autism from an autistic point-of-view. However, some people say that autistic self-advocacy organisations do not sufficiently represent the needs of all autistic people. These tensions between organisations and individuals have made it difficult to determine which organisations can make the claim that they represent all autism advocates individuals equally, instead of showing preference to a sub-group within the autism community. In this study, we try to approach this issue using computational tools to see if, in their Twitter posts, both kinds of organisations show a preference for the interests of autistic people or parents of autistic children. We do so by comparing a large body of Tweets by organisations to Tweets by autistic people and parents of autistic children. We find that both kinds of organisations match the interests of one group of autism advocates better than the other. The insight we provide has the potential to inspire new conversations and solutions to a long-standing conflict in autism advocacy.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1740-1753"},"PeriodicalIF":5.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12159347/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143699596","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":"Pilot randomized controlled trial of MINDful TIME, a novel telehealth mindfulness-based intervention for autistic adolescents and their caregivers.","authors":"Nicole L Matthews, Melissa M Mitchell, Hannah Honda, Amanda Malligo, Summer Boyd, Broc A Pagni, B Blair Braden","doi":"10.1177/13623613251328484","DOIUrl":"10.1177/13623613251328484","url":null,"abstract":"&lt;p&gt;&lt;p&gt;A growing body of research suggests that mindfulness-based interventions may be a valuable method for reducing internalizing symptoms in autistic individuals. The current study extends this work using an effectiveness-implementation hybrid type 1 study. In this parallel randomized controlled trial, we examined a novel telehealth intervention for autistic adolescents and their caregivers. MINDful TIME includes eight weekly group meetings and regular use of a commercially available mindfulness meditation app. Participants were 42 adolescent-parent dyads randomized to the treatment or delayed treatment control (DTC) group. The program was implemented with fidelity (91.24%-94.78%), and 90% of treatment group dyads completed the program. On average, participants attended &gt;90% of sessions and reported high acceptability. Treatment group adolescents demonstrated statistically and clinically significant reductions in parent-reported depression symptoms relative to DTC (&lt;i&gt;F&lt;/i&gt;(1, 34) = 7.31, &lt;i&gt;p&lt;/i&gt; = 0.01, &lt;math&gt;&lt;mrow&gt;&lt;msubsup&gt;&lt;mi&gt;η&lt;/mi&gt;&lt;mi&gt;p&lt;/mi&gt;&lt;mn&gt;2&lt;/mn&gt;&lt;/msubsup&gt;&lt;/mrow&gt;&lt;/math&gt; = 0.18). Female adolescents in the treatment group showed significant reductions in parent-reported anxiety symptoms (&lt;i&gt;F&lt;/i&gt;(1, 34) = 4.22, &lt;i&gt;p&lt;/i&gt; = 0.05, &lt;math&gt;&lt;mrow&gt;&lt;msubsup&gt;&lt;mi&gt;η&lt;/mi&gt;&lt;mi&gt;p&lt;/mi&gt;&lt;mn&gt;2&lt;/mn&gt;&lt;/msubsup&gt;&lt;/mrow&gt;&lt;/math&gt; = 0.11). Exploratory analyses indicated treatment-related improvements in adolescent executive functioning, parent mindfulness and well-being, and adolescent-parent relationship dysfunction. Findings warrant future examination of MINDful TIME to address well-documented challenges with mental health in this population. This trial was registered on clinicaltrials.gov (NCT05685589).Lay abstractPrevious research studies have found that mindfulness (i.e. focused attention on, and acceptance of, the present moment) training programs can reduce stress, depression, and anxiety. However, more research is needed to understand whether mindfulness strategies are helpful for autistic teens. We examined a new telehealth intervention for autistic teens and their caregivers. MINDful TIME is an 8-week group program that meets weekly through Zoom meetings. Participants learn mindfulness strategies through didactic lessons and using a commercially available mindfulness meditation mobile app. We randomly assigned 42 teens (ages 13-18 years) with an autism diagnosis and their parents to complete MINDful TIME or an 8-week wait period before beginning the program. Ninety percent of teens and parents assigned to MINDful TIME completed the program and reported that they found the program to be acceptable. Teens who completed MINDful TIME showed large reductions in depression symptoms, whereas teens in the wait period group did not. Females who completed MINDful TIME also showed reductions in anxiety symptoms, whereas males who completed MINDful TIME and females and males in the wait period group did not. Parents who completed MINDful TIME with their teens showed ","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1864-1882"},"PeriodicalIF":5.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143750908","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":"Outcomes of the World Health Organization's Caregiver Skills Training Program for Eritrean and Ethiopian parents of autistic children in the United States.","authors":"Sarah Dababnah, Waganesh A Zeleke, Yoonzie Chung, Rachel Antwi Adjei, Pamela Dixon, Erica Salomone","doi":"10.1177/13623613251351345","DOIUrl":"https://doi.org/10.1177/13623613251351345","url":null,"abstract":"<p><p>Autism intervention research has not adequately addressed the needs of Black autistic children and their families, particularly those who are also immigrants to the United States. The World Health Organization designed Caregiver Skills Training (CST), a parent-mediated intervention intended to improve child social communication and behavior, to fill in the global gap of services for caregivers of young children with autism and other neurodevelopmental conditions. While CST has been implemented in Ethiopia, it has not been evaluated for Ethiopian and Eritrean immigrant families in the United States. This single-arm pilot study of CST investigated pre- and post-intervention changes in parent and child outcomes within a sample of 25 mothers of autistic children (ages 2-9 years) in Maryland, Washington, DC, and Virginia. Eritrean and Ethiopian facilitators delivered CST remotely to five parent groups. We used Wilcoxon signed-rank tests and found statistically significant improvements in parents' knowledge, skills, self-efficacy, depression, and empowerment, as well as child communication, sociability, and sensory/cognitive awareness. There were no statistically significant changes in parents' anxiety, stress, and coping, nor some subscales of the empowerment and child outcome measures. We conclude CST is a promising intervention for Ethiopian and Eritrean immigrant families in the United States. Randomized controlled trials are needed to confirm study findings.Lay abstractAutism intervention research has often not included Black autistic children and families, including those who are also immigrants to the United States. The World Health Organization designed Caregiver Skills Training (CST) because there are not enough services for caregivers of young children with autism and other neurodevelopmental conditions. CST is an intervention in which parents receive information on how to support their own and their children's needs in nine group and three individual sessions. While CST has been adapted and piloted in Ethiopia, it has not been evaluated for Ethiopian and Eritrean immigrant families in the United States. In this study, five groups with a total of 25 mothers of autistic children (ages 2-9 years) all received CST from Eritrean and Ethiopian facilitators on Zoom. The participants completed surveys about themselves and their autistic children before and after they completed CST. We found that parents' knowledge, skills, self-efficacy, depression, and empowerment, as well as their children's communication, sociability, and sensory/cognitive awareness improved after they completed CST. We did not find changes in some areas we measured, such as parents' anxiety, stress, and coping. We believe that CST might be a promising intervention for Ethiopian and Eritrean immigrant families in the United States. We recommend that more research should be done to confirm what we found in this study.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251351345"},"PeriodicalIF":5.2,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144526314","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 the use of implementation science in autism intervention research: A scoping review.","authors":"James D Lee, Adriana Kaori Terol, Jessica E Tschida, Anamiguel Pomales-Ramos, Scott McEathron, Anna Wallisch, Brian A Boyd","doi":"10.1177/13623613251351344","DOIUrl":"https://doi.org/10.1177/13623613251351344","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Although the field of autism intervention has strived to identify evidence-based practices, translating these interventions into real-world settings remains a significant challenge. This gap particularly impacts marginalized communities, where access to and quality of services are often inferior. Implementation science addresses these gaps by promoting the adoption and integration of evidence-based practices in community-based settings, thereby helping reduce disparities. While various frameworks and strategies have emerged to guide the successful implementation of autism evidence-based practices, the application of implementation science within autism intervention research remains underexplored. To address this gap, we conducted this scoping review that included 13 studies to examine how implementation science is applied in autism intervention research delivered in community-based settings. Specifically, we aimed to (1) describe the characteristics of implementation-focused studies (e.g. study design, participant types, intervention contexts); (2) examine how implementation frameworks, strategies, and outcomes were used to guide and evaluate intervention efforts; and (3) analyze how studies align with phases of the autism-specific implementation framework developed by Boyd et al. (&lt;i&gt;Autism&lt;/i&gt;). Most studies were conducted in school settings. Fidelity was the most frequently assessed implementation outcome, while acceptability, adoption, and appropriateness were also commonly measured. Nearly all studies focused on early-phase implementation (e.g. exploration, initial implementation), with limited attention to sustainment or scale-up. The findings offer a starting point for future research to better implement autism evidence-based practices in community settings.Lay AbstractThis study looks at ways to improve how autism support programs are used in everyday community settings like schools and clinics. These programs are approaches that research has shown can help autistic individuals develop important skills, such as communication, social interaction, and managing behavior. Many of these are psychosocial programs, which means they focus on emotional, social, and behavioral support rather than medication or medical treatment. However, there is a challenge in implementing these interventions in real-world settings, especially in marginalized communities where services are often lacking or lower in quality. The field of implementation science helps bridge this gap by guiding and encouraging the use of evidence-based practices in community settings, aiming to reduce disparities. To better understand this, we did a scoping review that included 13 studies that used implementation science to support autism interventions. We looked at what types of strategies were used, how success was measured, and how well the programs fit into the communities where they were used. Most of the studies took place in schools and involved teachers, school staff, o","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251351344"},"PeriodicalIF":5.2,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144526313","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":"Camouflaging in autism: A cause or a consequence of mental health difficulties?","authors":"Wikke J van der Putten, Audrey Jj Mol, Tulsi A Radhoe, Carolien Torenvliet, Joost A Agelink van Rentergem, Annabeth P Groenman, Hilde M Geurts","doi":"10.1177/13623613251347104","DOIUrl":"https://doi.org/10.1177/13623613251347104","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Camouflaging ([un]consciously hiding one's autism traits) is hypothesized to be an underlying mechanism explaining elevated levels of mental health difficulties in autistic adults. As previous studies investigating this relationship were all cross-sectional, the direction of this association remains unclear. Therefore, we investigated whether (1) camouflaging predicts a change in mental health difficulties and (2) mental health difficulties predict a change in camouflaging. For this, 332 autistic adults aged 30 to 84 years (157 women) filled in the Dutch Camouflaging Autistic Traits Questionnaire, Symptom Checklist-90 Revised, and Autism Spectrum Quotient at two timepoints with an average time interval of 2 years. Preregistered multilevel analyses showed a negative interaction between initial camouflaging and time, indicating that people with higher initial levels of camouflaging showed a decrease in mental health difficulties, while for lower initial levels of camouflaging there was an increase. However, this effect was small. Initial mental health difficulties did not predict changes in camouflaging behavior, but findings were inconsistent across total camouflaging and assimilation. Thus, we did not find strong evidence for camouflaging to be associated with development of mental health difficulties. However, future research is needed before we can draw strong conclusions about directionality and causality.Plain Language SummaryWhen autistic people use strategies to hide their autism traits, we refer to this as camouflaging. It has been thought that camouflaging could be a reason why autistic people develop mental health difficulties more often than non-autistic people. Research has shown that, in general, people who report more camouflaging behavior also report more mental health difficulties. However, we do not know whether camouflaging can be a reason for people to develop mental health difficulties or whether mental health difficulties may explain why autistic people use camouflaging strategies. Therefore, in this study we investigated whether (1) camouflaging is a predictor for a change in mental health difficulties and (2) mental health difficulties are a predictor for a change in camouflaging. For this study, 332 autistic adults aged 30 to 84 years (157 women) filled in questionnaires about camouflaging, mental health difficulties, and autism traits at two moments with an average of 2 years between measurements. We found that people with a higher level of initial camouflaging showed a decrease in mental health difficulties, while for people with lower levels of initial camouflaging behavior there was an increase in mental health difficulties. However, this effect was small. Initial mental health difficulties did not seem to predict a change in camouflaging behavior. Thus, we did not find evidence that camouflaging was followed by an increase in mental health difficulties. Therefore, future research is needed before we can draw stro","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251347104"},"PeriodicalIF":5.2,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144526312","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 randomized controlled trial into the effectiveness of a mobile health application (SAM) to reduce stress and improve well-being in autistic adults.","authors":"Kirsten L Spaargaren, Yvette Roke, Sander M Begeer, Annemieke van Straten, Heleen Riper, Kirstin Greaves-Lord, Anke M Scheeren","doi":"10.1177/13623613251346885","DOIUrl":"https://doi.org/10.1177/13623613251346885","url":null,"abstract":"<p><p>Autistic adults experience more daily stress compared to non-autistic adults. However, stress recognition is often delayed, potentially leading to chronic stress and significant (mental) health risks. We evaluated the effectiveness of Stress Autism Mate (SAM), a stress-monitoring mobile health application co-created with autistic individuals. We ran a two-arm, parallel, superiority randomized controlled trial. Autistic adults (<i>n</i> = 214) (mean age: 50.5 years; 66.4% female) were randomized to 1-month SAM usage or waitlist control. Participants self-reported on primary (Perceived Stress Scale; Warwick-Edinburgh Mental Wellbeing Scale), and secondary outcomes (Coping Self-Efficacy Scale) at baseline and 4 weeks later, after which the control group could start using the app. Hierarchical multiple regression analyses revealed that the intervention group had significantly lower perceived stress (<i>d</i> = 0.27), greater mental well-being (<i>d</i> = 0.35), and improved coping self-efficacy (<i>d</i> = 0.16) compared to the control group after 1 month. No intervention effect moderators could be identified. More frequent app usage was significantly associated with a stronger decrease in perceived stress (<i>r</i> = -0.293). However, 42.9% of app users indicated increased stress from app use, warranting further investigation. Our results suggest that SAM may be effective in reducing perceived stress and improving mental well-being for some autistic individuals. Further refinement and investigation are recommended.Lay abstractAutistic adults often experience more daily stress than non-autistic individuals, but they may not always recognize this stress timely, which can lead to long-term health problems. To help address this, we tested an app called Stress Autism Mate (SAM), which was designed together with autistic individuals to help autistic adults monitor and manage their stress. In our study, 214 autistic adults (average age: 50.5 years; 66.4% female) were randomly assigned to either use the app for 1 month or wait before using it. We asked participants to complete surveys before and after the 1-month period to measure changes in their stress levels, mental well-being, and confidence in coping. Results showed that participants who used the app reported lower stress, improved mental well-being, and better coping skills compared to those who did not use the app. We also found that the more often someone used the app, the more their stress levels decreased. However, 42.9% of users felt more stressed using the app, which needs further study. Overall, our findings suggest that SAM can help reduce stress and improve well-being for some autistic adults, but more work is needed to improve the app and better understand its effects.<i>Trial registry</i> ISRCTN Registry: ISRCTN17394910.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251346885"},"PeriodicalIF":5.2,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144493837","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 think differently, we learn differently, but at the end of the day we're not that different': Strengths-based approaches in high school from the perspectives of autistic adolescents.","authors":"Jia White, Sarah McGarry, P John Williams, Melissa H Black","doi":"10.1177/13623613251348557","DOIUrl":"https://doi.org/10.1177/13623613251348557","url":null,"abstract":"<p><p>Emerging evidence supports the use of strengths-based approaches for autistic students, yet limited research has explored these approaches from the perspectives of autistic adolescents in mainstream high schools. This study used a descriptive phenomenological methodology to examine the perspectives of 16 autistic adolescents who were either in high school or had recently completed high school in Australia. Semi-structured interviews were conducted and analysed using a modified seven-step Colaizzi method. Eight themes were identified, grouped under two overarching categories: (1) benefits of leveraging strengths and interests, and (2) support needed for strengths application and development. Adolescents described increased engagement and motivation when learning aligned with their interests, the value of connecting with like-minded peers, and the role of strengths in shaping future aspirations. They also highlighted supports they found helpful, including trusting teacher-student relationships, opportunities for autonomy through accommodations, interest-driven and hands-on learning, structured social experiences, and future-focused planning. These findings provide new insights into how strengths-based approaches can be implemented in high schools. Including autistic adolescents' voices is essential to bridging the gap between inclusive education theory and classroom practice. This study offers actionable guidance for developing strengths-based approaches that foster motivation, confidence, and long-term success for autistic students.Lay abstractThis study explored autistic adolescents experiences and perspectives of strengths-based approaches in mainstream high schools. While there is growing support for recognising and building on students' strengths, little is known about how these approaches are understood and experienced by autistic students themselves. We interviewed 16 autistic adolescents in Australia who were either still in high school or had recently finished. They shared their experiences in one-on-one conversations, and their insights were carefully analysed using a method designed to highlight key themes in how people describe their lived experiences. Autistic students described how learning became more engaging and meaningful when it connected with their interests and strengths. They valued being with like-minded peers and felt more motivated when they could see a link between their strengths and future goals. They also identified helpful supports, such as having teachers who understood them, being given choices in how they learn, doing practical or interest-based tasks, opportunities to build social skills, and support with future planning. By listening directly to autistic students, this study shows how schools can better support them to thrive. The findings offer practical ideas for making high schools more inclusive, motivating, and future-focused for autistic students in Australia and around the world.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251348557"},"PeriodicalIF":5.2,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144493838","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 scoping review of current approaches to strengths-based transition practices for autistic adolescents.","authors":"Sophie Rumsa, Bahareh Afsharnejad, Elinda Ai Lim Lee, Sven Bölte, Tele Tan, Sonya Girdler","doi":"10.1177/13623613251346336","DOIUrl":"https://doi.org/10.1177/13623613251346336","url":null,"abstract":"<p><p>This review aimed to map the literature surrounding strengths-based approaches in studies with autistic adolescents focusing on adult transition outcomes, by describing the active ingredients of interventions and the properties of assessment tools. Relevant databases were searched for articles surrounding strengths-based practices, which met the following criteria: (a) written in English, (b) published since 1990, and (c) involving adolescent participants with a diagnosis of autism spectrum disorder. Data extraction included sample, aim, intervention description, outcome measures, and results. Data were synthesised using a descriptive approach and thematic analysis was conducted to identify active ingredients, practice strategies, outcomes, and assessment properties. Overall, 35 articles met the inclusion criteria, including 26 studies evaluating strengths-based interventions and 9 articles relating to general transition outcomes. Five types of interventions were classified according to their active components: transition planning, employment preparation and training, technology programmes, peer mentoring, and cognitive skills training. The best practice themes highlighted the importance of leveraging each individual's interests and skills, developing individualised processes, and accommodating participant's needs through a holistic approach. Analysis of the outcome measures highlighted a gap in standardised strengths-based assessments, but uncovered primary outcome themes of self-determination, social skills, confidence, and work-related skills.Lay abstractThis review explores research on strengths-based approaches for autistic adolescents, particularly focusing on outcomes related to transitioning into adulthood. The goal was to identify and describe the key components of strengths-based interventions and assessment tools. The review looked at studies published since 1990 that involved adolescents with a diagnosis of autism spectrum disorder and included a variety of approaches aimed at promoting positive adult outcomes. After analysing 35 relevant articles, the review categorised five types of interventions based on their key components: transition planning, employment preparation, technology programmes, peer mentoring, and cognitive skills training. The review also identified fewer strengths-based measures than expected, with many studies employing custom measures. This points to a gap in reliable strengths assessments for autistic adolescents, which would be useful in transition planning and improving self-image. Despite the lack of standardised tools, the review highlighted several common strengths-based outcomes, such as improvements in self-determination, social skills, confidence, and work-related skills.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251346336"},"PeriodicalIF":5.2,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144482930","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":"Development of a Goal Attainment Scale (GAS) outcome measure for clinical interventional studies in paediatric autism.","authors":"Hannah Staunton, Tammy McIver, Julian Tillmann, Susanne Clinch, Vivienne Hanrahan, Bethany Ewens, Caroline Averius, Alexandra I Barsdorf, Aurelie Baranger, Elizabeth Berry Kravis, Tony Charman, Haraldt Neerland, Alison T Singer, Pamela Ventola, Zackary Jk Williams, Louise Barrett","doi":"10.1177/13623613251349904","DOIUrl":"https://doi.org/10.1177/13623613251349904","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Existing clinical outcome assessments (COAs) have limitations in capturing treatment effects in autism for those who chose to enrol in clinical research. Some COAs include items that are not relevant or equally important to all autistic people; others are not sufficiently comprehensive. Goal Attainment Scaling (GAS), which measures individual experiences against personalised goals, has been proposed as a more individualised and change-sensitive approach to assess outcomes in clinical studies. We developed a novel GAS measure for use in paediatric autism studies based on qualitative interviews with autistic adolescents, parents and clinicians. Applying a methodologically robust approach, concept elicitation interviews (&lt;i&gt;N&lt;/i&gt; = 40) were first conducted to understand and generate a bank of personalised goals, followed by cognitive debriefing interviews (N = 39) to provide feedback on a draft GAS manual. Twenty-five personalised goals were generated for core autistic characteristics (communication, socialisation, restrictive and repetitive behaviours), as well as associated characteristics and impacts. In debriefing interviews, adolescents and parents supported the use of personalised goals and clinicians recommended using such goals in clinical studies and practice. In conclusion, GAS measures may overcome some of the challenges with existing outcome measures and complement future outcome measurement strategies for clinical studies in paediatric autism.Lay AbstractAutistic children and adolescents and their parents support the use of personalised goals as a way of measuring the effects of new treatments for those who chose to enrol in clinical research. Health professionals also recommend using personalised goals in both their research and in treatment plans. Establishing personalised goals, a process known as Goal Attainment Scaling (GAS), means identifying goals according to the needs of the individual, as opposed to using standardised outcomes for all participants. Autism is a condition with many different characteristics and degrees of impact, and the tools commonly used to measure treatment effects, known as clinical outcome assessments (COAs), have limitations. Some COAs, for example, include outcomes that are not relevant to all autistic people; others do not include enough outcomes to represent the experience of all autistic people. GAS, which measures individual experiences against personalised goals, may be complementary to existing COAs to provide an individualised or tailor-made tool to evaluate outcomes as a result of an intervention. We developed a GAS measure for researchers/health professionals to use in studies with autistic children and adolescents. Our research was based on a total of 40 interviews with adolescents, parents and clinicians, asking open-ended questions about how children and adolescents experience autism in order to understand and create a bank of potential personalised goals. We then conducted 39 further i","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251349904"},"PeriodicalIF":5.2,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144482931","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":"Population-level gender-based analysis of the educational journeys of students with autism spectrum disorder in British Columbia, Canada.","authors":"Jennifer Baumbusch, Jennifer Ev Lloyd, Vanessa C Fong","doi":"10.1177/13623613251345532","DOIUrl":"10.1177/13623613251345532","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap, this study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada. We examined (1) the time it takes for students to receive an initial autism spectrum disorder designation; and the frequency and percentage of students who (2) stay longitudinally in the Kindergarten-to-Grade 12 school system; (3) complete high school and the credential earned; and (4) proceed to public post-secondary education within British Columbia. We conducted secondary analyses of administrative data. The autism spectrum disorder student population was divided into eight longitudinal cohorts with a combined final sample size of 4282 students with autism spectrum disorder: 738 female (17.2%) and 3544 (82.8%) male. Descriptive analyses indicated statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. No gender differences were found in post-secondary transition rates. During their formative education years, gender differences, particularly the delay in autism spectrum disorder diagnosis among girls, may have implications with respect to educational outcomes. Results emphasize the need to provide educators with greater information about recognizing gender differences in autism spectrum disorder.Lay Abstract&lt;u&gt;a. What is already known about the topic?&lt;/u&gt;Over the past several years, there is growing acknowledgement of gender inequities among people with autism spectrum disorder. The inequity is evidenced, in part, by gender differences in diagnosis. Although the gender gap is narrowing, until recently the diagnostic criteria for autism spectrum disorder has largely favoured and is more sensitive to detecting autism spectrum disorder in boys.&lt;u&gt;b. What does this paper add?&lt;/u&gt;Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap in the literature, the current study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada.We found statistically significant gender differences in students' time to initial autism spectrum disorder designation, rates of high school completion and the specific high school credential earned. There were, however, no significant differences in whether or not students stayed longitudinally in the K-12 school system over time, whether students transitioned into post-secondary or not (non-developmental or developmental), nor in students' transition times into the respective post-secondary education programmes.This study highlights the value of longitudinal, population-based and student-level data in conducting gender-based analyses in autism spectrum disorder research.&lt;u&gt;c. Implications for practice, research or policy&lt;/u&gt;Underst","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251345532"},"PeriodicalIF":5.2,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144339877","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}