Autism最新文献

{"title":"Addressing Common Problems in Autism Research: Cohort Development and Sample Description for a Participatory, Real-World, Longitudinal Study of Outcomes in Autistic Adults.","authors":"Christina Nicolaidis, Ian Moura, Mary Baker-Ericzén, Mirah Scharer, Joelle Maslak, Rachel Kripke-Ludwig, Willi Horner-Johnson, Julia Love, Dora M Raymaker, Andrea Joyce, Shannon des Roches Rosa, Grace A Herbert, Julie Lounds Taylor, Liu-Qin Yang, Katherine McDonald, Zack Siddeek, Steven K Kapp, Emanuel Frowner, Ivanova Smith, Anna Furra Wallington, K J Flores, Noah Kaufman, Clarissa Kripke, Joseph Vera, Vivian D Grillo, Finn Gardiner","doi":"10.1177/13623613261476381","DOIUrl":"10.1177/13623613261476381","url":null,"abstract":"<p><p>Adult autism services research is plagued by methodological challenges, including difficulty obtaining representative or heterogeneous samples and a frequent mismatch between experimental methodologies and real-world settings. The Academic Autism Spectrum Partnership in Research and Education (AASPIRE) Outcomes Project used a community-based participatory research (CBPR) approach to (a) create the AASPIRE Measurement Toolkit - a set of self- and caregiver-reported accessible outcome measures to evaluate health and social services and (b) explore factors predicting changes in outcomes. We previously used a CBPR-nested Delphi process to identify high-priority outcomes and adapted or created instruments to measure them. We conducted a longitudinal survey to validate these measures in a pragmatic sample of autistic adults with subcohorts from two health care systems, two disability service systems, and the larger autistic community in the United States. This article (a) describes our study methods and the sample's baseline characteristics and (b) compares characteristics among participants in the separate subcohorts and sites. We collected baseline data from 870 participants. Follow-up response rates were >80% for the second and third time points. The sample includes strong heterogeneity. As expected, sample characteristics differed markedly between the three subcohorts. Lessons from our experience may help other researchers devise strategies to effectively recruit heterogeneous samples of autistic adults across various settings.Lay AbstractThere are many challenges that can get in the way of doing good research on autism in adulthood. Examples of these types of challenges include the following: (a) it can be hard to include autistic people with a wide range of characteristics in research studies and (b) traditional research may come up with results that do not really apply to people in the real world. Academic Autism Spectrum Partnership in Research and Education (AASPIRE) is a group of academics and autistic community members who work together as equal partners. We are creating the AASPIRE Measurement Toolkit, an accessible set of survey measures about the health and life outcomes most important to autistic adults. In an earlier part of the project, we worked together to create the measures in the Toolkit. Now we are doing a big survey study to test the new measures and look at what predicts changes in outcomes over time. This article describes our study methods and the characteristics of the people in the sample. It also compares basic information about people recruited to the study from different places, using different methods. We recruited 870 autistic adults from two health care centers (the health care subgroup); two disability services systems (the disability subgroup); and the broader autistic community. We collected data from each person three times over 12 to 18 months. Over 80% of study participants did the follow-up surveys. Peopl","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2628-2647"},"PeriodicalIF":5.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13501903/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148787733","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 No Greater Feeling\": Empowerment and Achievement Through Neurodivergent Co-Design.","authors":"Noah Glaser, Nigel Newbutt","doi":"10.1177/13623613261478883","DOIUrl":"10.1177/13623613261478883","url":null,"abstract":"<p><p>Extended reality (XR) technologies, including virtual reality (VR), have long been investigated as tools to support autistic and other neurodivergent individuals, yet much of this work has prioritized researcher-defined outcomes over the lived experiences of neurodivergent users. Participatory and co-design approaches offer a means to address this gap, but limited research documents how neurodivergent adults experience authentic involvement in XR development. This study examines the experiences of neurodivergent co-designers engaged in the collaborative creation of uSucceed, a VR cybersecurity learning environment. Five neurodivergent adults employed as paid members of a university-based development lab participated in semi-structured interviews focused on expectations, learning, design responsibilities, collaboration, and perceived impact. Using a grounded theory approach, analysis involved iterative coding, constant comparison, and axial mapping of relationships among design practices, experiences, and outcomes. Co-designers reported substantial growth in technical skills such as Unity development, C# scripting, debugging, and animation, alongside gains in communication, persistence, and reflective problem-solving. Structured learning supports and authentic production-level responsibilities fostered confidence, ownership, and a sense of value within a supportive, inclusive environment. These findings illustrate how intentionally structured, production-oriented XR co-design can support both technical skill development and meaningful participation for neurodivergent adults.Lay AbstractThis study explores what it is like for neurodivergent adults to take part in designing virtual reality (VR) learning technologies, not just as research subjects, but as paid members of a development team. While VR and similar technologies have often been created to support autistic and other neurodivergent people, these tools are usually designed based on what researchers think users need, rather than on the experiences and priorities of neurodivergent individuals themselves. This project focuses on a different approach by examining how neurodivergent adults experienced collaborating on the development of uSucceed, a VR learning environment that teaches cybersecurity skills. Five neurodivergent adults worked in a university-based lab as co-designers and developers on the project. They participated in interviews where they shared their expectations, what they learned, how they contributed to the design process, how they worked with others, and how the experience affected them personally and professionally. The researchers carefully analyzed these interviews to understand common themes and patterns in their experiences. Participants described learning a wide range of technical skills, such as building VR environments, writing and fixing code, creating animations, and working with professional development tools. They also reported growth in broader skills, inclu","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2662-2673"},"PeriodicalIF":5.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148787639","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":"Linking Emotion Dysregulation to Autistic Traits Across Neurodiverse Samples.","authors":"Rachel G McDonald, Mary Isaac Cargill, Emily Lynch, Sadaf Khawar, Caroline Freden, Erin Kang","doi":"10.1177/13623613261472147","DOIUrl":"10.1177/13623613261472147","url":null,"abstract":"<p><p>Emotion dysregulation (ED) is defined as difficulty regulating emotions in response to activating situations, and subsequent difficulty choosing an environmentally appropriate strategy to modulate one's emotions. Despite ED being identified as a transdiagnostic construct, little research has examined the links to constructs like social communication and interaction (SCI) and restricted and repetitive behaviors (RRBs). SCIs and RRBs are core components of neurodevelopmental conditions like autism, as well as other mental health conditions more broadly. This article sought to examine the effects of emotional dysphoria and emotional reactivity on SCI and RRBs. Caregivers of 99 youth (64 autistic) ages 6 to 17 completed questionnaires about their child's ED, SCI, and RRBs. Path models were used to examine ED's impact on SCI difficulties and RRBs. Results suggest that both SCI and RRBs are affected by ED dysphoria and reactivity, with some differences across autistic and non-autistic groups. These findings can inform treatments for medication management and intervention planning for different profiles of ED in both autistic and non-autistic youth.Lay AbstractMany youth experience struggle with managing their emotions, which is sometimes called emotion dysregulation. Some youth, particularly autistic youth, also experience difficulties with social communication and present with repetitive or restrictive behaviors and interests. However, research has not closely examined how emotional difficulties might be connected to these specific behaviors. This study looked at two distinct types of emotion dysregulation: persistent low or distressed mood (emotional dysphoria) and intense emotional reactions (emotional reactivity). Caregivers of 99 youth aged 6 to 17, including 63 autistic youth, answered questions about child's emotion regulation, social communication, and repetitive behaviors. The findings show how both types of emotion dysregulation related to greater challenges with social communication and repetitive behaviors, and how there were some differences in how these patterns appear between autistic and non-autistic youth. These findings suggest that addressing emotional difficulties could be an important aspect of supporting youth. Clinicians may benefit from identifying which type of emotional dysregulation a youth experiences to help tailor intervention approaches more effectively for each individual.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2558-2569"},"PeriodicalIF":5.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13536831/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148787669","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":"Facilitating Autism Service Navigation, Parenting, and Self-Care Within a Community-Based Organization: A Pilot Feasibility Study With Culturally and Linguistically Diverse Families.","authors":"Shana M Attar, Hannah Benavidez, Carol Gicheru, Colleen Alabi, Risho Sapano, Wendy L Stone","doi":"10.1177/13623613261469915","DOIUrl":"10.1177/13623613261469915","url":null,"abstract":"<p><p>Health care and early education systems are common entry points for autism identification and specialized services. However, culturally and linguistically diverse families are less likely to experience timely or positive interactions within these systems. This pilot feasibility study examined implementation outcomes of using non-specialist providers (NSPs) within a community-based non-profit organization to support early service navigation while also promoting caregiver use of evidence-based parenting and self-care strategies. Six multilingual NSPs completed a web-based training and delivered a four-session program, the Family Care Project, to 35 families of children aged 16 months to 5 years for whom there were developmental concerns. Implementation outcomes were assessed using Proctor's taxonomy, including acceptability, feasibility, appropriateness, adoption, penetration, and sustainability. All families completed all four sessions within 5 weeks. NSPs reported high acceptability, feasibility, and appropriateness of the training and caregiver-facing materials; adoption was high, with 95% of planned module content delivered. At the 5-month follow-up, NSPs reported continued program use with additional families, providing evidence of organizational penetration and sustainability. Results suggest that a low-resource, culturally responsive curriculum can be acceptable, feasible, and appropriate for NSP-led delivery in community-based settings and may offer a scalable complement to health care-based navigation models.Lay AbstractMedical professionals and educators are often the first to identify concerns about a child's development and help families seek care. However, families who speak languages other than English or who come from diverse cultural backgrounds may face barriers to accessing this support. This study examined whether trusted community providers, who share language and cultural backgrounds with families but do not have specialized clinical training, can deliver autism-related support within a community-based non-profit organization. Six community-based providers who speak a range of African and Middle Eastern languages completed an online training through the Family Care Project and used this program to support 35 families of young children. Providers reported that the program was easy to use and fit well with the work they already do. All families completed the program within 5 weeks. Six months later, providers had continued delivering the program and had supported an additional 24 families. These findings suggest that a low-cost, community-based program led by trusted providers from the same communities as participating families can support early autism-related service navigation. The Family Care Project may help more families access information, resources, and support early in their child's development.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2516-2531"},"PeriodicalIF":5.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148711156","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":"Special Interests in Autism: Functions, Benefits, and Challenges.","authors":"Mareike Bayer, Isabel Dziobek","doi":"10.1177/13623613261471572","DOIUrl":"10.1177/13623613261471572","url":null,"abstract":"<p><p>Special interests are a highly prevalent feature of autism spectrum conditions (ASC) and have long been described primarily from a deficit-oriented perspective. More recent work has pointed to their potential as psychological resources, yet systematic evidence and direct comparisons with non-autistic groups remain limited. The present study examined the significance of special interests for well-being, self-related aspects and emotion regulation in autistic adults, as well as negative consequences and stigma. Furthermore, we directly compared the likelihood of engaging in special interests versus seeking social contact across a range of emotional contexts. A total of 182 participants (60 autistic and 122 non-autistic) completed an online survey on multiple aspects of their (special) interests and measures of social anxiety and self-esteem. Autistic individuals reported a stronger role of special interests in emotion regulation and as a source of learning and knowledge, while also experiencing greater stigma and negative consequences compared with non-autistic participants. Autistic participants further showed a higher likelihood of relying on their interests as a coping strategy in negative and exhausting situations, highlighting their particular relevance for emotion regulation. Our findings emphasize the unique functions of special interests in autism and point to their therapeutic potential as adaptive resources.Lay AbstractMany autistic people have special interests - topics or activities they pursue with great passion. We asked autistic and non-autistic adults how meaningful their interests are and how they use them in different emotional situations. Autistic people reported that interests are especially helpful for coping with stress and regulating emotions, and that they are an important source of learning and knowledge. On the other hand, autistic individuals also experienced more stigma and negative reactions from others than non-autistic individuals. Our findings show that special interests are an important source of well-being and should be recognized as a valuable resource in autism.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2545-2557"},"PeriodicalIF":5.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13624314/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148676963","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 Impact of \"Harmful Behaviours\" on Parents of Autistic Children.","authors":"Melanie Heyworth, Diana Weiting Tan, Elizabeth Pellicano","doi":"10.1177/13623613261476379","DOIUrl":"10.1177/13623613261476379","url":null,"abstract":"&lt;p&gt;&lt;p&gt;In existing literature, an Autistic child's \"externalising behaviour\" (e.g., aggression, defiance) is often associated with poor parental mental health outcomes. Yet few studies have considered the extent and nature of the impact of a child's harmful behaviours (physical harm to self, others, and property) on parents qualitatively. Here, we examined how Autistic and non-autistic parents conceptualise their Autistic children's harmful behaviours, and the impact of such behaviours on parents. We analysed 39 Autistic and non-autistic parent interviews using reflexive thematic analysis, from which we identified four themes. Theme 1 encompassed parents' experiences of their children's harmful behaviours. Theme 2 captured parents' explanations for their children's harmful behaviours, which they understood as indicating intense distress. In Theme 3, parents reflected on their responses to periods of crisis, during which they prioritised safety but acknowledged a systemic lack of support hindered their efforts. Finally, Theme 4 describes the detrimental impacts on parent mental health, including feelings of helplessness, grief, guilt, and fear for the future. We show that it is imperative to more openly discuss child harmful behaviours in neuroaffirming ways, to develop responsive and appropriate parental and familial supports, which acknowledge the role of guilt and trauma in parental mental health.Lay AbstractLots of research suggests that an Autistic child's so-called \"externalising behaviour\" (like aggression or defiance) has a negative impact on that child's parents' mental health. But, so far, very few studies have talked directly to parents about why and how they experience distress because of their child's externalising behaviours. In this study, we interviewed 39 Autistic and non-Autistic parents of Autistic children, to better understand their experiences of specific externalising behaviours. For this study, we were particularly interested in children's \"harmful behaviours,\" which we defined as violence towards self, others, and/or property. We wanted parents to tell us in their own words what their experiences of such harmful behaviours were, how they understood these periods of crisis, what they did to respond to their children's harmful behaviours, and what they felt about the behaviours. When we analysed parents' responses, we came up with four main ideas or \"themes.\" Parents saw harmful behaviours as a combination of child self-harm, suicidal behaviour, and physical violence to their parents, siblings, and property (Theme 1). But parents did not necessarily blame their child, instead understanding that their child's behaviour was likely an indication of intense or extreme distress or dysregulation (Theme 2). Parents wanted to keep their whole family safe, but they found they had limited options to do this, and they felt there was little or no support to help them during crises (Theme 3). Unfortunately, parents expressed lots of diffe","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2648-2661"},"PeriodicalIF":5.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13624354/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148787715","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":"Age at Autism Diagnosis in the Norwegian Mother, Father, and Child Cohort Study (MoBa): Exploring the Association With Family Well-Being.","authors":"Bernt Damian Glaser, Meseret Mamo Bazezew, Daniela Bragantini, Laura Elizabeth Hegemann, Stian Orm, Morgan James Morgan, Somer L Bishop, Stian Barbo Valand, Laurie John Hannigan, Alexandra Havdahl","doi":"10.1177/13623613261474929","DOIUrl":"10.1177/13623613261474929","url":null,"abstract":"<p><p>For many autistic individuals, close family members represent a crucial source of support throughout their lifetime. Early autism diagnosis is thought to benefit both autistic individuals and their family members by facilitating early access to services and information. However, little research has empirically studied the relationship between age at diagnosis and well-being among autistic individuals and their family members. In this study, we examined predictors of age at autism diagnosis and its relationship with family well-being using the population-based Norwegian Mother, Father, and Child Cohort Study (MoBa). We found that the most important factors associated with a later age at diagnosis were fewer social communication difficulties at age three, fewer maternal concerns about development in early childhood, absence of a co-occurring intellectual disability diagnosis, female sex, and having older siblings. While a later age at diagnosis was associated with higher well-being for mothers and children during childhood, it was associated with lower well-being for children during adolescence. All associations were substantially attenuated after adjustment for various clinical, demographic, and genetic factors - reflecting complex patterns of confounding. We argue that future research should aim to leverage public awareness campaigns, screening programmes, or changes in clinical practice to understand the causal mechanisms underlying these relationships.Lay abstractFamily members of autistic people are often an important source of support for their well-being. An earlier autism diagnosis might be helpful for autistic individuals and their families, because families might receive professional support sooner. However, the impact of an earlier diagnosis is difficult to study, because many child and family characteristics that lead to an earlier autism diagnosis may have their own influence on well-being in autistic individuals and their families. In this study, we look at how age at diagnosis and family well-being are related and how they both relate to different child and family characteristics. We find that children, on average, receive a later autism diagnosis when they have fewer social communication difficulties and fewer maternal concerns in early childhood, do not also have an intellectual disability diagnosis, are a girl, or have older siblings. We also found that a later autism diagnosis was associated with higher well-being for children and mothers in childhood but with lower well-being for children in adolescence. When we compared families with similar child and family characteristics, we no longer saw such clear links between age at diagnosis and well-being. This might be because of the complex mixture of influences child and family characteristics have on both age at diagnosis and well-being and suggests that other types of study may be better for investigating the impact of age at diagnosis on well-being in families.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2596-2609"},"PeriodicalIF":5.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13624353/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148787697","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":"Understanding Autism Through Indigenous Relational Ecologies: A Phenomenographic Exploratory Study With Potawatomi Participants.","authors":"Jessica C Kitchens, Donna Wake","doi":"10.1177/13623613261470856","DOIUrl":"10.1177/13623613261470856","url":null,"abstract":"<p><p>Autism is commonly conceptualized in research, policy, and clinical contexts as an individual condition defined by diagnostic criteria and functional impairment. While these frameworks shape access to services, they often obscure relational, cultural, and contextual meanings of autism, particularly within Indigenous communities. This article reports findings from an exploratory phenomenographic study examining how autism is understood among five Citizen Potawatomi Nation participants. Guided by Indigenous Knowledge Systems, decolonial leadership, relational epistemologies, and a neurodiversity-affirming paradigm, the study examined qualitative variation in meaning-making rather than consensus or generalizability. Semi-structured interviews were conducted with Autistic adults, parents of Autistic children, and a tribal Knowledge Keeper. Analysis followed Åkerlind's interpretive phenomenographic approach, resulting in five categories of description illustrating coexisting understandings of autism: system-managed difference, intergenerational family patterning, natural human variation, relational identity and belonging, and spiritual gift with purpose. These categories were organized into an outcome space reflecting a relational ecology of meaning. Findings demonstrate that autism is understood within Potawatomi contexts through intergenerational continuity, relational belonging, and culturally grounded purpose, challenging deficit-based and universalizing frameworks. The study highlights the value of phenomenography for Indigenous autism research and informs future Nation-engaged, relationally accountable inquiry.Lay AbstractAutism is often described in medical, educational, and policy settings as a problem located within an individual. This study explored how five Citizen Potawatomi Nation participants understand autism, including Autistic adults, parents of Autistic children, and a tribal Knowledge Keeper. Rather than seeking one shared definition, the study examined different ways autism is understood based on lived experience, relationships, and cultural teachings. Participants described autism as shaped by health care and school systems, as a pattern across families and generations, as a natural part of human diversity, as part of identity and belonging, and as a spiritually meaningful difference with cultural purpose. The findings suggest that dominant Western frameworks may miss relational, cultural, and spiritual meanings that matter in Potawatomi contexts. Recognizing these meanings can support respectful research and more responsive approaches to education, health care, and community support.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2532-2544"},"PeriodicalIF":5.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148720476","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 the Clinical Global Impressions Scale in Psychosocial Interventions for Autism Characteristics: A Systematic Review.","authors":"Magdalena Glod, Victoria Grahame, Jacqui Rodgers","doi":"10.1177/13623613261472939","DOIUrl":"10.1177/13623613261472939","url":null,"abstract":"<p><p>The increase in intervention diversity to improve core difficulties in autism has resulted in the development and proliferation of a variety of measures to assess change. The Clinical Global Impressions (CGI) scale has been recommended for use in pharmacological autism clinical trials to monitor individuals' progress. No specific recommendations have been made for an outcome measure for psychosocial interventions. This review aimed to evaluate available evidence of a use of the CGI scale as an outcome measure in psychosocial interventions for autism characteristics. A systematic search of electronic databases identified 22 primary studies utilising the CGI scale to evaluate change across a range of social, communication and behavioural interventions for autistic people. The lack of consistency in the use of the measure was evident. This applied to the variety of constructs being measured, inconsistent application and scoring methods, which all limited the CGI scale's reliability and validity. Despite the widespread use of the CGI scale in psychosocial clinical trials for autistic people, the lack of standardisation hampers conclusions regarding the evidence of its effectiveness in measuring change. Standardisation of the use of the CGI scale is essential to ensure comprehensive evaluation of interventions.Lay AbstractMany different therapies and supports exist to help autistic people with social, communication, and behavioural differences. To understand whether these interventions are working, researchers need good tools to measure change. One commonly used tool in medical studies is the Clinical Global Impressions (CGI) scale, which helps clinicians rate a person's overall improvement. Although the CGI scale is recommended for autism medication studies, there are no clear guidelines for using it in psychosocial (non-medical) interventions. In this review, we looked at research studies that used the CGI scale to measure change after psychosocial interventions for autistic people. We found 22 studies that used the CGI scale in very different ways. The studies measured a wide range of skills and behaviours, and they often used the CGI scale differently from one another. This inconsistency makes it difficult to trust the results or compare findings across studies. Although the CGI scale is widely used, the lack of standard guidelines means it may not reliably show whether psychosocial interventions are effective. To improve research and ensure that interventions are properly evaluated, it is important to develop clear, standardised ways of using the CGI scale.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2481-2494"},"PeriodicalIF":5.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13624346/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148700707","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":"Overall Weak Association Between Gastrointestinal Symptoms and Psychological, Autism, and Demographic Variables in Autistic Children.","authors":"Eliana Rosenthal, Daniel A Waschbusch, Susan D Mayes","doi":"10.1177/13623613261464209","DOIUrl":"10.1177/13623613261464209","url":null,"abstract":"<p><p>Our study determined psychological, autism trait, somatic, and demographic variables associated with maternal ratings of stomachaches, constipation, diarrhea, and bowel incontinence in autistic children. Mothers of 1,093 autistic children rated their children on the Pediatric Behavior Scale. In regression analyses, the somatic symptom score (i.e., headaches, other aches/pains excluding stomachaches, complains of feeling sick) was the strongest predictor of stomachaches, constipation, and diarrhea. Scores on the other variables (autism severity, externalizing symptoms, internalizing symptoms, autism traits, sleep problems, demographics) each contributed less than 2% more to explained variance. Decreasing age and decreasing IQ were predictors of bowel incontinence. Only 1 of the 30 significant correlations between GI symptoms and the independent variables was large (stomachaches and other somatic symptoms), one was medium (stomachaches and sadness), and four were small to medium (stomachaches and anxiety and increasing age; bowel incontinence and decreasing age and decreasing IQ). The association between GI problems and psychopathology, autism symptoms, and demographics is weak. Findings suggest that researchers and clinicians need to look beyond these variables and consider medical, physiological, neurobiological, and genetic reasons why GI problems are so common in autism relative to children with other neurodevelopmental disorders and neurotypical children.Lay AbstractThis study explored the reasons why autistic children often experience stomachaches and other digestive issues. We found that other physical symptoms, like headaches, were the biggest predictors of stomach problems, while factors like autism severity, age, or IQ had less influence. The researchers suggest that there may be medical or physical reasons behind these issues, beyond what is currently understood.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2495-2504"},"PeriodicalIF":5.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13624331/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148676981","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}