Autism最新文献

{"title":"Comparing trajectories of sport participation for autistic- and non-autistic-youth: A group-based multi-trajectory modelling approach.","authors":"Martin O'Flaherty, Jessica Hill, Matthew Bourke, Sjaan Gomersall, Sean Tweedy, John Cairney","doi":"10.1177/13623613251345345","DOIUrl":"10.1177/13623613251345345","url":null,"abstract":"<p><p>Autistic children are less likely to participate in sport than non-autistic children, but we know little about how patterns of participation in team and individual sport change across childhood. Drawing on a nationally representative cohort of Australian children, this study analysed trajectories of participation in team and individual sport between the ages of 8 and 15 using a group-based multiple trajectory modelling approach. A five-group solution was found to be the best fit to the data, identifying distinct patterns of sport participation over time. In comparison with non-autistic children, autistic children were more likely to belong to the 'sport avoider' group with low participation in both team and individual sport at all ages. Conversely, autistic children were less likely to be classified in the 'team sportsperson', 'ex-team sportsperson' or 'mixed sportsperson' groups. No difference in the likelihood of belonging to the 'individual sportsperson' group was found. Risk factors for trajectory group membership were similar for autistic and non-autistic children. Our findings indicate that autistic children are particularly likely to experience exclusion from team sport environments, and this exclusion persists over time. Similar rates of participation in individual sport for autistic and non-autistic children indicate that these environments may be more supportive for autistic children.Lay abstractAutistic children are less likely to participate in sport than non-autistic children, but we know little about how patterns of participation in team and individual sport change across childhood. Drawing on data for a group of Australian children whose families were reinterviewed between ages 8 and 15, the present study patterns of participation in team and individual sport over time. Findings from the analysis suggested that children could be grouped into five patterns of participation in team and individual sport between the ages of 8 and 15. In comparison with non-autistic children, autistic children were more likely to belong to the 'sport avoider' group with low participation in both team and individual sport at all ages. Conversely, autistic children were less likely to belong to the 'team sportsperson', 'ex-team sportsperson' or 'mixed sportsperson' groups. Similar numbers of autistic and non-autistic children belonged to the 'individual sportsperson' group. Factors linked to patterns of participation over time were similar for autistic and non-autistic children. Our findings indicate that autistic children are particularly likely to experience exclusion from team sport environments, and this exclusion persists over time. Similar rates of participation in individual sport for autistic and non-autistic children indicate that these environments may be more supportive for autistic children.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2575-2587"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417603/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144274127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A 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":"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":"2588-2603"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417602/pdf/","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pilot rural-urban comparison of health care experiences among autistic adolescents and young adults.","authors":"E Zhang, Wafaa Alduraidi, Makenna Snyder, Ezra Kaiser, Spencer Hunley, Ann Davis, Eve-Lynn Nelson, Nancy Cheak-Zamora","doi":"10.1177/13623613251337506","DOIUrl":"10.1177/13623613251337506","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Autistic adolescents and young adults face barriers to accessing health care, particularly during the pediatric-to-adult care transition. This study compared health care access, utilization, and provider interactions between rural and urban autistic adolescents and young adults. Autistic adolescents and young adults (&lt;i&gt;N&lt;/i&gt; = 180) aged 14-25 were recruited through autism registries and community agencies across multiple US states from October 2022 to June 2023. They completed the Health Care Transition Experience Survey, a 51-item questionnaire evaluating health care experiences. Rural-urban differences were analyzed through descriptive and inferential statistics. Rural autistic adolescents and young adults (&lt;i&gt;n&lt;/i&gt; = 84) relied more on a single health care location, while urban autistic adolescents and young adults (&lt;i&gt;n&lt;/i&gt; = 96) more often used multiple providers (72.6% vs 56.3%, &lt;i&gt;p&lt;/i&gt; = 0.046). Rural autistic adolescents and young adults reported greater challenges with providers lacking autism-specific knowledge (40.5% vs 24.0%, &lt;i&gt;p&lt;/i&gt; = 0.017) and limited nearby providers (57.1% vs 26.0%, &lt;i&gt;p&lt;/i&gt; &lt; 0.001). They also encountered more issues with dental insurance acceptance (46.4% vs 12.5%, &lt;i&gt;p&lt;/i&gt; = 0.015), while urban autistic adolescents and young adults more often lacked dental insurance (33.3% vs 3.6%, &lt;i&gt;p&lt;/i&gt; = 0.008). Significant rural-urban disparities were found in health care experiences, particularly provider availability and autism expertise in rural areas. Targeted interventions addressing rural health care barriers and enhanced provider training in autism care are needed.Lay abstractHealth care can be especially challenging for young autistic people, particularly when they move from child to adult health care. Our pilot study looked at whether the health care experiences are similar or different for autistic young people living in rural areas versus urban areas. We surveyed 180 autistic people aged 14-25 years about their health care experiences, including 96 from urban areas and 84 from rural areas. The survey asked about their experiences in finding providers, getting appointments, working with providers, and how well their providers understood autism. The results showed that rural young autistic people face some unique challenges. They often had to travel farther to find providers. They were more likely to work with one provider and report that their providers did not understand autism well compared to urban young autistic people, who often could choose between different providers. Interestingly, both rural and urban participants felt similarly about how well they could talk with their providers once they started working with them. Dental care stood out as particularly challenging among different health care services-rural participants had trouble finding dentists who accepted their insurance, while urban participants were more likely to have no dental insurance at all. These findings highlight important area","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2425-2437"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12353070/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143960204","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":"Autistic young adults' experiences in physical activity: A phenomenological study.","authors":"Ashlyn Barry, Justin A Haegele, Kristen A Pickett, Daniel Schaefer, Luis Columna","doi":"10.1177/13623613251338377","DOIUrl":"10.1177/13623613251338377","url":null,"abstract":"<p><p>Young adulthood is a key period for establishing lifelong physical activity (PA) habits, yet little is known about how autistic young adults experience PA. The purpose of this study was to explore how autistic young adults make sense of their PA experiences and the meanings they ascribe to those experiences. Thirteen autistic young adults (ages 22-25) participated in semi-structured interviews about their PA experiences. A phenomenological qualitative approach with an interpretivist paradigm guided this study. Participants described how their PA experiences evolved over time. In childhood, many engaged in team sports, often encouraged by their parents. As they transitioned to adulthood, they shifted toward more independent activities (e.g. running, yoga). Social support from friends and teammates was a strong motivator, while personal achievements (e.g. reaching fitness goals) helped to build a sense of pride. Many participants emphasized the mental and emotional benefits of PA, including increased confidence, reduced stress, and a greater sense of control. These findings described how autistic young adults engaged in PA as they moved into adulthood and pointed to important factors to consider when creating supportive PA opportunities for this population.Lay AbstractMany autistic young adults face challenges in staying physically active as they grow older. This study explores how they experience physical activity (PA), what it means to them, and how their participation changes over time. We talked to 13 autistic young adults (ages 22-25) about their PA experiences from childhood to adulthood. We used a qualitative approach to identify key themes in their stories. Participants shared how their experiences with PA changed over time. As children, many played team sports, often because their parents encouraged them to join. As they got older, they preferred activities they could do on their own, like running or yoga. Friends and teammates helped motivate them to stay active, while setting and reaching personal fitness goals gave them a sense of pride. Many also said that PA helped them feel better emotionally, giving them more confidence, reducing stress, and making them feel more in control of their lives. These findings show how PA can positively impact autistic young adults and provide information into how to create better PA opportunities for them. Encouraging independence, building motivation, and promoting social connections can help support their participation in PA.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2412-2424"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144149031","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":"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":"2604-2617"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417600/pdf/","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual group-based mindfulness for autistic adults: A randomized controlled trial.","authors":"Yona Lunsky, Madelaine Carter, Sue Hutton, Jan Wozniak, Sheng Chen, Jonathan Weiss","doi":"10.1177/13623613251340101","DOIUrl":"10.1177/13623613251340101","url":null,"abstract":"<p><p>There is evidence for mindfulness as a mental health intervention for autistic adults, but most of the research has focused on in-person interventions. This randomized controlled trial evaluated the impact of a 6-week manualized autistic-informed group-based virtual mindfulness intervention in comparison to a waitlist control. Sixty-three autistic adults from across Canada were randomly assigned to treatment or waitlist. Both groups completed surveys prior to randomization, at 7 and 15 weeks, and the waitlist group was followed for two additional time points after receiving mindfulness. We compared outcomes at the first three time points by group using linear mixed models with a secondary analysis including outcome measures from the waitlist group after intervention. Improvements in overall distress and stress, as well as self-compassion, mindfulness, and mental wellbeing were reported in the treatment condition, maintained at follow-up. No changes were reported in the waitlist condition. Neither group reported changes in terms of autistic commnity connectedness, or interoceptive sensitivity following intervention or follow-up. This study supports the virtual delivery of autistic-informed mindfulness-based programs. Further work could explore the unique benefits of synchronous group-based virtual mindfulness in contrast to more asynchronous ways to build mindfulness skills and in-person instruction.Lay abstractSome studies have shown that learning mindfulness helps autistic people, but most of these studies were done in person. We wanted to know if learning mindfulness online in a group would help improve autistic adults' mental health. We randomly put people into two groups (a waitlist and people who got to be in the mindfulness group right away). This means people did not get to pick which group they went into. A total of 63 autistic adults were in the project. After 6 weeks of mindfulness, the people who learned mindfulness said they felt less stressed, and they were more mindful, and had better wellbeing, and more compassion or kindness for themselves, and these changes were still there 8 weeks later. The people who did not get to do mindfulness right away did not say they felt any different. Neither group said they felt more connected to other autistic people and neither group said they were more aware of the sensations they could feel inside their bodies. This tells us that we can teach groups of autistic people to do mindfulness online together, and it can help at least some autistic adults with their mental health. We need to do more research to find out how much mindfulness training people need, if it is better to learn in person or online, and if it is better to learn as part of a group or alone.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2489-2500"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144537952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What is autism? Identity in jeopardy and the collaborative way ahead.","authors":"Mishel Alexandrovsky, Margot Frayne, Meng-Chuan Lai","doi":"10.1177/13623613251371485","DOIUrl":"10.1177/13623613251371485","url":null,"abstract":"","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2371-2378"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144940434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'I shouldn't have to educate their school about what autism is': Community attitudes and parent reports of autistic primary and secondary school experiences in Australia.","authors":"Sandra Thom-Jones, Chloe S Gordon, Simone Mizzi","doi":"10.1177/13623613251338908","DOIUrl":"10.1177/13623613251338908","url":null,"abstract":"<p><p>This study aims to understand experiences of inclusion for autistic school students. The study reports on findings from three surveys, one conducted in 2021 with the general population (N = 1983) and two conducted with parents/carers of autistic school students, one in 2020 (N = 2212) and one in 2021 (N = 528). The general population had a favourable attitude towards autistic students receiving supports in school. However, the lived experience of autistic students, as reported on by their parents, highlighted significant gaps in the provision of support. Qualitative data from the 2021 survey with parents of autistic students found that system-level challenges were pervasive, and a lack of inclusion and support caused significant harm to autistic students. Although the perspective is that of the parent rather than the student, this study may provide insight into the experiences of autistic students who otherwise may not engage with traditional research methods. Future research should seek to hear directly from autistic students themselves and to explore case study examples of schools that are excelling in the area of supporting autistic students. These exemplars could be used to advocate for the provision of support in schools and referred to in professional development for school leaders and teachers.Lay abstractThis study explored the experiences of inclusion for autistic students in Australian schools. Our survey in 2021 with the general public (N = 1983) found that people agree that autistic students should receive support in schools. Our surveys with parents of autistic students, one in 2020 (N = 2212) and another in 2021 (N = 528), found many barriers within the school system that make it hard for autistic children to feel included and supported. This lack of support negatively impacts the well-being of autistic children. It is important to note that this study focused on the perspectives of parents, not the students themselves. Future research should identify and learn from schools that are doing a great job supporting autistic students. These examples could be used to advocate for better support for <i>all</i> autistic students and to help train educators to be more effective in meeting the needs of these students.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2451-2462"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417608/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144191426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curricular integration of augmentative and alternative communication for students on the autism spectrum in inclusive-oriented schools: A scoping review.","authors":"Jorge Eduardo Alfaro-Urrutia, Pamela Pérez-Godoy","doi":"10.1177/13623613251333834","DOIUrl":"10.1177/13623613251333834","url":null,"abstract":"<p><p>Many students with autism spectrum condition who require augmentative and alternative communication systems attend inclusive-oriented schools, where it is expected that curricula support their preferred communication methods. While augmentative and alternative communication is recognized as an evidence-based practice, its integration within inclusive-oriented school curricula remains insufficiently understood. To address this gap, a scoping review was conducted in alignment with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, examining 34 studies on augmentative and alternative communication use in inclusive-oriented school settings for students with autism spectrum condition. The findings highlight limited teacher engagement, a variety of strategies, and an emphasis on communication skills, but leave a gap in understanding how inclusive-oriented schools employ augmentative and alternative communication to promote learning for autistic students. The review also addresses the restricted curricular integration of augmentative and alternative communication, noting that it is often implemented outside the classroom and primarily for social rather than academic purposes.Lay Abstract<b>a. What is already known about the topic?</b> It is well established that in inclusive-oriented schools, both the attitudes and training of teachers, as well as the accessibility of the learning environment, are crucial for the participation and success of individuals with autism. While practices like augmentative and alternative communication systems are used in these schools, their effectiveness is often contingent on the level of training and the time available to the professionals involved.<b>b. What does this paper add?</b> This article highlights that augmentative communication for individuals with autism in inclusive-oriented schools is not effectively integrated into the curriculum. Instead, it is mainly used for brief socialization activities, without proper evaluation, and with limited involvement from teachers.<b>c. Implications for practice, research, or policy:</b> The findings suggest the need for a more inclusive curriculum that incorporates augmentative and alternative communication systems, enabling them to be taught, assessed, and applied in a way that supports the learning of individuals with autism.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2395-2411"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12417616/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143962383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Methodological challenges and opportunities when studying the course of autism.","authors":"Vanessa Hus Bal, Peter Szatmari, Stelios Georgiades, Stephen J Gentles, Jessica Girault, Patricia Howlin, Meng-Chuan Lai, Virginia Carter Leno, Catherine Lord, Katie Madgett, Stephen J Sheinkopf, Emily Simonoff, Zachary J Williams, Lonnie Zwaigenbaum, Alycia Halladay","doi":"10.1177/13623613251341012","DOIUrl":"10.1177/13623613251341012","url":null,"abstract":"<p><p>Longitudinal research in autism has contributed a wealth of knowledge about etiological factors, development from childhood through adulthood, life course changes and needs, as well as longer-term adult outcomes for individuals on the spectrum and their family members. This research is essential to better understand the needs of individuals as they age. However, along with the as yet unrealized opportunities to understand an individual in more nuanced ways across time, there are challenges to utilizing this research design that should be considered. These include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This article outlines some of the most pressing challenges together with potential solutions to maximize the value of longitudinal research designs that can help address questions that are of high priority to the autism community.Lay AbstractLongitudinal research has been critical to understand the life course of people with autism, including factors which increase the probability of an autism diagnosis, the emergence of early markers, co-occurring psychiatric conditions, predication of future educational and support needs across childhood and adulthood, and understanding what makes each person unique and contributes to the well-being of autistic people and their families. However, these studies take time, patience, investment of families and individuals, scientists and are challenging to all involved. This article will outline some of the issues that have occurred in the past and provide potential solutions to improve the quality of these studies to both the scientific and autistic communities. They include sample and measurement diversity, retention, outcome measures, analysis, and funding considerations. This understanding of the field is important for both scientific research and community engagement in the studies that include the autistic community.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2618-2631"},"PeriodicalIF":5.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12233197/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}