Autism最新文献

{"title":"Do Autistic Adolescents Talk Differently in Same-Sex Versus Mixed-Sex Conversations?","authors":"Sunghye Cho, Lizzy Fulop, Alexandria Mulqueen, Calliana Faulk, Aniela Bordofsky, Zachary J Williams, Ty Vernon, Julia Parish-Morris","doi":"10.1177/13623613261485603","DOIUrl":"https://doi.org/10.1177/13623613261485603","url":null,"abstract":"<p><p>Autistic individuals often struggle with social communication, but the nature of each person's difficulties varies substantially by context. Recent conversation-based research suggests that males and females (autistic and nonautistic) produce subtle but consistent differences in language during spontaneous conversation. However, the majority of prior studies of conversation in autism include female conversation partners only rather than systematically manipulating whether conversation dyads were same-sex or mixed-sex, thus limiting the generalizability of the findings to everyday life. In this first-of-its-kind study, we examine speech-language behavior in 35 autistic adolescents engaged in two 5-min conversations with nonautistic partners who were sex-matched or -mismatched to the participant. Data were collected at a public research university in the United States as part of a baseline assessment for a randomized control trial that concluded in 2015. Linear mixed effects regression revealed significant effects of sex-match or -mismatch on language, such that participants in same-sex conversations were more talkative, took longer turns, and paused differently than participants in mixed-sex conversations. Results highlight the importance of considering a partner's demographic characteristics when designing studies involving natural language in autism and suggest that prior research with single-sex conversation partners should be interpreted cautiously as results may not generalize to real-world contexts. Improved understanding of everyday conversational language in autism can be used to inform neurodiversity-affirming supportive interventions while also identifying robust linguistic markers of social phenotype that can be used as outcome measures in future clinical trials.Lay AbstractAutistic individuals often speak and interact differently than nonautistic people, which can lead to challenges when these groups engage in conversation together. Communication can look very different according to the situation, however, including <i>who</i> is in the conversation. For example, prior research found sex differences in autistic language during natural, get-to-know-you conversations, but most existing studies did not consider the potential influence of <i>who</i> a person is talking to. In other words, does it matter whether you are talking to someone that is similar to you versus different from you? This gap in prior research limits our understanding of how natural conversation plays out in real life, when individuals talk to a wide variety of people. In this first-of-its-kind study, we examine whether autistic participants' language changes depending on whether they talk to a male or a female conversation partner. Thirty-five female and male autistic adolescents participated in two 5-min conversations with nonautistic partners who were sex-matched or -mismatched to the participant. Analyses showed that participants in same-sex conversations were","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261485603"},"PeriodicalIF":5.7,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148988048","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":"'Joining the Dots Across Time': A Temporal Conceptual Model of Self-Concept Reconstruction Following Late Recognition of Autism.","authors":"Elly Quinlan, Holly Emery","doi":"10.1177/13623613261486062","DOIUrl":"https://doi.org/10.1177/13623613261486062","url":null,"abstract":"<p><p>Late autism recognition can be an interpretive shift, providing language and coherence for long-standing experiences. Using a temporal self-concept lens, we propose a temporal conceptual model of self-concept reconstruction following late recognition and examine how late-recognised autistic adults, many identifying as AuDHD, describe changes in self-understanding across past, present and future selves. Semi-structured online interviews were conducted with 34 Australian adults (autism-only <i>n</i> = 5; AuDHD <i>n</i> = 29; 25-66 years) who reported recognition after age 18 (diagnosed and/or self-identified). Data were analysed using reflexive thematic analysis. Participants described temporal re-authoring through five interconnected themes: <i>The 'old story'</i> involving mismatch, masking/camouflaging and self-blame; <i>Recognition as a framework</i>, providing coherence, language and legitimacy while raising disclosure and stigma considerations; <i>Integration work across time</i> marked by oscillation, reprocessing and grief or anger about missed support; <i>Consolidation</i> through belonging, self-understanding and self-compassion or neutrality; and <i>Future redesign</i> towards authenticity, sustainability, revised possible selves and, for some, advocacy. Findings highlight the non-linear nature of post-recognition self-concept reconstruction and point to neuroaffirming supports that normalise oscillation, address internalised self-blame and historical misattribution, and scaffold meaning-making and identity integration.Lay AbstractMany autistic people are not recognised as autistic until adulthood. When this happens, it can feel like 'joining the dots', because it provides language and an explanation for experiences that previously felt confusing or were blamed on personal failure. In this study, we interviewed 34 Australian adults who recognised they were autistic after age 18 (through diagnosis and/or self-identification). Most participants also identified as having attention-deficit/hyperactivity disorder (sometimes called AuDHD). We asked about how recognising autism affected the way they understood themselves across time, including their past, their present and their future. Participants described self-understanding as changing through an ongoing process of 're-authoring' their life story. We developed a temporal conceptual model describing five connected parts of this process. First, participants described an 'old story' shaped by chronic mismatch, masking or camouflaging, and self-blame. Second, recognition provided a new framework and vocabulary that helped experiences make sense, while also raising questions about disclosure and stigma. Third, many described an extended period of integration, often non-linear, involving repeated rethinking of past experiences and emotions such as grief or anger about missed support. Fourth, participants described consolidation supported by belonging, increased self-understanding, and somet","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261486062"},"PeriodicalIF":5.7,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148987988","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":"Bridging Evidence and Practice: A Community-Engaged Adaptation of Cognitive Behavioral Therapy for Autistic Youth With Anxiety Receiving Services in Community-Based Organizations.","authors":"Jessica E Tschida, Leanne Moore, Amy C Powell, Kirsten Willar, Jyothika Kalatturu, Aria Kingstrom, Izza Peeran, Amy Drahota","doi":"10.1177/13623613261484649","DOIUrl":"https://doi.org/10.1177/13623613261484649","url":null,"abstract":"<p><p>Differences between research and community care settings contribute to a research-to-practice gap. Engaging community partners in intervention adaptation may better align mental health evidence-based practices (MH-EBPs) with community-based settings and intervention recipients. This study utilized a community-engaged intervention adaptation method (i.e., Adapted Method for Program Adaptation through Community Engagement [AM-PACE]) to develop a community-adapted version of Behavioral Interventions for Anxiety in Children with Autism (BIACA). A Community Advisory Board provided ongoing input about study procedures and results. A mixed methods design was used to obtain community members' ratings of implementation outcomes and perspectives regarding facilitators, barriers, and possible improvements. Thereafter, a sample of community providers (<i>n</i> = 188) comparatively evaluated the original BIACA and community-adapted BIACA. Community-based data were collected in the United States from July 2024 to August 2025. Adaptations to BIACA suggested by the community included three domains: content, delivery, and training/evaluation. Comparative analyses found community providers rated the community-adapted BIACA as more acceptable and appropriate and reported higher intent to use compared to the original BIACA (<i>p</i>'s < .05, <i>d</i>'s > .17). Adaptations identified through community engagement may enhance the potential for MH-EBPs, such as BIACA, to be implemented in community-based settings.Lay AbstractAnxiety is common among autistic children and can interfere with daily life, school, and relationships. Cognitive behavioral therapy (CBT) is an effective therapy for anxiety, and there are well-established CBT programs designed specifically for autistic youth. However, programs that work well in research settings do not always fit easily into real-world community organizations, such as community mental health centers and outpatient clinics. One reason for this is that autistic youth and adults, caregivers, and community providers are not always involved in shaping how these programs are developed. This study focused on adapting an existing anxiety therapy program for autistic children-Behavioral Interventions for Anxiety in Children with Autism (BIACA)-so that it better fits with the characteristics of community-based settings. The research team used a community-engaged approach, which means that community members were actively involved in reviewing the program and suggesting changes. A Community Advisory Board made up of community members provided guidance throughout the study. In addition, nearly 200 community-based mental health providers reviewed both the original version of BIACA and the adapted version without knowing which was which. We collected community-based data in the United States between July 2024 and August 2025. Community members suggested changes to the therapy's content, how it is delivered, and how providers are trained an","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261484649"},"PeriodicalIF":5.7,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148988040","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 Pubertal and Menstrual Experiences of Autistic Females: What are the Implications for Education and Support?","authors":"Laura Jane Salmon, Henry Wood-Downie","doi":"10.1177/13623613261478346","DOIUrl":"https://doi.org/10.1177/13623613261478346","url":null,"abstract":"<p><p>Many autistic girls experience misdiagnoses and often feel overlooked, misunderstood, unsupported, and exhausted from trying to fit into an unaccommodating neurotypical world. Early adolescence brings additional challenges, including the onset of puberty. This systematic literature review summarised research on autistic girls' and women's experiences of puberty and menstruation, alongside the perspectives of their caregivers. The review also explored what effective support looks like and considered whether autistic voices are included in intervention design and evaluation. Including autistic voice in research is essential to ensure literature reflects issues most important to autistic individuals and leads to meaningful support. Using narrative synthesis, findings from 17 studies described autistic females' preparation for and experiences of puberty and the support they desire. Challenges included limited education before puberty, negative impacts on wellbeing, difficulties with menstrual self-care, and the interaction between autism and pubertal changes. While some alignment existed between desired support and intervention focus, particularly regarding self-care, most intervention studies lacked autistic input and focused on within-child change. Recommendations include early education emphasising the normality of puberty and menstruation, promoting self-care, dignity, advocacy, individualised support, and greater inclusion of autistic voices in research and practice.Lay AbstractMany autistic girls are diagnosed late, wrongly diagnosed, or not diagnosed at all. They can feel misunderstood, unsupported, and very tired from trying to fit into a world that is not designed for them. The early teenage years and puberty can be a particularly difficult time. It is important that research includes the voices of autistic people so that studies focus on what matters most to them and lead to better support. This review included 17 studies about autistic girls' and women's experiences of puberty and periods, as well as the views of parents and caregivers. The aim was to understand what challenges autistic girls face during puberty and what kinds of support help the most. The findings showed that many autistic girls did not receive enough education about puberty before it started. Puberty could also affect their wellbeing and make some things harder, such as managing period care. Some support programmes teach practical self-care skills, which matches what many girls say they need. However, most programmes were designed without input from autistic people. The review suggests earlier education about puberty, support for self-care and independence, and greater involvement of autistic people in research and support design are needed.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261478346"},"PeriodicalIF":5.7,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148988000","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":"Surviving to Thriving: A Grounded Theory of Post-Diagnostic Identity Reconstruction in Midlife and Older Autistic Adults.","authors":"Jennifer A Kirton, Angela Tod, Tony Ryan","doi":"10.1177/13623613261483304","DOIUrl":"https://doi.org/10.1177/13623613261483304","url":null,"abstract":"&lt;p&gt;&lt;p&gt;This study explored how midlife and older autistic adults make sense of receiving an autism diagnosis later in life and how this shapes post-diagnostic identity reconstruction. Although rising numbers of adults are diagnosed in later life, little is known about how they interpret this experience or the factors shaping post-diagnostic adjustment. Constructivist grounded theory was used to examine experiences among 14 autistic midlife and older adults aged 50 to 73. Seventeen semi-structured interviews were analysed using iterative coding and constant comparison. An autistic advisory group supported reflexivity and analytic credibility. Diagnosis was valued but had a liminal effect. Two broad patterns of post-diagnostic experience were identified: &lt;i&gt;surviving&lt;/i&gt;, characterised by self-blame and deficit-based interpretations; and &lt;i&gt;thriving, characterised by greater self-compassion, personal agency, and living in ways more aligned with their autistic identity.&lt;/i&gt; Thriving was delayed and followed years of identity reconstruction. It unfolded through the &lt;i&gt;Thriving Cycle&lt;/i&gt;, comprising three interconnected processes experienced as a dynamic and iterative. The &lt;i&gt;Thriving Cycle&lt;/i&gt; illustrates how some midlife and older autistic adults moved beyond diagnostic recognition towards a more integrated and affirming autistic identity. These findings suggest that identity-focused support may help individuals move from 'survival' towards greater self-understanding, agency, and well-being.Lay AbstractMore adults are being diagnosed as autistic later in life, but little is known about how they make sense of this experience or how it affects their lives afterwards. This study explored how autistic adults diagnosed in midlife and older age understood their diagnosis and how it shaped the way they saw themselves. We interviewed 14 autistic adults aged 50 to 73. We explored their experiences of receiving an autism diagnosis later in life and what happened afterwards. An autistic advisory group helped ensure the findings reflected autistic perspectives. Participants valued receiving a diagnosis, but it also marked a period of uncertainty and adjustment. Two broad patterns of post-diagnostic experience were identified. Some participants remained in a pattern of surviving, marked by self-blame, and seeing themselves in negative ways. Others moved towards thriving, with greater self-compassion, a stronger sense of personal agency, and living in ways that were more consistent with their autistic identity. Thriving did not happen immediately after diagnosis but developed over time through years of making sense of their experiences. The study also identified the Thriving Cycle, a model describing three connected processes that supported thriving. These processes were experienced as ongoing, and people often moved back and forth between them over time. These findings suggest that receiving an autism diagnosis is only the beginning of the journey for many autist","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261483304"},"PeriodicalIF":5.7,"publicationDate":"2026-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148954731","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":"Research Priorities in Autism From a Clinical Setting: Voices of Autistic Adults and Families of Children and Adolescents With Autism Spectrum Disorder.","authors":"Laura Gisbert-Gustemps, María Martínez-Ramírez, Imanol Setién-Ramos, Damián Restoy, Josep Antoni Ramos-Quiroga, Jorge Lugo-Marín","doi":"10.1177/13623613261483298","DOIUrl":"https://doi.org/10.1177/13623613261483298","url":null,"abstract":"&lt;p&gt;&lt;p&gt;This study explored the research priorities of autistic adults and families of children and adolescents with autism spectrum disorder within a hospital-based diagnostic service in Spain. Using a mixed-methods design with interviews and a survey aligned with the Spanish Autism Strategic Plan (2023-2027), 42 participants shared what research they consider most relevant. Both groups prioritized applied research that improves daily life-communication, sensory processing, flexibility, mental health, education, employment, and quality of life. Families also emphasized biomedical topics such as genetics, microbiota, and pharmacological treatments, noting that etiological research should enhance well-being rather than aim to \"cure\" autism. Autistic adults highlighted the need for more accurate and timely diagnosis, especially for women and late-diagnosed adults, as well as research on masking, autonomy, workplace adaptations, and independent living. Participants perceived limited real-world impact from current autism research due to poor dissemination and scarce practical application, yet interest in future involvement was high, with many willing to collaborate or act as co-researchers. The study shows that participatory research can be successfully embedded in clinical settings and underscores the need for a national research agenda grounded in lived experience and focused on improving everyday well-being.Lay AbstractThis study aimed to identify which research topics are most important to autistic adults and to families of children and adolescents with autism spectrum disorder in Spain. Participants were also asked for their views on publicly funded autism research projects from 2020 to 2023 in order to assess whether funding priorities align with what they consider most relevant. A total of 42 people took part (23 family members and 19 autistic adults), all invited through a hospital-based autism diagnostic program in Barcelona. Data were collected through interviews and a survey based on the Spanish Strategic Plan for Autism (2023-2027). Both families and autistic adults agreed that the most useful research is that which improves daily life, particularly in areas such as communication, flexibility, sensory processing, education, employment, mental health, and quality of life. Studies on the causes or genetics of autism were also seen as relevant, provided their goal is to improve the quality of life of autistic people and their families, rather than the eradication of autism. Families placed greater importance on professional training and good health care practices, whereas autistic adults emphasized the need for research on independence, aging, and sensory experiences. Nearly all participants had previously taken part in research and showed strong interest in continuing to do so. Many autistic adults expressed a desire to participate not only as subjects but also as collaborators or co-researchers. This study demonstrates that participatory res","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261483298"},"PeriodicalIF":5.7,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148918302","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 Pilot Evaluation of a Web-Based Intervention Aiming to Improve Employer Confidence in Hiring Autistic People.","authors":"Marianne Day, Chantelle Wood, Elizabeth Corker, Nick Pearson, Kelly Scargill, Megan Freeth","doi":"10.1177/13623613261480736","DOIUrl":"https://doi.org/10.1177/13623613261480736","url":null,"abstract":"<p><p>Autistic people are underrepresented in the workforce. Reasons for this include insufficient employer knowledge about autism and poor suitability of employment environments and practices. This pre-registered single-arm pre-post pilot trial aimed to assess the acceptability and usability of a set of co-developed web-based resources aimed at employers, the Autism Work Access Resource for Employers (AWARE) toolkit. We designed the resources to improve employer confidence and knowledge in relation to employing Autistic people and to give them a set of practical materials to enhance the inclusivity of their hiring processes. We asked 20 employers who were currently responsible for managing recruitment activities/processes in their organisations to engage with the AWARE toolkit for 1-hr over a 2-week period. Results indicated that employers found the toolkit to be highly acceptable, and rated usability as 'excellent'. Preliminary indicators of efficacy showed that employers experienced less worry about hiring Autistic people and gained greater knowledge of workplace adjustments by using the toolkit. This study demonstrates the promise of quick-reference resources as part of the solution towards improving access to high-quality employment opportunities for Autistic people.Lay AbstractAutistic people are often underrepresented in employment. In the United Kingdom, only around 3 in 10 Autistic people are currently employed. Barriers to employment include a lack of knowledge among employers about autism, and a lack of understanding about workplace adjustments. Traditional hiring practices, such as job interviews, can also be less accessible for Autistic people. To address these barriers to employment for Autistic people, the researchers have developed a web-based intervention called the AWARE (Autism Work Access Resource for Employers) toolkit. These resources were designed to improve employer knowledge about autism and reasonable adjustments, and to provide resources which can be used in the workplace. The resources include information, links to resources and guidance, checklists and templates which can be downloaded, and videos of employers and Autistic employees talking about their employment experiences. This pilot trial recorded data from 20 employers who were responsible for hiring processes in their organisation. These employers interacted with the web resources and then provided feedback. This showed that it was practical to use the toolkit, that employers liked the resources and that employers reported higher knowledge and lower worry after using the resources. The study shows that providing quick, practical and easy-to-use resources could be an effective way of improving employment opportunities for Autistic people by improving employer knowledge and confidence to provide more inclusive working environments.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261480736"},"PeriodicalIF":5.7,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148904916","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":"Emerging Personality Pathology in Adolescents With Autism Spectrum Disorder: Clinical Correlates and Assessment Implications.","authors":"Giacomo Distefano, Stefano Berloffa, Gianluca Sesso, Elena Valente, Antonio Narzisi, Guido Sorella, Chiara D'Ambrosio, Gabriele Masi, Annarita Milone","doi":"10.1177/13623613261476742","DOIUrl":"10.1177/13623613261476742","url":null,"abstract":"&lt;p&gt;&lt;p&gt;The link between neurodevelopmental and psychiatric conditions is increasingly recognized in developmental psychiatry, yet the relationship between Autism Spectrum Disorder (ASD) and Personality Disorders (PDs) remains underexplored in adolescence. Dysfunctional personality traits (DPT) may emerge in individuals with ASD, especially when diagnosis is delayed and comorbidities occur. This study assessed 79 adolescents (mean age = 15.15 ± 1.50; 45.6% females) with ASD without intellectual disability using a multimodal protocol (Autism Diagnostic Observation Schedule-Second Edition [ADOS-2], Autism Diagnostic Interview-Revised [ADI-R], Wechsler Intelligence Scale for Children-Fourth Edition [WISC-IV]/Wechsler Adult Intelligence Scale-Fourth Edition [WAIS-IV], Structured Clinical Interview for DSM-5 Personality Disorders [SCID-5-PD], Kiddie Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Version [K-SADS-PL], standardized questionnaires). Analyses examined associations between DPT, psychiatric comorbidities, clinical severity, and functioning. DPTs were identified in 64.5% of participants, more frequently in females (75.0%) than males (48.9%). A prior ASD diagnosis was missing in 62%, particularly among females (odds ratio [OR] = 2.86, &lt;i&gt;p&lt;/i&gt; = .030). Cluster A traits were most common (38.0%), notably Schizoid (22.8%), followed by Cluster B (24.1%), with Borderline traits markedly higher in females (22.2% vs. 2.3%, &lt;i&gt;p&lt;/i&gt; = .006) and Cluster C (20.3%). DPTs were associated with lower functioning (Children's Global Assessment Scale [CGAS], &lt;i&gt;p&lt;/i&gt; = .037) and higher clinical severity (Clinical Global Impression [CGI], &lt;i&gt;p&lt;/i&gt; &lt; .019), also after False Discovery Rate (FDR) correction. Findings indicate that DPTs are highly prevalent yet often unrecognized in adolescents with ASD and are associated with greater comorbidity and poorer psychosocial outcomes. Early, developmentally informed assessment is crucial to identify risks and guide tailored interventions.Lay AbstractAutism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects social communication, behavior, and sensory processing. Some autistic adolescents may also show emerging maladaptive personality traits or early features of personality pathology. However, the relationship between ASD and personality disorders has been studied far less than other mental health conditions, especially during adolescence, a key developmental stage. This study included 79 adolescents with ASD without intellectual disability, with an average age of 15 years. Nearly half of the participants were female. Each adolescent completed a comprehensive clinical assessment, including standardized tools for autism diagnosis, psychiatric diagnostic interviews, cognitive testing, and questionnaires on emotional and behavioral functioning. We found that almost two-thirds of participants showed dysfunctional personality traits (DPTs). These traits were more common in females tha","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261476742"},"PeriodicalIF":5.7,"publicationDate":"2026-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148900022","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":"From Clinic to Home: Validating the Social Communication Scale for Telemedicine-Supported Early Autism Screening in Chinese Toddlers.","authors":"Li Wang, Yujia Shi, Fei Yuan, Xiujuan Geng, Ziyan Meng, Yipeng Wang, Hon-Cheong So, Patrick C M Wong","doi":"10.1177/13623613261480732","DOIUrl":"https://doi.org/10.1177/13623613261480732","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Telemedicine is reshaping how early autism detection can be delivered, particularly in resource-limited settings. Yet, most existing tele-assessment tools were developed in Western contexts, limiting their cultural applicability. To address this gap, we evaluated the Social Communication Scale (SCS), a brief video-based tool, for telemedicine-supported screening in Chinese toddlers. A total of 170 Chinese toddlers aged 16 to 30 months were recruited. Parent-child interaction videos were recorded at home and subsequently coded using the SCS scheme. Autism likelihood (Elevated vs. Low) was defined using the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) classifications. Reliability and validity were evaluated. Screening accuracy was evaluated using total-score cutoff, logistic regression, and Random Forest (RF) models. The SCS demonstrated good inter-rater reliability (intraclass correlation coefficient [ICC] = 0.87) and moderate convergent validity with ADOS-2 and parent-reported measures of socialization and communication. Both logistic regression and RF outperformed the total-score approach, with RF yielding more balanced performance across metrics. Including demographic variables further improved RF classification performance (area under the receiver operating characteristic curve [AUC] = 0.91; sensitivity = 0.91; specificity = 0.91). The SCS demonstrates potential as a telemedicine-supported screening tool for early autism identification. Further validation in independent samples and against clinical diagnoses is needed to establish its generalizability and diagnostic accuracy.Lay AbstractTelemedicine is changing how early autism detection can be delivered, particularly in areas where specialist services are difficult to access. Telemedicine refers to the use of the internet and other digital technologies to provide health care remotely. Although several telemedicine tools for autism screening and diagnosis have shown promising results, most were developed and tested in Western countries and may not work equally well in different cultural settings. In this study, we evaluated a telemedicine tool called the Social Communication Scale (SCS) in 170 Chinese toddlers aged 16 to 30 months. A short video of a parent and child playing naturally together at home or in another familiar setting was recorded. Trained coders then reviewed the videos and assessed the child's early social communication behaviors associated with autism. The SCS was able to distinguish between toddlers identified by the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) as having an elevated or low likelihood of autism. Using artificial intelligence (machine learning) alongside the SCS further improved its accuracy. These findings suggest that the SCS could become a useful addition to early autism screening, particularly in places where specialist services are limited. With further testing in larger and more diverse groups of children, this ","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261480732"},"PeriodicalIF":5.7,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148890869","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":"Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context.","authors":"Anna Cook, Alice Boddy","doi":"10.1177/13623613261478886","DOIUrl":"https://doi.org/10.1177/13623613261478886","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Autistic pupils in mainstream secondary schools often experience unmet needs, yet limited research has examined the combined influence of multiple theoretically relevant predictors of teachers' self-efficacy and intentions to implement inclusive practice for autistic pupils. This mixed-methods study surveyed 126 staff from six secondary schools, assessing autism-specific training, perceived inclusiveness of the school environment, experience with autistic pupils, neurodiversity-affirming attitudes, personal connection to autism, and staff role. Teacher self-efficacy and intentions for inclusive practice were measured using adapted scales, and hierarchical multiple regression identified significant predictors. Autism-specific training, perceived quality of the inclusive environment, years of experience with autistic pupils, classroom teacher role, and neurodiversity-affirming attitudes predicted higher self-efficacy. Together, these explained 42.1% of the variance. Intentions for inclusive practice were predicted by neurodiversity-affirming attitudes and training, explaining 27.5% of the variance. Thematic analysis of open-text responses revealed practical adjustments including clear communication, sensory adaptations, and emotional regulation supports, alongside challenges such as resource constraints, complex classroom dynamics, and inconsistent institutional support. Findings highlight the value of targeted autism-specific training and fostering neurodiversity-affirming attitudes, supported by inclusive school environments, to strengthen teacher capacity and sustain inclusive practice.Lay AbstractMany autistic pupils in mainstream secondary schools do not have their needs fully met. This can affect their learning, well-being, and opportunities to take part in school life. Teachers play a vital role in making schools more inclusive, but their ability and motivation to do so can be influenced by many different factors. Most research has looked at these factors separately. This study is one of the first to examine several important influences together, to see which are most strongly linked to teachers feeling confident (self-efficacy) and intending to use inclusive practices for autistic pupils. We worked with 126 staff from six secondary schools, including teachers, leaders, teaching assistants, and other support staff. We looked at the impact of autism-specific training, school environment, experience with autistic pupils, attitudes towards neurodiversity, personal connection to autism, and staff role. Participants were also asked to describe examples of strategies they use to support autistic pupils, and the challenges they face. We found that confidence was highest among staff who had autism-specific training, worked in a more inclusive school environment, had more years of experience with autistic pupils, were classroom teachers (rather than in leadership roles), and had more positive, neurodiversity-affirming attitudes. Together, these","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613261478886"},"PeriodicalIF":5.7,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148886039","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}