Autism最新文献

{"title":"Self-reported masking in sexual minority and heterosexual autistic adults.","authors":"Goldie A McQuaid, Nancy Raitano Lee, Gregory L Wallace","doi":"10.1177/13623613251335738","DOIUrl":"https://doi.org/10.1177/13623613251335738","url":null,"abstract":"<p><p>Masking can include suppressing or concealing certain behaviors to appear \"non-autistic\" and is one response to the excess social stressors of being a neurominority in a neurotypical-majority society. It is important to understand how persons who are multiply marginalized (e.g. an autistic person assigned female sex at birth who is bisexual), who experience multiple layers of excess social stressors, may face additional pressures to conceal their authentic selves. Autistic persons may be more likely than neurotypical persons to identify with a sexual minority orientation, such as asexual, bisexual, gay or pansexual. To advance our understanding of how marginalized identities may be associated with masking, we examined self-reported masking using the Camouflaging Autistic Traits Questionnaire in a sample of autistic adults (<i>N</i> = 462). After matching participants for assigned sex at birth and age, and after controlling for these effects in modeling, we found that sexual minority autistic adults reported significantly higher levels of masking relative to heterosexual autistic adults. We situate these findings within literatures on masking, minority stress, and stigma.Lay AbstractMasking can include hiding certain behaviors to appear \"non-autistic.\" Masking is one response to the stress of being autistic in a non-autistic world. Being autistic is only one part of someone's identity, though. Other parts of a person's identity include things like a person's sexual orientation. Autistic people are more likely than non-autistic people to have a sexual orientation other than heterosexual, like asexual, bisexual, gay, or pansexual. People who are both autistic and a sexual minority may experience social stress because of different pressures from society. These different pressures may mean sexual minority autistic adults feel pressured to social camouflage more than heterosexual autistic adults. Thus, we compared masking in sexual minority autistic and heterosexual autistic adults. In the statistical models, we controlled for two other factors that may impact masking: sex assigned at birth and age. We found that sexual minority autistic adults reported significantly higher levels of masking relative to heterosexual autistic adults. We discuss how these findings fit within previous research on masking and minority stress.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251335738"},"PeriodicalIF":5.2,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143960240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'Accumulating harm and waiting for crisis': Parents' perspectives of accessing Child and Adolescent Mental Health Services for their autistic child experiencing mental health difficulties.","authors":"Emma Ashworth, Lucy Bray, Claire Hanlon, Harvey Stanway, Georgia Pavlopoulou, David Moore, Bethany Donaghy, Elizabeth Coen, Ellen Firth","doi":"10.1177/13623613251335715","DOIUrl":"https://doi.org/10.1177/13623613251335715","url":null,"abstract":"<p><p>Autistic children and young people are at increased risk of mental health difficulties, but often face barriers when seeking help from Child and Adolescent Mental Health Services. This study aimed to (1) explore the experiences of parents/carers seeking help from Child and Adolescent Mental Health Services for their autistic child's mental health difficulties, and (2) gain parents' perceptions of the accessibility of Child and Adolescent Mental Health Services for their child. A mixed-methods survey design was used. In total, 300 parents/carers took part from across the United Kingdom. Quantitative data were analysed using descriptive statistics, and qualitative data using qualitative content analysis. Findings demonstrated ongoing struggles that parents/carers faced when seeking help from Child and Adolescent Mental Health Services. Those who were referred reported a lack of reasonable adjustments and offers of ineffective or inappropriate therapies. Ultimately, parents felt their child's mental health difficulties either did not improve or declined to the point of crisis. However, there was a recognition that some professionals were kind and compassionate. There is a need for a more neuro-inclusive and personalised approach in Child and Adolescent Mental Health Services. Further research, funding and training are urgently needed to ensure support is accessible, timely and effective for autistic young people.Lay abstractAutistic children and young people are more likely to experience mental health difficulties than neurotypical peers, but also face more barriers when seeking help from Child and Adolescent Mental Health Services. Findings highlight the need for a more neuroaffirmative approach from the professionals themselves, in the adjustments offered, and in the therapies provided. Barriers to Child and Adolescent Mental Health Services for autistic children and young people include diagnostic overshadowing (i.e. assuming mental health difficulties are part of autism), high thresholds for assessment and a lack of professional knowledge about autism and care pathways. Healthcare policies should ensure that all Child and Adolescent Mental Health Services professionals receive neuroaffirmative training and that resources/funding are provided for appropriate adjustments and early support. There is also a need for further research and funding to develop and evaluate effective neuroaffirmative therapeutic interventions.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251335715"},"PeriodicalIF":5.2,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143955200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'We're quite good at thinking outside the box: Early autistic sensory experiences expressed by autistic adults and caregivers of autistic children.","authors":"Katy L Unwin, Kelsey Philpott-Robinson, Josephine Barbaro, Patrick Dwyer, Nancy Sadka, Perrin Date, Alison E Lane","doi":"10.1177/13623613251335069","DOIUrl":"https://doi.org/10.1177/13623613251335069","url":null,"abstract":"<p><p>Sensory differences are well documented in autistic individuals. However, early sensory experiences have not been fully explored, particularly from the perspective of autistic people. We sought to understand early sensory experiences in autism from the perspective of autistic adults (some of whom also had autistic children) and caregivers of autistic children (some of whom also had a personal autism diagnosis). Using a qualitative descriptive design, aligned with a constructivist paradigm, focus groups were conducted with 3 autistic adults and 12 caregivers of autistic children. Data were analysed with reflexive thematic analysis. Five themes were generated accounting for early sensory experiences in autism: (1) Acknowledging the uniqueness of sensory preferences, (2) Negative impacts of different sensory experiences, (3) Feeling different and the pursuit of belonging, (4) Controlling sensory experiences to support daily function, and finally (5) Overcoming the challenges of the sensory world. The findings highlight the specific sensory needs of autistic children in early childhood and the adaptability of caregivers. This information can help young autistic people and caregivers advocate the importance of recognising the uniqueness of each autistic child's sensory preferences when seeking support.Lay AbstractSensory behaviours in early childhood can impact how autistic children experience and engage in the world. There is a lot of research about sensory differences in autistic children; however, there is very little known about experiences in early childhood. We asked 3 autistic adults and 12 caregivers of autistic children about their/their child's experiences of sensory behaviours in early childhood. In our sample, autistic adults and caregivers of autistic children shared similar experiences about the challenges they/their children face related to sensory experiences in early childhood and how they overcame these. The findings can influence how researchers and service providers view sensory preferences in early childhood by understanding that everyone's preferences are unique, and the importance of advocating for what works for each autistic person.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251335069"},"PeriodicalIF":5.2,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143964785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"I'm not feeling alone in my experiences\": How newly diagnosed autistic adults engage with a neurodiversity-affirming \"Welcome Pack\".","authors":"Chris Edwards, Abigail Ma Love, Ru Ying Cai, Melanie Heyworth, Alexandra Johnston, Fiona Aldridge, Vicki Gibbs","doi":"10.1177/13623613251335070","DOIUrl":"https://doi.org/10.1177/13623613251335070","url":null,"abstract":"<p><p>Receiving an autism diagnosis in adulthood can be profoundly transformative, yet many newly diagnosed autistic adults experience a lack of accessible, affirming post-diagnostic support. This study explores how a self-guided, neurodiversity-affirming resource-the \"Welcome Pack\"-supports newly diagnosed autistic adults in navigating their evolving identity. Using a qualitative approach, we recruited 11 autistic adults without intellectual disability in Australia who had received a diagnosis within the past 6 months. Participants engaged with the \"Welcome Pack\" over a 2-month period before taking part in semi-structured interviews. Reflexive thematic analysis generated four key themes: (1) a sense of belonging through community and representation, as participants found validation in shared narratives; (2) the \"Welcome Pack\" as one of many tools supporting their self-understanding; (3) emotional reflections, including both relief and grief over years of masking; and (4) challenges in self-advocacy and educating others. While participants described the \"Welcome Pack\" as an important and validating resource, they also highlighted the need for additional structured peer support and practical guidance. These findings underscore the value of integrating self-guided resources within broader post-diagnostic ecosystems, ensuring that newly diagnosed autistic adults receive timely, accessible, and neurodiversity-affirming support as they navigate their identity.Lay Abstract.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251335070"},"PeriodicalIF":5.2,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143955776","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 moderating role of co-occurring attention-deficit hyperactivity disorder in social skills group training for autistic children and adolescents.","authors":"Anna Fridell, Nora Choque Olsson, Christina Coco, Sven Bölte, Ulf Jonsson","doi":"10.1177/13623613251331993","DOIUrl":"https://doi.org/10.1177/13623613251331993","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Social skills group training is frequently used to support autistic children and adolescents in coping with everyday social demands and expectations. Meta-analytic studies suggest small to medium effect sizes. Effect moderators must be better understood to inform implementation and allow optimization of intervention protocols. Using data from two pragmatic randomized trials (&lt;i&gt;N&lt;/i&gt; = 241) of the KONTAKT™ social skills group training program as an add-on to standard care in clinical settings, we aimed to explore the moderating role of co-occurring attention-deficit hyperactivity disorder in children (7-12 years) and adolescents (13-18 years). Two distinct response criteria were defined based on the parent-rated Social Responsiveness Scale: reliable improvement (⩾25 points) and clinically relevant improvement (⩾10 points). Moderator analyses indicated that the intervention effect was moderated by co-occurring attention-deficit hyperactivity disorder and age group. Logistic regressions stratified by co-occurring attention-deficit hyperactivity disorder showed significant effects among those without attention-deficit hyperactivity disorder (&lt;i&gt;n&lt;/i&gt; = 63), both in terms of reliable improvement (odds ratio: 11.85, &lt;i&gt;p&lt;/i&gt; = 0.002) and clinically relevant improvement (odds ratio: 10.00, &lt;i&gt;p&lt;/i&gt; = 0.001). In contrast, no significant effects were observed in those with co-occurring attention-deficit hyperactivity disorder (&lt;i&gt;n&lt;/i&gt; = 178). Explorative analyses further stratified by age suggested significant effects in adolescents, but not children, with co-occurring attention-deficit hyperactivity disorder. The findings preliminarily suggest that autistic children with attention-deficit hyperactivity disorder may need other or additional support.Lay abstractSocial skills group training can help some autistic children and adolescents improve their social life. Still, the positive effects may be less clear for those who also have attention-deficit hyperactivity disorder. We used data from two previous projects evaluating the effects of a social skills group training program called KONTAKT™ as an addition to the common healthcare provided. Our study included 241 children (8-12 years) and adolescents (13-18 years). To determine whether the participants had improved their social skills, we used ratings provided by the parents before and after the training and 3 months later. We then explored if KONTAKT led to improvement for autistic children and adolescents with and without attention-deficit hyperactivity disorder. Autistic children and adolescents often struggle to understand others and express themselves in everyday social situations. These challenges can create barriers to well-being and future life chances. Social skills group training can improve social skills in some autistic youths, but not all will benefit equally from the training. It is therefore important to better understand whether some groups need more support or other forms of assist","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251331993"},"PeriodicalIF":5.2,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143961922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Healthcare providers' practices in identifying and managing constipation in autistic adults: A qualitative study of facilities across France.","authors":"Wynn Smith, Charlotte Desprez","doi":"10.1177/13623613251333829","DOIUrl":"https://doi.org/10.1177/13623613251333829","url":null,"abstract":"<p><p>Constipation is a common comorbidity among autistic adults, yet diagnosing and managing it poses unique challenges, notably due to communication barriers and a lack of specific guidelines. The study explores the professional practices of healthcare providers (HCPs) in managing constipation among autistic adults, the symptoms they identify, their management strategies, and the sources of knowledge guiding their practices. A qualitative approach was used, involving semi-structured interviews with ten HCPs, supplemented by twelve online questionnaires. Thematic analysis revealed three overarching themes: (1) HCPs acknowledged challenges in identifying constipation in autistic patients, relying on clinical markers and behavioral cues; (2) HCPs described assessment tools and preventive strategies in managing constipation; and (3) HCPs identified challenges and strategies in managing constipation in autistic adults, adopting a collaborative approach, while exposing a lack of specific training. Findings indicate that HCPs depend on non-verbal cues and behavioral changes, such as increased agitation, irritability, and altered motor patterns, to detect constipation. Variability in treatment protocols and limited formal training underscores the need for more structured training and standardized approaches. The study suggests that improved collaboration among HCPs and with families could lead to more consistent and effective care.Lay abstractConstipation is common among autistic adults, but it can be difficult to diagnose and treat notably because of difficulties in communicating and a lack of clear guidelines. This study considered how healthcare providers (HCPs) in France handle constipation in autistic adults. The research involved interviews with ten HCPs from various medical-social facilities and 12 online questionnaires. The study found three main points: Identifying Constipation: HCPs often struggle to recognize constipation in autistic adults. They rely on physical signs and changes in behavior, such as increased agitation, irritability, and singular ways of acting. Managing Constipation: HCPs use various strategies to manage constipation, focusing on prevention, yet lack clear guidelines for assessment. Challenges and Strategies: HCPs face many challenges, including a lack of specific training. They emphasize working in multidisciplinary teams and with families to manage constipation effectively. The study highlights that better training and standardized guidelines are needed to help HCPs provide consistent and effective care. Improving teamwork among HCPs and with families can lead to better outcomes for autistic adults with constipation.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251333829"},"PeriodicalIF":5.2,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143955217","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":"'It just feels unnatural being here': Autistic secondary school students' experiences of sensory sensitivities in the school environment.","authors":"Jennifer Price, Anna Mel Romualdez","doi":"10.1177/13623613251333860","DOIUrl":"https://doi.org/10.1177/13623613251333860","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Autistic young people often struggle to cope with the daily demands of school and are likelier to experience poorer wellbeing and educational outcomes than their non-autistic peers. Among other factors, this may be because mainstream settings are unsuitable for individuals' sensory needs. Evidence suggests the unpredictable multi-sensory nature of school can elicit sensory distress, adversely affecting behaviour and learning. However, existing literature has primarily taken a top-down deductive approach and largely neglected autistic voices. The present study, therefore, employed a participatory approach and photo-voice semi-structured interview method to explore autistic students' sensory experiences in a mainstream secondary school in the U.K. The sample consisted of six students aged 12-16 years with a clinical diagnosis of autism attending a state comprehensive school in Suffolk, U.K. Through reflexive thematic analysis, three main themes were identified: (1) impact of the school environment; (2) the importance of safe spaces and (3) levels of support and understanding. This study's findings suggest autistic students are routinely overstimulated, overwhelmed and lack adequate support to overcome sensory barriers in mainstream settings. This study has implications for further participatory research and inclusive practice to ensure better educational experiences and outcomes for autistic young people.Lay AbstractAutistic young people often struggle to manage and respond to sensory stimuli within the school environment, impacting wellbeing, energy levels and the ability to learn. We asked six autistic students aged 12-16 years about their sensory experiences at secondary school. Specifically, we asked students to photograph areas in school that they positively and negatively associated with sensory stimulation, and follow-up interviews focused on these photographs and individuals' sensory experiences. Many studies previously examined the sensory impact of school on autistic children. However, few studies have considered how autistic children think and feel about how their sensory differences affect them in school. Therefore, this study aimed to investigate autistic students' firsthand accounts of sensory challenges within a secondary state school in the U.K. Students spoke about the detrimental effects of the school environment on their sensory needs and the importance of quiet spaces to recharge. Students also described a lack of consistent and adequate support to overcome daily sensory barriers. Generally, participants desired acceptance and understanding of their autistic identity and differences. This study has implications for future practice and research. With increasing numbers of autistic children attending mainstream schools, central and local governments must increase funding and support to equip schools and staff with the necessary training and resources to meet autistic students' sensory needs. Increased provision of quiet room","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251333860"},"PeriodicalIF":5.2,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143972797","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":"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":"https://doi.org/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":"13623613251333834"},"PeriodicalIF":5.2,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The development and utilization of a diversity advisory board in an intervention to support social skill development for autistic transition-aged youth.","authors":"Ed-Dee G Williams, Matthew J Smith, Jamie Mitchell, Ty B Tucker, Connie Sung, Kari Sherwood, Sarah Dababnah, Sandy Magaña, Temple Lovelace, Shanna K Kattari, Dale Olsen, Jeff Elkins, Laura Humm, Chris Steacy, Edwina Riddle, Caleb Liggett","doi":"10.1177/13623613251330847","DOIUrl":"https://doi.org/10.1177/13623613251330847","url":null,"abstract":"<p><p>Recent discourse has identified significant issues surrounding the lack of diversity in autism-related research. However, recent efforts have called for the regular use of diversity advisory boards (DAB) in autism-related research to improve the inclusivity of underrepresented and marginalized groups included in the growing autism scholarship. This article outlines the development and implementation of a DAB to support the design and evaluation of an innovative intervention, <i>WorkChat: A Virtual Workday.</i> Specifically, <i>WorkChat</i> focuses on improving knowledge and practicing conversational skills with virtual customers, coworkers, and supervisors to support workplace interactions for autistic transition-age youth. Here, we share guidelines for developing, utilizing, and maintaining a DAB, as well as recommended practices and future implications for implementing DABs in autism services research while using the <i>WorkChat</i> DAB as a case study. The goal is to support the further use of DABs as a means of significantly improving the inclusion of underrepresented and marginalized identities including racial, gender, and sexual minorities, and individuals with disabilities in autism services research.Lay AbstractAutism research often does not include enough people with different identities such as different races, genders, and sexualities. Sometimes, support for autistic individuals does not help everyone equally. They often work better for white, straight autistic males. This article will talk about how we are trying to make autism research more diverse. We will share how we are using a group of diverse advisors to help with research. We will also talk about how to use these advisor groups in the future for autism research.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251330847"},"PeriodicalIF":5.2,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143961421","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":"Caregiver behavioral changes mediate the effects of naturalistic developmental behavioral interventions: Combining evidence from three randomized controlled trials.","authors":"Deanna Swain, Ji Eun Han, Hallie Brown, Catherine Lord, Sally Rogers, Annette Estes, Connie Kasari, Andrew Pickles, So Hyun Kim","doi":"10.1177/13623613251328463","DOIUrl":"https://doi.org/10.1177/13623613251328463","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Naturalistic developmental behavioral interventions target developmentally appropriate skills in young children with autism spectrum disorders using behavioral techniques in naturalistic interactions. Naturalistic developmental behavioral interventions demonstrate strong empirical support and frequently utilize caregiver training of intervention strategies. However, our understanding of the mechanisms of change linked to naturalistic developmental behavioral interventions remains limited. Based on retrospective, secondary data analyses from three previously conducted randomized controlled trials of caregiver-mediated naturalistic developmental behavioral interventions, this study examined the direct effect of intervention on caregiver naturalistic developmental behavioral intervention strategy use and how caregiver changes mediate intervention effects on children's social communication. A total of 419 videos from 229 dyads consisting of autistic children (&lt;i&gt;M&lt;/i&gt; = 32.5 months/ages 1-5 years) and caregivers were included in analyses using the masked ratings of the measure of naturalistic developmental behavioral intervention strategy implementation-caregiver changes (MONSI-CC) and brief observation of social communication change (BOSCC-SC). Using longitudinal mediation analyses, we examined the mediation effect of caregiver behavioral changes on children's outcomes. Results demonstrated a significant intervention effect on changes of caregiver naturalistic developmental behavioral intervention strategy use (MONSI-CC) and of changeds of caregiver strategy use (MONSI-CC) on child social communication change (BOSCC-SC) scores, but no overall total effect of intervention on changes of child social communication (BOSCC-SC). This study demonstrates the mediating role of caregiver behavior on the child intervention response, a first step toward better understanding underlying mechanisms in naturalistic developmental behavioral interventions.Lay AbstractNaturalistic developmental behavioral interventions use behavioral techniques in naturalistic interactions and settings. Naturalistic developmental behavioral interventions also teach caregivers to use strategies to enhance social communication in their children with autism spectrum disorder. Naturalistic developmental behavioral interventions are effective in supporting young autistic children but how naturalistic developmental behavioral interventions work (\"underlying mechanisms\") is not known yet. Therefore, by applying new instruments to videos already collected from the three previously conducted randomized controlled trials of caregiver-mediated naturalistic developmental behavioral interventions, we examined how caregivers change in their strategy use over the course of intervention and how that relates to changes in social communication in their autistic children. A total of 419 videos from 229 dyads consisting of autistic children (M = 32.5 months/ages 1-5 years) and caregivers were inclu","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251328463"},"PeriodicalIF":5.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143962406","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}