Autism最新文献

{"title":"Scaling Up Caregiver Support for Autism in Public Health Care: Adoption, Implementation Pace and Sustainability of a Train-the-Trainer Model for the WHO Caregiver Skills Training in Italy.","authors":"Erica Salomone, Giulia de Leonardis, Camilla Ferrante, Francesca Startari, Letizia Gila, Maria Luisa Scattoni","doi":"10.1177/13623613261469910","DOIUrl":"10.1177/13623613261469910","url":null,"abstract":"<p><p>Train-the-Trainer (TTT) models can scale parent-mediated interventions (PMIs) in public health care, yet evidence on large-scale implementation remains limited. This study reports the implementation of an adapted TTT model for the WHO Caregiver Skills Training (CST) within the Italian National Health Service, evaluating adoption, acceptability, feasibility and sustainability. Twenty-eight clinicians from 10 Regions undertook the four-phase TTT. A mixed-methods design combined surveys with focus groups, analyzed using the Consolidated Framework for Implementation Research (CFIR). Twenty trainees (71%) qualified as Master Trainers (MTs), and 17 of these (85%) trained facilitators; 60% of MTs achieved full fidelity within the expected timeline. Satisfaction ratings were high, whereas feasibility ratings were mid-range. Implementation inhibitors clustered in the CFIR Inner setting (available resources, leadership engagement), Outer setting (lack of formal recognition), and Process (training model's intensity structure) domains. Accelerators included Characteristics of individuals (motivation, readiness to change), Intervention characteristics (responsiveness to families' needs, accessibility) and Inner Setting features (integration within existing care pathways). Overall, the adapted TTT was acceptable and supported early adoption and fidelity; however, lower feasibility for select capacity-building components and multilevel barriers indicate that sustained integration will require stronger organizational support and policy endorsement. Proposed adaptations offer an adaptable framework for global efforts to expand caregiver support within public health systems.Lay AbstractFamilies of autistic children often benefit from programs that teach caregivers practical skills to support their child's development. However, these programs can be hard to implement in public health systems due to a shortage of trained professionals and because interventions may not align with existing service structures. To overcome these challenges, the Italian National Institute of Health has implemented the World Health Organization's Caregiver Skills Training (CST) program through initiatives funded by the National Autism Fund. To ensure the program could be effectively adopted within the Italian public health context, we applied a \"Train-the-Trainer\" model. This approach trains experienced clinicians to become \"Master Trainers,\" who in turn train other professionals to deliver the program to families, supporting scalability and sustainability within the system. In our study, 28 clinicians from 10 regions of Italy took part in a four-step training process. Most (20 trainees) completed the program successfully, and many (17 trainees) went on to train facilitators. Surveys and focus groups examined how well the program was taken up, how acceptable it felt, how doable it was in routine services, and what might help it last. Trainers reported high satisfaction with the prog","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2381-2400"},"PeriodicalIF":5.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148598192","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":"Walking Alongside: Chinese Mothers' Lived Experiences of Supporting Autistic Youth on the Journey to Employment.","authors":"Ping Dong, Tianxi Xu","doi":"10.1177/13623613261467798","DOIUrl":"10.1177/13623613261467798","url":null,"abstract":"<p><p>Mothers' persistent involvement is a critical but underexplored area of autistic youth's transition to employment. Using a qualitative research design, this study interviewed five mothers, two fathers, five autistic youth, and seven teachers to explore the lived experiences of Chinese mothers who supported autistic youth towards employment. By foregrounding mothers' voices, five interconnected themes were developed and represented in a spiralling model: (1) navigating educational pathways, (2) preparing for employment from childhood, (3) building a long-term support system, (4) balancing hope and uncertainty in lifelong planning, and (5) redefining motherhood over time. These findings highlight that maternal support for autistic youth evolves across the lifespan, revealing the dynamic strategies and roles mothers adopt to foster their children's development and work preparation, unfolding progressively as children move towards adulthood. These insights underscore the need for coordinated, lifelong autism services and targeted parent training programmes that strengthen family-centred and gender-sensitive support.Lay AbstractSupporting a child with autism as they grow into adulthood and enter the workforce can be a long and challenging journey. Mothers usually play a key role in helping autistic youth prepare for work. Yet, we don't know much about how mothers support autistic youth as they prepare for work. This study aims to explore the experiences of Chinese mothers who have supported autistic youth towards employment. Through interviews with five mothers, two fathers, five autistic youths, and seven teachers, the research identifies five key aspects of mothers' support: (a) helping children access schooling and manage their learning, (b) preparing them for future jobs from an early age, (c) building long-term support networks for autistic youth, (d) balancing hope and worry about the future, and (e) adapting their multiple roles as mothers over time. The study shows that maternal support is not limited to a single stage of autistic youth's lives but evolves continuously from childhood into early adulthood. These findings reveal the various strategies and roles that mothers adopt to help their children, while also highlighting the need for services and programmes that can better help families. Understanding mothers' experiences can help schools, policymakers, and service providers design support that prepares autistic young people for work while also caring for their caregivers' well-being.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2350-2365"},"PeriodicalIF":5.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148534928","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":"\"There's No Pretense Needed\": Autistic Perspectives on Autistic Friendships.","authors":"Erinn H Finke, Danny H Dunn","doi":"10.1177/13623613261464197","DOIUrl":"10.1177/13623613261464197","url":null,"abstract":"<p><p>Assumptions about autistic sociality have shaped dominant understandings of friendship, often positioning autistic relationships as fragile, shallow, or inherently lacking. These framings stand in contrast to autistic people's own accounts of friendship as meaningful, sustaining, and deeply valued. This qualitative study explored autistic perspectives on friendship through joint, semistructured interviews with 11 friendship dyads (22 participants), including 20 autistic young adults and their self-identified friends (autistic or nonautistic). Dyadic interviews supported the coconstruction of relational meaning, and data were analyzed using inductive thematic analysis informed by neurodiversity-affirming and double empathy frameworks. Participants described friendships as mutual, chosen, and grounded in acceptance, authenticity, and flexible reciprocity rather than neurotypical social expectations. Friendship quality was defined by depth of understanding and felt connection rather than frequency of interaction or proximity. Across themes, acceptance and authenticity supported unmasking, mutual understanding, adaptive reciprocity, and sustained connection over time. These findings challenge deficit-based models of autistic sociality and highlight autistic friendship as a sophisticated form of relational connection grounded in autistic strengths and values.Lay AbstractMany stereotypes suggest that autistic people struggle to form meaningful friendships. However, autistic people often describe their friendships as deeply important and rewarding. In this study, autistic young adults and their friends participated in interviews about what friendship means to them and how friendships grow and last over time. Participants described friendship as being built on acceptance, honesty, shared understanding, and flexibility rather than pressure to act \"normal.\" Friends supported each other emotionally, adapted to each other's needs, and maintained connection in ways that worked for them. Participants also emphasized the importance of being able to unmask and feel authentic in friendship. These findings challenge deficit-based views of autistic social relationships and highlight the strengths, care, and mutual support present in autistic friendships.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2260-2271"},"PeriodicalIF":5.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148468570","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 Qualitative Study Exploring the Acceptability of Taking Part in a Large Multicentre RCT of Medication for Anxiety in Autistic Adults (the STRATA Trial).","authors":"Alba X Realpe, Jade Eloise Norris, Ava Lorenc, Leonora Cotton, Zoe Morgan, Aws Sadik, Dheeraj Rai, Nicola Mills","doi":"10.1177/13623613261466306","DOIUrl":"10.1177/13623613261466306","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Autistic adults experience significant physical and mental health inequities yet remain underrepresented in clinical research, with few randomised controlled trials to guide care. Randomised controlled trials (RCTs) of selective serotonin reuptake inhibitors (SSRIs) are limited, underpowered, and rarely focused on anxiety. Anticipating recruitment challenges in a large RCT (\"STRATA\") evaluating sertraline for anxiety in autistic adults, we embedded qualitative research to support recruitment, retention, and monitoring trial acceptability. We organised our findings into the theoretical framework of acceptability (TFA) constructs to assess the acceptability of trial design and delivery for autistic adults. We conducted 64 interviews with autistic adults at different trial stages. Data were analysed thematically and mapped to the seven TFA constructs. Participants considered involvement in a blinded medication RCT acceptable across the TFA domains, which they weighed differently when reflecting on anticipated versus experienced aspects of participation. STRATA was a low-burden, ethically sound, and methodologically coherent study for most participants, who reported minimal trade-offs, potential benefits, and self-efficacy in managing anxiety and research participation. Acceptability of trial participation is dynamic and multidimensional, which can be enhanced by meaningful involvement of autistic people throughout the research cycle, accessible participant information design, and responsive ongoing engagement.Lay AbstractAutistic adults often experience poorer physical and mental health than the general population. Yet they are rarely included in clinical research. There have been very few high-quality studies (RCTs) testing medications for anxiety in this group. Most existing studies are small and focus on other outcomes. They don't provide clear guidance for care. To help address this gap, the STRATA trial tested whether the medication sertraline (an SSRI) can reduce anxiety in autistic adults. Recruiting participants for such trials can be challenging. We included a qualitative study to better understand what helps or hinders people from joining and staying in the trial. We aimed to explore what aspects of the STRATA trial made it easier or more appealing for autistic adults to take part. We used a framework called the theoretical framework of acceptability (TFA) to define acceptability in this context. We interviewed 64 autistic adults at different stages of the trial, including 2 who chose not to take part. Most participants found the trial acceptable when assessed against the seven aspects of the TFA (i.e., how someone feels about taking part, how much effort is needed, whether taking part fits with a person's values, how well someone understands the study, what someone may have to give up, whether the study is likely to help, and how confident someone feels about taking part). In summary, they felt positive about taking part. They thoug","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2318-2333"},"PeriodicalIF":5.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13494128/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148576820","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 Systematic Review and Quality Appraisal of AI-Augmented Intervention Studies for Autistic Individuals.","authors":"Yusuf Akemoğlu, Emily Brooke Roberts, Jinjun Xiong","doi":"10.1177/13623613261470855","DOIUrl":"10.1177/13623613261470855","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Artificial intelligence (AI) has been increasingly integrated into autism interventions to support personalization and scalability; however, the strength of empirical evidence supporting these approaches remains unclear. In this systematic review, we synthesized and critically appraised experimental studies evaluating AI-based interventions for autistic individuals with a specific focus on intervention outcomes and methodological rigor. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines and a preregistered PROSPERO protocol, we searched databases and identified 13 eligible studies, including randomized controlled trials, quasi-experimental group designs, and single-case experimental designs. Reviewed studies targeted social engagement, communication, emotion recognition, empathy, adaptive participation, and symbolic play and predominantly employed human-in-the-loop models involving parents, educators, or clinicians. Methodological quality was evaluated using design-appropriate quality indicators and What Works Clearinghouse (WWC) standards. Although most studies reported positive short-term effects on participant-level outcomes, rigor varied considerably. Only two studies met WWC standards, five met standards with reservations, and six did not meet standards due to limitations related to experimental control, fidelity reporting, outcome measurement, or data adequacy. Overall, AI-based interventions show promise as tools to augment human-delivered autism interventions, but the current evidence base is preliminary. More rigorous research is needed to establish effectiveness and inform implementation in autism services.Lay AbstractArtificial intelligence, often called AI, is increasingly being used to support services for autistic children. AI tools can help adults such as parents, teachers, and therapists personalize instruction, track progress, and provide feedback during everyday activities. However, it is not yet clear how strong the research evidence is for AI-based interventions. In this review, we examined studies that tested AI-supported interventions designed to improve learning and behavior outcomes for autistic individuals. We carefully reviewed 13 studies and evaluated how well these studies were designed and conducted. The studies focused on areas such as social engagement, communication, emotion understanding, empathy, and participation in daily routines. Most interventions used AI to support, rather than replace, adult guidance. Although many studies reported positive short-term improvements, we found that many had important limitations in their research design. Only a small number of studies met strong standards for research quality. This means that more careful and well-designed studies are needed before AI-based interventions can be widely recommended. Overall, AI shows promise as a tool to support autism intervention, but stronger evidence is needed to understand when, how, ","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2191-2207"},"PeriodicalIF":5.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148629013","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":"Disentangling Autism and Vision Impairment: Challenges in Differential Diagnosis.","authors":"Maria Grammatikou, Aikaterini Tavoulari, Catherine Manning","doi":"10.1177/13623613261464680","DOIUrl":"10.1177/13623613261464680","url":null,"abstract":"","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2167-2172"},"PeriodicalIF":5.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148435013","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":"Executive Functioning Is Linked to Internalizing Symptoms in Autistic Adults With Higher Support Needs.","authors":"Ethan Greenstein, Nancy Raitano Lee, Goldie A McQuaid, Gregory L Wallace","doi":"10.1177/13623613261466302","DOIUrl":"10.1177/13623613261466302","url":null,"abstract":"<p><p>Executive function (EF) refers to a set of cognitive skills essential for self-regulation, problem-solving, and goal-directed behavior. Although EF's relationship with co-occurring depression and anxiety symptoms is well documented in autistic individuals, particularly children without intellectual disability (ID), far less is known about this relationship in autistic adults with higher support needs, including those with ID. The present study addresses this gap by examining associations between three EF components (flexibility, emotion regulation, and inhibitory control) and symptoms of anxiety and depression in 486 autistic adults with higher support needs (ages 18-68; <i>M</i> <i>=</i> 31.07 years), recruited through the Simons Powering Autism Research for Knowledge (SPARK) Research Match service. Caregivers completed the Flexibility Scale, the Barkley Deficits in Executive Functioning Scale (inhibitory control and emotion regulation subscales), and the Anxiety, Depression, and Mood Scale (anxiety and depression subscales). Hierarchical linear regressions, controlling for age, sex assigned at birth, likely cognitive impairment, and caregiver educational attainment, revealed that greater difficulties with flexibility and emotion regulation were significantly associated with elevated anxiety and depression symptoms, whereas inhibitory control difficulties were not. These findings identify flexibility and emotion regulation as key correlates of internalizing symptoms in autistic adults with higher support needs, highlighting these domains as potential targets for future mechanistic and intervention research aimed at reducing anxiety and depression symptoms in this group.Lay AbstractSome everyday thinking skills help people manage feelings, handle change, and pause before acting. These are called executive functions. Most studies on these skills in autism have focused on children or on adults who do not have an intellectual disability, so autistic adults who need higher levels of support are often left out of research. In this study, caregivers answered questions about these thinking skills and about anxiety and depression for a large group of autistic adults with higher support needs, including people with intellectual disability. The results showed that greater challenges with flexibility and emotion regulation were linked with more anxiety and depression symptoms, suggesting that flexibility and emotion regulation could be an important focus for intervention development and support provision efforts aimed at reducing anxiety and depression symptoms in this group.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2334-2349"},"PeriodicalIF":5.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13430996/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148598169","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":"Examining the Roles of Retrieval Practice and Post-Retrieval Feedback in Learning Among Autistic Adults.","authors":"Brianna E Cairney, Eileen Haebig, Heather D Lucas","doi":"10.1177/13623613261464659","DOIUrl":"10.1177/13623613261464659","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Retrieval practice enhances learning and is most effective when feedback is provided. Despite robust evidence that retrieval practice and post-retrieval feedback benefit numerous clinical populations, these techniques have not been studied in autism. In two experiments, we measured retrieval practice and post-retrieval feedback effects on associative memory in autistic and non-autistic adults residing in the United States. Participants attempted to memorize semantically unrelated word pairs, which were then reviewed during a practice phase consisting of retrieval practice with and without feedback. In Experiment 1, word pairs were presented to participants (40 autistic; 40 non-autistic) auditorily. In Experiment 2, stimuli were presented visually and restudy trials were added to the practice phase. Additionally, feedback for retrieval practice trials was manipulated between-subjects (80 participants per group) and a four-alternative recognition test was used in the practice phase. In both experiments, the testing phase consisted of cued recall. Both experiments yielded benefits of feedback following initial retrieval practice across groups. In addition, Experiment 2 demonstrated that both groups benefited from retrieval practice compared to restudy, even without feedback. Our results suggest that the well-documented effects of retrieval practice, particularly in concert with post-retrieval feedback, extend to support learning among autistic as well as non-autistic individuals.Lay AbstractEvery autistic person has their own unique sensory, perceptual, and social experiences that impact learning in different ways. Although many autistic learners have average or above-average IQ, individuals with a diagnosis of autism have an increased likelihood of co-occurring learning disabilities and episodic memory difficulties. These memory-related challenges make it especially important to identify strategies that can support learning in autistic populations. Retrieval practice may be one such strategy, which involves testing oneself on previously learned information. Notably, retrieval practice supports learning among many clinical populations who experience memory and learning difficulties, yet it has not been investigated among autistic learners. This study measured the effects of retrieval practice and post-retrieval feedback among autistic and non-autistic adults (40 per group in Experiment 1; 80 per group in Experiment 2) residing in the United States. The task was divided into three sections. First, participants completed a \"learning\" block where they attempted to memorize unrelated word pairings (e.g., &lt;i&gt;typing flower&lt;/i&gt;). Second was a \"practice\" block, in which they reviewed the recently learned word pairs. Practice trials consisted of retrieval practice with feedback, retrieval practice without feedback, and restudy. In restudy trials, participants reviewed the full word pair (e.g., &lt;i&gt;typing flower&lt;/i&gt;) and selected the second word (e.g., &lt;","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2272-2287"},"PeriodicalIF":5.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13494112/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148560724","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":"Limited Sensitivity and Specificity of the Spanish Social Communication Questionnaire in a Clinic Sample in Quito, Ecuador.","authors":"Jonathan Safer-Lichtenstein, Jenniffer Villarreal, Lucas Fernandez, Mary Troxel","doi":"10.1177/13623613261452239","DOIUrl":"10.1177/13623613261452239","url":null,"abstract":"<p><p>Accurate identification of autism is critical for timely intervention, yet validated screening tools remain limited in Latin America. This study evaluated the psychometric properties of the Spanish-translated Social Communication Questionnaire (SCQ) in a clinic-based sample of children in Quito, Ecuador. Caregivers of 94 children aged 4-18 years completed the SCQ Lifetime form as part of a diagnostic evaluation that included cognitive testing, developmental history, and the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). Internal consistency of the SCQ was good (Cronbach's α = .843). However, the SCQ showed poor diagnostic accuracy, with an area under the receiver operating characteristic curve (AUC) of .60. At the conventional SCQ cut score of 15, sensitivity and specificity were .56 and .60, respectively; using a lower cut score of 11 increased sensitivity (.72) but decreased specificity (.43). These findings indicate limited utility of the SCQ as a screening instrument for autism in this clinical context. Results align with other studies showing variability in SCQ performance across diverse populations and settings, highlighting the need for locally validated screening tools.Lay AbstractEarly and accurate identification of autism helps children and families access helpful supports, yet most screening tools have been developed and tested mainly in English-speaking countries, and we know less about how well they work in Latin America. In this study, we examined how well a Spanish translation of the widely used Social Communication Questionnaire (SCQ) identified autism in a clinic in Quito, Ecuador. Caregivers completed the questionnaire as part of a full clinical evaluation by trained professionals. We found that the SCQ was not very accurate at distinguishing which children did or did not have autism in this setting, meaning it may not be reliable on its own for screening. These results suggest that screening tools should be carefully tested with local communities before widespread use and highlight the need for tools that better reflect the languages, cultures, and experiences of families.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2427-2431"},"PeriodicalIF":5.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13383754/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148142525","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":"Extent and Rigor of Cultural Adaptations in Social Communication Interventions for Autistic Children and Adolescents: A Systematic Review.","authors":"Vipula Rajesh Kumar, Aditi Iyer, Theresa Pham, Marie Y Savundranayagam, Sheila T Moodie, Janis Oram","doi":"10.1177/13623613261455374","DOIUrl":"10.1177/13623613261455374","url":null,"abstract":"<p><p>Social communication interventions to support autistic people are primarily developed and tested in Western countries with predominantly White, English-speaking participants. Although numerous frameworks have been developed to adapt these interventions for diverse ethnocultural groups, the quality of these adaptations is not well understood. This review used the Cultural Adaptation Checklist (CAC) to appraise the quality of cultural adaptations of social communication interventions for autistic children and adolescents. Searches across eight databases identified 16 studies involving 474 participants. Included studies reflected seven different culturally adapted interventions delivered across 12 countries in 11 languages. The methodological quality of the studies was assessed using QualSyst, and data were analyzed through narrative synthesis. All studies demonstrated at least adequate methodological quality, but only three reported using a specific framework to guide their cultural adaptations. The extent of adaptations varied, with fulfillment of CAC items across studies ranging from 44% to 91%. This review highlights the need for more comprehensively reported cultural adaptations to best support the global autistic community. The CAC offers a useful framework that researchers can use to facilitate this process. Future research should examine to what extent cultural adaptations are needed and which types of adaptations best support desired intervention outcomes.Lay AbstractMany programs have been designed in Western countries to support social communication skills such as understanding others, making friends, and building relationships in autistic people. Those who participate in these programs have mainly been English-speaking participants, so the suitability of these programs to other language, cultural, and ethnic backgrounds remains unknown. To make programs more culturally and linguistically relevant, researchers have adapted them in several ways. This study looked at how well programs for autistic children and adolescents have been adapted for various communities. Using the Cultural Adaptation Checklist (CAC), we examined 16 studies and found that the amount of adaptations varied widely. Only three studies mentioned using a framework that guided their adaptations. Our findings show that although all studies described some level of cultural adaptation, very few reported on ensuring stronger community involvement or making the programs more accessible for all. Using tools like the CAC can help researchers and clinicians make programs more inclusive and relevant for autistic individuals and their families worldwide.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2173-2190"},"PeriodicalIF":5.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13494136/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148366949","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}