Autism最新文献

{"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":"<p><p>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}

{"title":"Feasibility and Preliminary Efficacy of a Caregiver-Assisted Group-Based Naturalistic Developmental Behavioral Intervention Program for Autistic Preschoolers: A Pilot Randomized Controlled Trial.","authors":"Guan-Jye Seng, Ji-Yu Lin, Wei-Lieh Huang, Hsin-Yu Lai, Wei-Chih Kao, Hao-Ling Chen, Susan Shur-Fen Gau","doi":"10.1177/13623613261462574","DOIUrl":"10.1177/13623613261462574","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Naturalistic Developmental Behavioral Interventions (NDBIs) effectively improve developmental, social, and adaptive outcomes in autistic children, with caregiver involvement further enhancing treatment effects. Although one-on-one NDBI programs are strongly supported by evidence, their reliance on high staff-to-child ratios and certified therapists limits scalability. Group-based NDBI models may represent a more feasible and cost-effective alternative, particularly when implemented with open-access fidelity frameworks and active caregiver participation. This pilot randomized controlled trial compared a caregiver-assisted, group-based NDBI program with a therapist-delivered one-on-one NDBI program in autistic children aged 2 to 5 years. Both interventions were administered twice weekly for 12 weeks, with fidelity monitored using the NDBI Fidelity (NDBI-Fi). Forty autistic children were enrolled, and 38 children were included in the final analyses. Both groups showed significant improvements over time in verbal development, social interaction, adaptive functioning, autistic symptoms, problem behaviors, and caregiver stress. A significant time-by-group interaction was observed for nonverbal development, with significant gains in the one-on-one NDBI group but not in the group-based condition. These preliminary findings suggest that a structured, caregiver-assisted group-based NDBI model that integrates caregivers' assistance, maintains intervention fidelity, and reduces staffing demands is feasible and associated with changes over time, indicating its potential as a scalable intervention approach.&lt;b&gt;Clinical trial registry:&lt;/b&gt; https://clinicaltrials.gov/study/NCT06221943Lay AbstractEarly intervention can help young autistic children improve communication, learning, social skills, and daily functioning. One widely used approach, Naturalistic Developmental Behavioral Intervention (NDBI), teaches skills through play and everyday activities, while actively involving caregivers. However, traditional NDBI is typically delivered one-on-one by trained therapists, which can be costly and difficult for many families to access. This study evaluated a new, group-based NDBI program in which small groups of young children and their caregivers learned together with therapist guidance. Thirty-eight autistic children aged 2 to 5 years received two sessions per week over 12 weeks, with 19 receiving the group program and 19 receiving the therapist-delivered one-on-one intervention. Children in both groups showed meaningful improvements in language, social interaction, adaptive functioning, autistic symptoms, and behaviors. Caregivers in both groups also reported feeling less stressed. The group-based model was feasible and acceptable while supporting positive developmental changes. However, significant improvements in nonverbal development were observed only in the one-on-one intervention group. Overall, these findings suggest that caregiver-assisted group-based","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2208-2224"},"PeriodicalIF":5.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148576796","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 Association Between Motor and Social Skills in Young Autistic Children Enrolled in the Study to Explore Early Development.","authors":"Olivia M Pokoski, Hideko Engel, Sarah M Furnier, Ronald Gangnon, Patrick Powell, Nuri Reyes, Brittany G Travers, Lisa D Wiggins, Maureen S Durkin","doi":"10.1177/13623613261447759","DOIUrl":"10.1177/13623613261447759","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Motor difficulties are common in autistic individuals and may contribute to challenges in social development. Understanding the association between motor and social skills could inform interventions to improve developmental outcomes. Using data from the Study to Explore Early Development-a large, diverse sample of rigorously characterized preschool-aged autistic children in the United States-we aimed to (a) describe the frequency of motor challenges using multiple standardized instruments; and (b) evaluate associations between motor and social skills. Children were identified from health and education organizations and birth records. Caregivers completed standardized interviews and questionnaires, and children completed comprehensive developmental evaluations to determine autism status. Among 2,039 children meeting the study autism criteria, 67.3% exhibited motor scores ⩾2 standard deviations below the mean on at least one measure. Motor difficulties were more prevalent in the fine motor (up to 63.4%) than gross motor (14.2%) domain and among children with significant visual reception delays (up to 92.8%) than those without these delays (up to 32.0%). After adjusting for covariates, fine motor skills were significantly associated with social challenges in both functional and autism-specific domains. These findings highlight the importance of motor development in early autism evaluations.Lay abstractMany autistic children have challenges with movement skills, such as crawling, walking, or using their hands for tasks like drawing or eating. These motor difficulties can also affect how children learn, play, and interact with others. Understanding how motor and social skills are connected may help improve early support for autistic children. This study used data from the Study to Explore Early Development, a large research project that included preschool-aged autistic children from diverse communities across the United States. Parents completed interviews and surveys about their child's development, and each child was evaluated by trained professionals to better understand their strengths and needs. We looked at over 2,000 autistic children and found that about 67% (two out of three) had motor skill scores that were well below what's typical for their age. Motor difficulties were more common when children used small muscles in the hands and fingers, like when drawing or eating, than when they used large muscles, like when crawling or walking. We also found that children with stronger motor skills tended to have fewer social challenges. These results show that motor delays are not only common in young autistic children but may also be linked to how they develop social skills. Spotting motor difficulties early could help families and professionals better support each child's development. Supporting motor skills in early childhood, along with communication and behavior, might help autistic children build stronger social connections. By raising awa","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1971-1985"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13225622/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148051990","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":"Towards Neurodiversity-Affirming, Co-Produced Competence Frameworks in Psychotherapy: An Autistic-Led Call to Action.","authors":"Laurence Cobbaert, Marie Camin, Kai Schweizer, Steven K Kapp, Lumen Gorrie, Ellen Maloney, Amanda Moses, Kai S Thomas, Korey Baruta, Esther Fidock, Dawn-Joy Leong, Margo White, Georgia Pavlopoulou","doi":"10.1177/13623613261457948","DOIUrl":"10.1177/13623613261457948","url":null,"abstract":"","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2160-2163"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148248979","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":"Acceptability and Implementation of a Primary Care Health Check for Autistic People: Findings From Evaluation Questionnaires and Interviews.","authors":"Hannah Merrick, Helen Taylor, Barry Ingham, Tracy Finch, Sarah Al-Ashmori, Ruby Herrington, Clare Scarlett, Carole Buckley, Sally-Ann Cooper, Cristina Fernandez-Garcia, Shona Haining, Rhianna Lees, Nicholas Lennox, Sebastian Moss, Tim Nicholls, Christina Nicolaidis, Malcolm Osborne, Dora M Raymaker, Tomos Robinson, Anna Urbanowicz, James Ms Wason, Colin Wilson, Jeremy R Parr","doi":"10.1177/13623613261433106","DOIUrl":"10.1177/13623613261433106","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Autistic people experience higher rates of physical and mental health conditions and face barriers to accessing healthcare. This study evaluated the acceptability and implementation of a co-designed primary care health check for autistic people (18 years+), delivered within a randomised controlled trial in Northern England investigating clinical and cost-effectiveness. Following health checks, all autistic people, carers/supporters, and clinicians were invited to complete evaluation questionnaires and a subset invited for an interview. Eighty-one autistic people, 11 carers/supporters, and 18 clinicians returned questionnaires and were descriptively analysed; 44 participants were interviewed. Findings demonstrated that the pre-appointment questionnaire and health check appointment were reported to be acceptable, valued and beneficial by all groups. Carers/supporters reported positive impacts of their role in reducing anxiety and supporting communication. Interview analysis, informed by Normalisation Process Theory, highlighted important factors to consider for implementation of the health check at scale. This included the importance of providing clear guidance and resources ahead of the health check and ensuring enough funding and capacity in primary care. Health checks can be delivered to autistic people in local neighbourhoods to address heath inequalities. Health checks require adequate resources, staff training, and integration into care systems to ensure successful implementation and sustainability.Lay Abstract&lt;b&gt;Improving healthcare for autistic people: a study of a new primary care health check&lt;/b&gt;Autistic people often face more health problems and shorter average life expectancy compared to non-autistic people. They can also find it harder to access healthcare that meets their needs. To help with this, researchers developed a new health check specifically for autistic people to be used in general practice settings. This health check included a pre-appointment questionnaire to help prepare for the visit and a longer appointment with a trained clinician. This study looked at how acceptable the health check was for autistic people, their carers/supporters, and clinicians, and what factors will help it work well in practice. It used questionnaires and interviews to collect views from autistic people who received the health check, clinicians who delivered it, and carers/supporters who attended the appointment. Most autistic people thought the health check was helpful and they would attend one again. The pre-appointment questionnaire helped people share important information, although some found it difficult to complete and some people needed support to complete it. Carers/supporters also found the process helpful in supporting the autistic adult and improving communication. Clinicians said they were able to put adjustments in place, use the clinician health check template, and found the extra time and structure the health check provided u","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"1955-1970"},"PeriodicalIF":5.7,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13392152/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148263021","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}