Pub Date : 2023-07-25DOI: 10.1108/aia-11-2022-0055
D. Nicholas, Theresa Jubenville-wood, R. Zulla, Katelyn Lowe, L. Zwaigenbaum
Purpose The purpose of this study is to examine how the search for transitional services has been characterized as a challenging experience for autistic youth and their families. Transitional services are reported to be inconsistent and do not address the range of needs that autistic individuals have. Design/methodology/approach In this study, qualitative interviews were conducted with autistic individuals (n = 31), their parents/caregivers (n = 23) and transition-based service providers (n = 10). Findings Findings invite capacity building across sectors, including working with both the autistic individual and their caregiver, and ensuring targeted services commensurate with individual needs related to autism and ancillary challenges. Implications and recommendations for service and system advancement are offered. Practical implications Current services were reportedly insufficient in meeting the needs of autistic individuals as they transitioned into adulthood. Service areas needing to be bolstered include daily life, community engagement and employment. Capacity building and enhanced training are required. Information and communication strategies require advancement. Social implications A more responsive system is required, which involves support from many societal sectors (e.g. health, mental health, advanced education, social services, industry, housing and justice) over the lifespan. Policy adjustments and organizational mandates need to be reviewed to better consider the needs of transitioning autistic youth and allocate resources accordingly. Partnerships across stakeholder groups are needed. Originality/value This study provides details on a known but not well understood issue of transition to adulthood for autistic adults. This study is unique in providing first-hand data from transitioning autistic adults, with corroborating data from families and service providers.
{"title":"Examining the transition to adulthood in autism spectrum disorder: examining the perspectives of autistic individuals, caregivers and service providers","authors":"D. Nicholas, Theresa Jubenville-wood, R. Zulla, Katelyn Lowe, L. Zwaigenbaum","doi":"10.1108/aia-11-2022-0055","DOIUrl":"https://doi.org/10.1108/aia-11-2022-0055","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine how the search for transitional services has been characterized as a challenging experience for autistic youth and their families. Transitional services are reported to be inconsistent and do not address the range of needs that autistic individuals have.\u0000\u0000\u0000Design/methodology/approach\u0000In this study, qualitative interviews were conducted with autistic individuals (n = 31), their parents/caregivers (n = 23) and transition-based service providers (n = 10).\u0000\u0000\u0000Findings\u0000Findings invite capacity building across sectors, including working with both the autistic individual and their caregiver, and ensuring targeted services commensurate with individual needs related to autism and ancillary challenges. Implications and recommendations for service and system advancement are offered.\u0000\u0000\u0000Practical implications\u0000Current services were reportedly insufficient in meeting the needs of autistic individuals as they transitioned into adulthood. Service areas needing to be bolstered include daily life, community engagement and employment. Capacity building and enhanced training are required. Information and communication strategies require advancement.\u0000\u0000\u0000Social implications\u0000A more responsive system is required, which involves support from many societal sectors (e.g. health, mental health, advanced education, social services, industry, housing and justice) over the lifespan. Policy adjustments and organizational mandates need to be reviewed to better consider the needs of transitioning autistic youth and allocate resources accordingly. Partnerships across stakeholder groups are needed.\u0000\u0000\u0000Originality/value\u0000This study provides details on a known but not well understood issue of transition to adulthood for autistic adults. This study is unique in providing first-hand data from transitioning autistic adults, with corroborating data from families and service providers.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44983620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1108/aia-04-2022-0019
Elif Yildirim
Purpose Recent evidence indicates an improving effect of the co-occurrence of autistic traits and psychotic symptoms on social cognition, but there is no agreement on the effect of the interaction between autistic traits and psychotic proneness on empathy. The aim of this study is to examine the effect of the interaction between autistic traits and positive psychotic experiences on cognitive and affective empathy. Design/methodology/approach The sample consisted of 420 adults aged between 18 and 60. Assessments were administered anonymously online. Empathic abilities were evaluated by the Interpersonal Reactivity Index (IRI). While Autism Spectrum Quotient (AQ) was applied to measure autistic traits, The Community Assessment of Psychic Experience (CAPE) was used as a measurement of positive psychotic experiences. Findings A series of regression analyses showed that although AQ and CAPE scores were not correlated with cognitive-IRI, the interaction between these scores predicted cognitive-IRI scores. It was found that the personal distress subscale of IRI was significantly associated with AQ, but this relationship was moderated by CAPE scores. Originality/value These findings provide a different perspective on understanding social cognitive impairments in autism, which may have potential clinical implications. Findings also contribute to explaining the individual differences in empathic abilities.
{"title":"The effect of the interaction between autistic traits and psychotic proneness on empathy: a cross-sectional study with a non-clinical sample","authors":"Elif Yildirim","doi":"10.1108/aia-04-2022-0019","DOIUrl":"https://doi.org/10.1108/aia-04-2022-0019","url":null,"abstract":"\u0000Purpose\u0000Recent evidence indicates an improving effect of the co-occurrence of autistic traits and psychotic symptoms on social cognition, but there is no agreement on the effect of the interaction between autistic traits and psychotic proneness on empathy. The aim of this study is to examine the effect of the interaction between autistic traits and positive psychotic experiences on cognitive and affective empathy.\u0000\u0000\u0000Design/methodology/approach\u0000The sample consisted of 420 adults aged between 18 and 60. Assessments were administered anonymously online. Empathic abilities were evaluated by the Interpersonal Reactivity Index (IRI). While Autism Spectrum Quotient (AQ) was applied to measure autistic traits, The Community Assessment of Psychic Experience (CAPE) was used as a measurement of positive psychotic experiences.\u0000\u0000\u0000Findings\u0000A series of regression analyses showed that although AQ and CAPE scores were not correlated with cognitive-IRI, the interaction between these scores predicted cognitive-IRI scores. It was found that the personal distress subscale of IRI was significantly associated with AQ, but this relationship was moderated by CAPE scores.\u0000\u0000\u0000Originality/value\u0000These findings provide a different perspective on understanding social cognitive impairments in autism, which may have potential clinical implications. Findings also contribute to explaining the individual differences in empathic abilities.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48868873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1108/aia-05-2022-0031
Alexandra Eleftheria Broupi, D. Kokaridas, Vasileios K Tsimaras, P. Varsamis
Purpose Individuals with autism spectrum disorders (ASD) present challenges in their social and communication skills such as difficulties in developing interpersonal relationships and verbal and nonverbal communication; repetitive and restricted behaviors concerning resistance to environmental change, stereotyped movements and unusual reactions to sensory stimuli; and significant delays in motor development and performance. The purpose of this study was to investigate the effect of a combined visual arts and exercise program on the communication and social behavior skills of people with ASD. Design/methodology/approach The research was conducted in a Creative Employment Center of People with Disabilities, and the sample consisted of 18 participants with ASD divided randomly into a control group (CG) (n = 8) and an experiment group (EG) (n = 10). The Social Communication Questionnaire (SCQ) was used prior and after the implementation of the intervention program. EG participants attended an intervention program, whereas CG individuals followed their daily routine activities, and they only completed the SCQ prior and after the program. Findings EG demonstrated statically significant improvements in communication skills and social behavior, compared to the results of the CG. Furthermore, participants with Asperger’s syndrome showed a higher improvement rate compared to participants with autism, while no statistically significant differences were noticed concerning gender and age of the participants. Originality/value To the best of the authors’ knowledge, this is the first paper to investigate the effect of a combined visual arts and adapted physical activity program on the social and communication skills of people with ASD.
{"title":"The effect of a visual arts and exercise program on communication and social skills of students with autism spectrum disorders","authors":"Alexandra Eleftheria Broupi, D. Kokaridas, Vasileios K Tsimaras, P. Varsamis","doi":"10.1108/aia-05-2022-0031","DOIUrl":"https://doi.org/10.1108/aia-05-2022-0031","url":null,"abstract":"\u0000Purpose\u0000Individuals with autism spectrum disorders (ASD) present challenges in their social and communication skills such as difficulties in developing interpersonal relationships and verbal and nonverbal communication; repetitive and restricted behaviors concerning resistance to environmental change, stereotyped movements and unusual reactions to sensory stimuli; and significant delays in motor development and performance. The purpose of this study was to investigate the effect of a combined visual arts and exercise program on the communication and social behavior skills of people with ASD.\u0000\u0000\u0000Design/methodology/approach\u0000The research was conducted in a Creative Employment Center of People with Disabilities, and the sample consisted of 18 participants with ASD divided randomly into a control group (CG) (n = 8) and an experiment group (EG) (n = 10). The Social Communication Questionnaire (SCQ) was used prior and after the implementation of the intervention program. EG participants attended an intervention program, whereas CG individuals followed their daily routine activities, and they only completed the SCQ prior and after the program.\u0000\u0000\u0000Findings\u0000EG demonstrated statically significant improvements in communication skills and social behavior, compared to the results of the CG. Furthermore, participants with Asperger’s syndrome showed a higher improvement rate compared to participants with autism, while no statistically significant differences were noticed concerning gender and age of the participants.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first paper to investigate the effect of a combined visual arts and adapted physical activity program on the social and communication skills of people with ASD.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46434295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-14DOI: 10.1108/aia-09-2022-0048
Steven D. Stagg, Fathima Kodakkadan, S. Rajan
Purpose This study aims to examine the levels of stress and resilience in a sample of British Indian parents bringing up a child with autism. Design/methodology/approach A total of 52 British Indian parents took part in a survey that included measures of stress, resilience, support and child adaptive functioning. Results were compared to a sample of white British (n = 120) and Indian parents (n = 120). Findings The British Indian parents recorded higher levels of stress and less perceived social support than their white British counterparts. British Indian parents took longer to register concern about their child’s development and sought a diagnosis at a later age than the white British group. The delay in concern and diagnosis was similar to that found in the India group. Originality/value The research suggests that British Indian parents are disadvantaged in social support and mental well-being compared to white British parents and may face similar community pressures to parents bringing up a child in India.
{"title":"Stress and resilience in British Indian parents with an autistic child: a comparative study with white British and Indian parents","authors":"Steven D. Stagg, Fathima Kodakkadan, S. Rajan","doi":"10.1108/aia-09-2022-0048","DOIUrl":"https://doi.org/10.1108/aia-09-2022-0048","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the levels of stress and resilience in a sample of British Indian parents bringing up a child with autism.\u0000\u0000\u0000Design/methodology/approach\u0000A total of 52 British Indian parents took part in a survey that included measures of stress, resilience, support and child adaptive functioning. Results were compared to a sample of white British (n = 120) and Indian parents (n = 120).\u0000\u0000\u0000Findings\u0000The British Indian parents recorded higher levels of stress and less perceived social support than their white British counterparts. British Indian parents took longer to register concern about their child’s development and sought a diagnosis at a later age than the white British group. The delay in concern and diagnosis was similar to that found in the India group.\u0000\u0000\u0000Originality/value\u0000The research suggests that British Indian parents are disadvantaged in social support and mental well-being compared to white British parents and may face similar community pressures to parents bringing up a child in India.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45348259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.1108/aia-02-2023-0005
Lisa M. Thompson, E. Wilkinson, Sharleen Nall-Evans, Felix Michelet, M. Lewis, Fiona Pender, S. Jaydeokar
Purpose Autistic young people have health and care needs that may benefit from a multi-agency intervention. The “Current View” tool is routinely used in England to profile the needs of young people referred to mental health services. This study aims to examine associations between comorbidities and complex needs in autistic and non-autistic young people to assess the multifaceted needs of autistic young people. Design/methodology/approach A cohort study was conducted using data from the electronic patient record, comparing autistic and non-autistic young people to see which items in the four “Current View” tool categories were associated with autistic young people. Findings Issues associated with autistic young people were: “community issues”, “attainment issues” and “deemed child in need” (all p < 0.001). Autistic young people scored significantly more items (p < 0.05) in the categories complexity/contextual/educational factors. Comorbidities associated with autistic young people included anxiety, “behavioural difficulties”, “peer relationship difficulties” and “self-care issues” (all p < 0.001). There was an association with increased comorbidities and complexity factors in autistic young people which suggests increased support from agencies may be beneficial. Originality/value Few studies have used data in the “Current View” tool to assess young people referred to services. More use could be made of this data for planning and delivering services.
{"title":"Can the “Current View” show that autistic young people referred to mental health services have more comorbidities and complex needs?","authors":"Lisa M. Thompson, E. Wilkinson, Sharleen Nall-Evans, Felix Michelet, M. Lewis, Fiona Pender, S. Jaydeokar","doi":"10.1108/aia-02-2023-0005","DOIUrl":"https://doi.org/10.1108/aia-02-2023-0005","url":null,"abstract":"\u0000Purpose\u0000Autistic young people have health and care needs that may benefit from a multi-agency intervention. The “Current View” tool is routinely used in England to profile the needs of young people referred to mental health services. This study aims to examine associations between comorbidities and complex needs in autistic and non-autistic young people to assess the multifaceted needs of autistic young people.\u0000\u0000\u0000Design/methodology/approach\u0000A cohort study was conducted using data from the electronic patient record, comparing autistic and non-autistic young people to see which items in the four “Current View” tool categories were associated with autistic young people.\u0000\u0000\u0000Findings\u0000Issues associated with autistic young people were: “community issues”, “attainment issues” and “deemed child in need” (all p < 0.001). Autistic young people scored significantly more items (p < 0.05) in the categories complexity/contextual/educational factors. Comorbidities associated with autistic young people included anxiety, “behavioural difficulties”, “peer relationship difficulties” and “self-care issues” (all p < 0.001). There was an association with increased comorbidities and complexity factors in autistic young people which suggests increased support from agencies may be beneficial.\u0000\u0000\u0000Originality/value\u0000Few studies have used data in the “Current View” tool to assess young people referred to services. More use could be made of this data for planning and delivering services.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41902292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-24DOI: 10.1108/aia-07-2022-0036
E. Cooke, M. Brenner, V. Smith
Purpose This study aims to explore how the COVID-19 pandemic has impacted parents of autistic children and their families in Ireland. Design/methodology/approach A qualitative thematic analysis methodology was applied using semi-structured interviews. A total of 12 parents (ten mothers, one father and one grandfather speaking on behalf of a mother) of autistic children were asked how the COVID-19 pandemic impacted them and their autistic child with a particular focus on how it has impacted their access to respite care. Interviews were completed remotely from July 2021 to October 2021. Findings Data analysis identified four themes that reflect an adverse pandemic impact. These were: world gone; alone and isolated; constantly fighting for help; and negative and positive impact of COVID-19 on child and family. Two parents reported positive outcomes of the pandemic such as social distance requirements. Five parents (42%) reported an increase in the amount of respite received. Three parents (25%) reported a decrease and four (33%) parents reported no change in their access to respite. Research limitations/implications COVID-19 has turned a spotlight on mental health for politicians, policymakers and the public and provides an opportunity to make mental health a higher public health priority for autistic children and their families. Originality/value This study highlights the need for access to respite for autistic children and for respite services to be responsive to the ongoing needs, in particular, the mental health needs of autistic children and their family, particularly in a crisis situation.
{"title":"The impact of COVID-19 on parents of autistic children with a particular focus on access to respite care","authors":"E. Cooke, M. Brenner, V. Smith","doi":"10.1108/aia-07-2022-0036","DOIUrl":"https://doi.org/10.1108/aia-07-2022-0036","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore how the COVID-19 pandemic has impacted parents of autistic children and their families in Ireland.\u0000\u0000\u0000Design/methodology/approach\u0000A qualitative thematic analysis methodology was applied using semi-structured interviews. A total of 12 parents (ten mothers, one father and one grandfather speaking on behalf of a mother) of autistic children were asked how the COVID-19 pandemic impacted them and their autistic child with a particular focus on how it has impacted their access to respite care. Interviews were completed remotely from July 2021 to October 2021.\u0000\u0000\u0000Findings\u0000Data analysis identified four themes that reflect an adverse pandemic impact. These were: world gone; alone and isolated; constantly fighting for help; and negative and positive impact of COVID-19 on child and family. Two parents reported positive outcomes of the pandemic such as social distance requirements. Five parents (42%) reported an increase in the amount of respite received. Three parents (25%) reported a decrease and four (33%) parents reported no change in their access to respite.\u0000\u0000\u0000Research limitations/implications\u0000COVID-19 has turned a spotlight on mental health for politicians, policymakers and the public and provides an opportunity to make mental health a higher public health priority for autistic children and their families.\u0000\u0000\u0000Originality/value\u0000This study highlights the need for access to respite for autistic children and for respite services to be responsive to the ongoing needs, in particular, the mental health needs of autistic children and their family, particularly in a crisis situation.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45124193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.1108/aia-03-2022-0011
Minje Kim, Kyong-Mee Chung, Eunsun Chung
Purpose The purpose of this study is to examine the effectiveness of two intervention strategies – identifying the global letter of Navon letters and verbally describing a face – in improving face recognition abilities of adolescents with autism spectrum disorder (ASD). Design/methodology/approach A total of 15 adolescents with ASD and 15 typically developing (TD) adolescents participated in this study, which consisted of three experimental conditions: verbalization, Navon and control. Participants were presented with a target face for a short period of time, then completed a task specific to the condition in a counterbalanced order, followed by a face recognition task. Findings The results of this study showed no significant interaction effects between groups and conditions, either in accuracy or reaction time. However, TD adolescents performed better than ASD adolescents in terms of accuracy. In addition, the verbalization condition resulted in better performance with slower response times compared to the control condition. Originality/value These findings suggest that verbalization may be a useful strategy to enhance face recognition abilities in ASD and TD individuals.
{"title":"Exploring intervention strategies to enhance face recognition abilities in adolescents with autism spectrum disorder: assessing the impact of verbalization and Navon tasks","authors":"Minje Kim, Kyong-Mee Chung, Eunsun Chung","doi":"10.1108/aia-03-2022-0011","DOIUrl":"https://doi.org/10.1108/aia-03-2022-0011","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine the effectiveness of two intervention strategies – identifying the global letter of Navon letters and verbally describing a face – in improving face recognition abilities of adolescents with autism spectrum disorder (ASD).\u0000\u0000\u0000Design/methodology/approach\u0000A total of 15 adolescents with ASD and 15 typically developing (TD) adolescents participated in this study, which consisted of three experimental conditions: verbalization, Navon and control. Participants were presented with a target face for a short period of time, then completed a task specific to the condition in a counterbalanced order, followed by a face recognition task.\u0000\u0000\u0000Findings\u0000The results of this study showed no significant interaction effects between groups and conditions, either in accuracy or reaction time. However, TD adolescents performed better than ASD adolescents in terms of accuracy. In addition, the verbalization condition resulted in better performance with slower response times compared to the control condition.\u0000\u0000\u0000Originality/value\u0000These findings suggest that verbalization may be a useful strategy to enhance face recognition abilities in ASD and TD individuals.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45294867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1108/aia-01-2023-0001
Nicholas Andrew Hudson, Jake M. Linnane, Kelly Rayner-Smith
Purpose Social media use in autistic people has been identified as a potential avenue for less pressured social contact. Given shifts towards online socialisation, this study aims to systematically review the available literature on how autistic people experience and use social media. Design/methodology/approach A systematic review was carried out using the preferred reporting items for systematic reviews and meta-analyses system, with relevant literature reviewed and synthesised using a narrative approach. Inclusion criteria included adults and/or adolescents as the sole sample, a focus on autism and social media use as the sole/main topic. Findings A total of 1,278 research studies were initially identified; following screening, 15 papers were reviewed. Studies demonstrated some support for the positive role social media can play and presented its use as a smart adaptation for the challenges of neurotypical socialising. For autistic people, social media may provide a balance between meeting the need to be connected to people without the pressure of managing aspects, such as tone of voice or body language. Research limitations/implications Most studies were questionnaire-based with substantial threats to validity. Samples were self-selecting, with autism status not always confirmed. Individual studies used a broad approach to the definition of social media, including online gaming and other online activities, precluding firm conclusions being made. Practical implications There may be a Goldilocks “just right” level of social media contact that could maximise connectedness to others without impacting negatively on mental health, offline relationships and activities of daily living. Originality/value This paper presents a novel account of research from case studies and larger scale questionnaire studies.
{"title":"Autism and social media: a systematic review of the user experience","authors":"Nicholas Andrew Hudson, Jake M. Linnane, Kelly Rayner-Smith","doi":"10.1108/aia-01-2023-0001","DOIUrl":"https://doi.org/10.1108/aia-01-2023-0001","url":null,"abstract":"\u0000Purpose\u0000Social media use in autistic people has been identified as a potential avenue for less pressured social contact. Given shifts towards online socialisation, this study aims to systematically review the available literature on how autistic people experience and use social media.\u0000\u0000\u0000Design/methodology/approach\u0000A systematic review was carried out using the preferred reporting items for systematic reviews and meta-analyses system, with relevant literature reviewed and synthesised using a narrative approach. Inclusion criteria included adults and/or adolescents as the sole sample, a focus on autism and social media use as the sole/main topic.\u0000\u0000\u0000Findings\u0000A total of 1,278 research studies were initially identified; following screening, 15 papers were reviewed. Studies demonstrated some support for the positive role social media can play and presented its use as a smart adaptation for the challenges of neurotypical socialising. For autistic people, social media may provide a balance between meeting the need to be connected to people without the pressure of managing aspects, such as tone of voice or body language.\u0000\u0000\u0000Research limitations/implications\u0000Most studies were questionnaire-based with substantial threats to validity. Samples were self-selecting, with autism status not always confirmed. Individual studies used a broad approach to the definition of social media, including online gaming and other online activities, precluding firm conclusions being made.\u0000\u0000\u0000Practical implications\u0000There may be a Goldilocks “just right” level of social media contact that could maximise connectedness to others without impacting negatively on mental health, offline relationships and activities of daily living.\u0000\u0000\u0000Originality/value\u0000This paper presents a novel account of research from case studies and larger scale questionnaire studies.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48531538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1108/aia-08-2022-0043
John E. Hartley, J. Purrington, Gemma Hartley
Purpose The COVID-19 pandemic has resulted in health services adapting the delivery of routine assessments, with many operating remotely. This paper aims to explore the lived experiences of individuals undertaking remote autism assessments during the COVID-19 pandemic. Design/methodology/approach A mixed-methods service evaluation was completed in an adult autism and neurodevelopmental service based in the north of England. A total of 24 participants, who had undergone remote autism assessments between March 2020 and July 2020, completed a questionnaire about their experiences. Thematic analysis was performed, and additional quantitative data were analysed descriptively to allow contextual information to be included. Findings The evaluation identified three main themes. The first, practical and sensory issues of remote assessment, indicated that internet connectivity problems were common and sometimes impeded a successful assessment. Additionally, participants identified some elements of the videocall impacted their sensory sensitivities. The second theme, emotional responses to remote assessment, demonstrated relief and exhaustion to be common following sessions. The ability to complete assessments from a safe space were favoured by most. The final theme, pros and cons of different assessment methods, highlighted the preference for video assessments above telephone and in person sessions. Originality/value This study provides an original contribution to the literature by gathering autistic adults’ perspectives on remote autism assessments. The findings suggest that video assessments were the most preferable, over face-to-face and then telephone. Services should offer video and face-to-face assessments while keeping telephone assessments to a minimum.
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