Pub Date : 2020-10-07DOI: 10.1108/AIA-10-2019-0035
H. Pesonen, M. Waltz, E. Syurina, M. Fabri, Sarah Krukels, Mona Algner, Bertrand Monthubert, Timo Lorenz
Purpose This paper aims to examine effective support strategies for facilitating the employment of autistic students and graduates by answering the following research question: What constitutes effective employment support for autistic students and graduates? Design/methodology/approach Data were collected using the method of empathy-based stories (MEBS) as part of a multinational European project’s Web-based survey. The data consisted of 55 writings about effective strategies and 55 writings about strategies to ]avoid when working with autistic students and graduates. The material was analysed using qualitative inductive content analysis. Narratives were created to illustrate desirable and undesirable environments and processes as they would be experienced by students, supported by original excerpts from the stories. Findings The analysis revealed that effective employment support for autistic students and graduates comprised three dimensions of support activity: practices based on the form and environment of support, social interaction support and autism acceptance and awareness. These dimensions were present in both recommended and not recommended support strategy writings. Originality/value The results add to the literature on autism and employment with its focus on the novel context of autistic university students and graduates. Effective strategies will be based on person-centred planning, to include not only the individual impact of autism but also individual career goals, workplace characteristics in the chosen field, employer needs and allocation of the right support. There is no one-size-fits-all strategy, but rather an individualized process is needed, focused on the identification of strengths, the adaptation of employment and work processes and improved understanding and acceptance of autism by management, colleagues and administration in the workplace.
{"title":"Stakeholders’ views on effective employment support strategies for autistic university students and graduates entering the world of work","authors":"H. Pesonen, M. Waltz, E. Syurina, M. Fabri, Sarah Krukels, Mona Algner, Bertrand Monthubert, Timo Lorenz","doi":"10.1108/AIA-10-2019-0035","DOIUrl":"https://doi.org/10.1108/AIA-10-2019-0035","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine effective support strategies for facilitating the employment of autistic students and graduates by answering the following research question: What constitutes effective employment support for autistic students and graduates?\u0000\u0000\u0000Design/methodology/approach\u0000Data were collected using the method of empathy-based stories (MEBS) as part of a multinational European project’s Web-based survey. The data consisted of 55 writings about effective strategies and 55 writings about strategies to ]avoid when working with autistic students and graduates. The material was analysed using qualitative inductive content analysis. Narratives were created to illustrate desirable and undesirable environments and processes as they would be experienced by students, supported by original excerpts from the stories.\u0000\u0000\u0000Findings\u0000The analysis revealed that effective employment support for autistic students and graduates comprised three dimensions of support activity: practices based on the form and environment of support, social interaction support and autism acceptance and awareness. These dimensions were present in both recommended and not recommended support strategy writings.\u0000\u0000\u0000Originality/value\u0000The results add to the literature on autism and employment with its focus on the novel context of autistic university students and graduates. Effective strategies will be based on person-centred planning, to include not only the individual impact of autism but also individual career goals, workplace characteristics in the chosen field, employer needs and allocation of the right support. There is no one-size-fits-all strategy, but rather an individualized process is needed, focused on the identification of strengths, the adaptation of employment and work processes and improved understanding and acceptance of autism by management, colleagues and administration in the workplace.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48197682","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 : 2020-10-01DOI: 10.1108/AIA-10-2019-0036
Timo Lorenz, Chelsea Brüning, M. Waltz, M. Fabri
Purpose The purpose of this paper is to reveal barriers and their coherences between discrimination and self-perceived employability which students and employees on the autism spectrum often face and need to overcome. These include discrimination based on disability, when applying for a job or retaining employment. This research located barriers in three different categories: formality – problems that focus on organizational structures in the application process; social – communication and interaction problems; and job demand barriers – obstacles that epitomize work-related strains. Design/methodology/approach Barriers and discrimination can prevent individuals from accessing the labor market which can lead to severe consequences for an individual on the autism spectrum, such as poverty, social deprivation or lack of health promotion and equal treatment. Self-perceived employability can be regarded as an additional strength, as it describes the perception of an individual’s own skills and versatility to acquire and keep a job. In total, 53 German-speaking individuals on the autism spectrum participated in an online survey. Findings Results showed statistically significant coherences between both, formality and social barriers with discrimination. Formality barriers also indicated statistically significant coherences with self-perceived employability. A mediation model with discrimination as mediator between each category of barriers and self-perceived employability was examined. The non-significant results suggest that discrimination does not work as a superior construct but as a sole influence next to barriers and self-perceived employability. Originality/value Individuals on the autism spectrum epitomize a less common research approach. Moreover, diversity policies and practices in the workplace often do not focus on including individuals on the autism spectrum even though the employment rates for this specific group of potential highly qualified employees were reported to be consistently lower when compared to any other group of disabled people. Findings suggest possible starting points for future research, which are discussed alongside practical strategies to overcome barriers and change discriminatory attitudes toward skilled individuals on the autism spectrum.
{"title":"Not a stranger to the dark: discrimination against autistic students and employees","authors":"Timo Lorenz, Chelsea Brüning, M. Waltz, M. Fabri","doi":"10.1108/AIA-10-2019-0036","DOIUrl":"https://doi.org/10.1108/AIA-10-2019-0036","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to reveal barriers and their coherences between discrimination and self-perceived employability which students and employees on the autism spectrum often face and need to overcome. These include discrimination based on disability, when applying for a job or retaining employment. This research located barriers in three different categories: formality – problems that focus on organizational structures in the application process; social – communication and interaction problems; and job demand barriers – obstacles that epitomize work-related strains.\u0000\u0000\u0000Design/methodology/approach\u0000Barriers and discrimination can prevent individuals from accessing the labor market which can lead to severe consequences for an individual on the autism spectrum, such as poverty, social deprivation or lack of health promotion and equal treatment. Self-perceived employability can be regarded as an additional strength, as it describes the perception of an individual’s own skills and versatility to acquire and keep a job. In total, 53 German-speaking individuals on the autism spectrum participated in an online survey.\u0000\u0000\u0000Findings\u0000Results showed statistically significant coherences between both, formality and social barriers with discrimination. Formality barriers also indicated statistically significant coherences with self-perceived employability. A mediation model with discrimination as mediator between each category of barriers and self-perceived employability was examined. The non-significant results suggest that discrimination does not work as a superior construct but as a sole influence next to barriers and self-perceived employability.\u0000\u0000\u0000Originality/value\u0000Individuals on the autism spectrum epitomize a less common research approach. Moreover, diversity policies and practices in the workplace often do not focus on including individuals on the autism spectrum even though the employment rates for this specific group of potential highly qualified employees were reported to be consistently lower when compared to any other group of disabled people. Findings suggest possible starting points for future research, which are discussed alongside practical strategies to overcome barriers and change discriminatory attitudes toward skilled individuals on the autism spectrum.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48565668","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 : 2020-08-12DOI: 10.1108/aia-03-2020-0015
Cristina Carrozza, R. Fabio
Purpose Children with Autism Spectrum Disorder (ASD) show reduced attention to social stimuli. The reasons for these impairments are still being debated by researchers. The aim of this study is to analyse if reduced attention towards social stimuli is determined by initial underlying difficulties in the control of visual attention. Among the variables that could produce these difficulties, the authors considered geometric complexity and typology of geometric figures. Design/methodology/approach To test this hypothesis, in this paper, an eye-tracker paradigm was used for assessing visual exploration and recognition memory towards geometric figures (curved vs rectilinear) with two levels of geometric complexity (low and high) in 17 children with ASD matched with 17 children with typical development (TD). Findings The results showed that the ASD group seemed indifferent to both the geometric complexity and the typology of figures (curved and rectilinear), whereas the TD group showed higher performances with highly complex and curved geometric figures than with low complex and rectilinear geometric figures. Research limitations/implications Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed hypotheses further. Practical implications This paper includes implications upon the presence of an unspecified visual attention deficit that is present from the early stages of the processing of stimuli. Social implications The understanding of this deficit from the early stages of the processing of stimuli can help educators to intervene at an early stage when disturbances in social relationships are starting. Originality/value This study contributes to understanding the presence of dysfunctional perceptual antecedents that could determine general difficulties in paying attention to social stimuli in ASD subjects.
{"title":"Dysfunctional perceptual antecedent can justify the social orienting deficit in autism spectrum disorder: an eye-tracking study","authors":"Cristina Carrozza, R. Fabio","doi":"10.1108/aia-03-2020-0015","DOIUrl":"https://doi.org/10.1108/aia-03-2020-0015","url":null,"abstract":"\u0000Purpose\u0000Children with Autism Spectrum Disorder (ASD) show reduced attention to social stimuli. The reasons for these impairments are still being debated by researchers. The aim of this study is to analyse if reduced attention towards social stimuli is determined by initial underlying difficulties in the control of visual attention. Among the variables that could produce these difficulties, the authors considered geometric complexity and typology of geometric figures.\u0000\u0000\u0000Design/methodology/approach\u0000To test this hypothesis, in this paper, an eye-tracker paradigm was used for assessing visual exploration and recognition memory towards geometric figures (curved vs rectilinear) with two levels of geometric complexity (low and high) in 17 children with ASD matched with 17 children with typical development (TD).\u0000\u0000\u0000Findings\u0000The results showed that the ASD group seemed indifferent to both the geometric complexity and the typology of figures (curved and rectilinear), whereas the TD group showed higher performances with highly complex and curved geometric figures than with low complex and rectilinear geometric figures.\u0000\u0000\u0000Research limitations/implications\u0000Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed hypotheses further.\u0000\u0000\u0000Practical implications\u0000This paper includes implications upon the presence of an unspecified visual attention deficit that is present from the early stages of the processing of stimuli.\u0000\u0000\u0000Social implications\u0000The understanding of this deficit from the early stages of the processing of stimuli can help educators to intervene at an early stage when disturbances in social relationships are starting.\u0000\u0000\u0000Originality/value\u0000This study contributes to understanding the presence of dysfunctional perceptual antecedents that could determine general difficulties in paying attention to social stimuli in ASD subjects.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-03-2020-0015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49585840","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}
{"title":"Editorial","authors":"E. Chaplin, J. McCarthy","doi":"10.1108/aia-07-2020-056","DOIUrl":"https://doi.org/10.1108/aia-07-2020-056","url":null,"abstract":"","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-07-2020-056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45487967","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 : 2020-06-06DOI: 10.1108/AIA-01-2020-0007
F. Sedgewick, J. Leppanen, K. Tchanturia
Purpose Mental health conditions are known to be more common amongst autistic than non-autistic people. To date, there is little work exploring gender differences in mental health amongst autistic people and no work including non-binary/trans people. This paper aims to address this gap. Design/methodology/approach This was a large-scale online study, with 948 participants between 18 and 81 years old. Participants self-reported autism, anxiety, depression and eating disorder status. Analyses were run examining gender differences in the rates of these conditions in each group. Findings Autistic people are more likely to have anxiety and depression than non-autistic people of all genders. Autistic women and non-binary people experienced mental health issues at higher rates than men and at similar rates to each other. Autistic people were twice as likely as non-autistic people to have all eating disorders. Further, gendered patterns of eating disorders seen in the non-autistic population are also present in the autistic population. Research limitations/implications There are inherent issues with self-report of diagnoses online, but this study showed that using screening questionnaires is effective. Originality/value This is the first paper to look at gender differences in common mental health issues amongst autistic and non-autistic adults. It highlights that there are significant gendered patterns in the prevalence of mental health issues in both the autistic and non-autistic population and that these have an impact for how treatment should be approached to be effective.
{"title":"Gender differences in mental health prevalence in autism","authors":"F. Sedgewick, J. Leppanen, K. Tchanturia","doi":"10.1108/AIA-01-2020-0007","DOIUrl":"https://doi.org/10.1108/AIA-01-2020-0007","url":null,"abstract":"\u0000Purpose\u0000Mental health conditions are known to be more common amongst autistic than non-autistic people. To date, there is little work exploring gender differences in mental health amongst autistic people and no work including non-binary/trans people. This paper aims to address this gap.\u0000\u0000\u0000Design/methodology/approach\u0000This was a large-scale online study, with 948 participants between 18 and 81 years old. Participants self-reported autism, anxiety, depression and eating disorder status. Analyses were run examining gender differences in the rates of these conditions in each group.\u0000\u0000\u0000Findings\u0000Autistic people are more likely to have anxiety and depression than non-autistic people of all genders. Autistic women and non-binary people experienced mental health issues at higher rates than men and at similar rates to each other. Autistic people were twice as likely as non-autistic people to have all eating disorders. Further, gendered patterns of eating disorders seen in the non-autistic population are also present in the autistic population.\u0000\u0000\u0000Research limitations/implications\u0000There are inherent issues with self-report of diagnoses online, but this study showed that using screening questionnaires is effective.\u0000\u0000\u0000Originality/value\u0000This is the first paper to look at gender differences in common mental health issues amongst autistic and non-autistic adults. It highlights that there are significant gendered patterns in the prevalence of mental health issues in both the autistic and non-autistic population and that these have an impact for how treatment should be approached to be effective.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/AIA-01-2020-0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42514964","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}
{"title":"Editorial","authors":"E. Chaplin, J. McCarthy","doi":"10.1108/aia-04-2020-055","DOIUrl":"https://doi.org/10.1108/aia-04-2020-055","url":null,"abstract":"","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-04-2020-055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46518038","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}
{"title":"Editorial","authors":"E. Chaplin, J. McCarthy","doi":"10.1108/aia-01-2020-054","DOIUrl":"https://doi.org/10.1108/aia-01-2020-054","url":null,"abstract":"","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-01-2020-054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48565703","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 : 2019-11-06DOI: 10.1108/aia-02-2019-0004
Henny Kupferstein
Purpose The purpose of this paper is to explore why autistic people and their caregivers choose interventions other than applied behavior analysis (ABA), and how their decision impacts them over their lifespan. The focus group was divided into those who pursued augmentative and alternative communication (AAC)-based supports, received ABA, selected other interventions or received no intervention at all. The reported posttraumatic stress symptoms (PTSS) of ABA recipients were compared to non-ABA recipients in order to evaluate the long-term impacts of all intervention types. Using a mixed-method thematic analysis, optional comments submitted alongside a quantitative online survey were reviewed for emergent themes. These comments augmented the survey Likert scores with a qualitative impression of the diverse intervention-related attitudes among participants. Investigating the lived experiences of autism intervention recipients illuminated the scope of the long-term impacts of each intervention that was chosen. Overall, autistics who received no intervention fared best, based on the lowest reported PTSS. These findings may inform the potential redesign of autism interventions based on the firsthand reported experiences and opinions of autistics. Design/methodology/approach The aim of this study was to conduct research that is both question-driven and data-driven to aid in the analysis of existing data (Van Helden, 2013). In the research question-driven approach, the independent variables were the intervention type and duration of exposure relative to lifespan; the dependent variables were the PTSS severity score and binary indicator of meeting PTSS criteria. The analyses that were conducted included linear regression analyses of severity score on intervention type and duration, and χ2 tests for independence of the probabilities of PTSS criterion satisfaction and intervention type. This experiment was designed to test the data-driven hypothesis that the prevalence and severity of PTSS are dependent on the type of autism intervention and duration of exposure. After reviewing the primary data set, the data-driven inquiry determined that the sample for secondary analysis should be categorized by communication-based vs non-communication-based intervention type in order to best complement the limitations and strengths of the published findings from the primary analysis. Findings Autistics who received no intervention had a 59 percent lower likelihood of meeting the PTSS criteria when compared to their ABA peers, and they remained 99.6 percent stable in their reported symptoms throughout their lifespan (R2=0.004). ABA recipients were 1.74 times more likely to meet the PTSS criteria when compared to their AAC peers. Within the 23 percent who selected an intervention other than ABA, consisting of psychotherapy, mental health, son-rise and other varying interventions, 63 percent were asymptomatic. This suggests that the combined benefits of communication-
目的探讨自闭症患者及其照顾者选择应用行为分析(ABA)之外的干预措施的原因，以及他们的决定如何影响他们的一生。焦点小组分为寻求辅助和替代沟通(AAC)为基础的支持，接受ABA，选择其他干预或根本不接受干预。为了评估所有干预类型的长期影响，将ABA接受者报告的创伤后应激症状(PTSS)与非ABA接受者进行比较。使用混合方法的主题分析，可选的意见与定量在线调查一起提交，以审查紧急主题。这些评论增加了调查李克特得分与参与者之间的不同干预相关态度的定性印象。调查自闭症干预接受者的生活经历，阐明了所选择的每种干预措施的长期影响范围。总的来说，根据最低的ptsd报告，没有接受干预的自闭症患者表现最好。这些发现可能为基于第一手报道的自闭症经验和观点的自闭症干预措施的重新设计提供信息。设计/方法/方法本研究的目的是进行问题驱动和数据驱动的研究，以帮助分析现有数据(Van Helden, 2013)。在研究问题驱动法中，自变量为相对于寿命的干预类型和暴露持续时间;因变量为PTSS严重程度评分和满足PTSS标准的二元指标。进行的分析包括严重程度评分对干预类型和持续时间的线性回归分析，以及PTSS标准满意度概率与干预类型独立性的χ2检验。本实验旨在验证数据驱动的假设，即ptsd的患病率和严重程度取决于自闭症干预的类型和暴露时间。在审查了主要数据集之后，数据驱动的调查确定了用于二次分析的样本应按基于通信的干预类型与非基于通信的干预类型进行分类，以便最好地补充来自主要分析的已发表结果的局限性和优势。研究发现，与ABA患者相比，未接受干预的自闭症患者达到PTSS标准的可能性低59%，并且在其一生中报告的症状保持99.6%的稳定性(R2=0.004)。ABA接受者与AAC同龄人相比，达到PTSS标准的可能性高出1.74倍。23%的人选择了ABA以外的干预措施，包括心理治疗、心理健康、儿子崛起和其他不同的干预措施，其中63%是无症状的。这表明，基于沟通的干预与行为主义影响的ABA实践的综合效益可能有助于提高生活质量。虽然不能概括出本研究的范围，但从数据中可以看出，没有接受任何干预的自闭症患者在他们的一生中表现最好。研究的局限性/意义二次分析的明显优势是揭示初步研究中可能被忽视的关键发现。初步数据中遗漏的变量使研究人员对至关重要的发现缺乏经验，这可能会通过后续研究中的后续测试来减轻(Cheng和Phillips, 2014, p. 374)。复制了初级分析中所有变量的频率表和交叉表。现有数据的二次分析是从原始研究中使用的设计变量进行的，并应用于二次分析，以产生较少偏差的估计(Lohr, 2010;格劳巴德和科恩，1996)。每个干预组的纳入标准，PTSS评分和暴露时间，继承自最初的分析，以便对与AAC和PTSS有关的核心变量的编码进行战略性判断。460名受访者的数据样本减少到非aba组n=330。外部统计学家对每个被调查者进行评分，并使用Cohen 's κ系数(κ=1)评估相互信度。实际意义在儿童干预的长期规划中包括自闭症的声音对于那些试图满足个人、家庭和社区需求的人来说是至关重要的。父母和自闭症参与者的引用都是直接从可选评论中获得的，以揭示父母退出或坚持自闭症干预的原因。社会影响实践者和干预服务提供者必须考虑那些直接受到干预方式、频率或强度影响的人的反馈。 最近的文献也证实了这种工作的必要性，例如基于社区的参与性研究(Raymaker, 2016)。自闭症患者应该被认为是他们自己经验的专家(Milton, 2014)。社区-学术伙伴关系对于调查自闭症人群的需求是必要的(Meza et al.， 2016)。大多数自闭症患者并不认为自闭症是一种精神疾病或行为障碍。我们必须认识到，当伤害行为持续存在，情绪、认知、睡眠模式和注意力紊乱加剧时，这些症状与自闭症无关，而与创伤后应激障碍(PTSD)的诊断标准密切相关。当PTSD未得到充分诊断和治疗时，自闭症个体可能会经历过度觉醒，并被其他令人愉快的刺激所触发。由于自闭症干预通常是围绕高接触、长时间和1:1参与进行的，因此必须重新评估干预的性质，对处于高唤醒状态的自闭症患者来说，这是一个潜在的创伤性事件。任何触发大于帮助的干预措施都应避免并在出现ptsd时停止。
{"title":"Why caregivers discontinue applied behavior analysis (ABA) and choose communication-based autism interventions","authors":"Henny Kupferstein","doi":"10.1108/aia-02-2019-0004","DOIUrl":"https://doi.org/10.1108/aia-02-2019-0004","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore why autistic people and their caregivers choose interventions other than applied behavior analysis (ABA), and how their decision impacts them over their lifespan. The focus group was divided into those who pursued augmentative and alternative communication (AAC)-based supports, received ABA, selected other interventions or received no intervention at all. The reported posttraumatic stress symptoms (PTSS) of ABA recipients were compared to non-ABA recipients in order to evaluate the long-term impacts of all intervention types. Using a mixed-method thematic analysis, optional comments submitted alongside a quantitative online survey were reviewed for emergent themes. These comments augmented the survey Likert scores with a qualitative impression of the diverse intervention-related attitudes among participants. Investigating the lived experiences of autism intervention recipients illuminated the scope of the long-term impacts of each intervention that was chosen. Overall, autistics who received no intervention fared best, based on the lowest reported PTSS. These findings may inform the potential redesign of autism interventions based on the firsthand reported experiences and opinions of autistics.\u0000\u0000\u0000Design/methodology/approach\u0000The aim of this study was to conduct research that is both question-driven and data-driven to aid in the analysis of existing data (Van Helden, 2013). In the research question-driven approach, the independent variables were the intervention type and duration of exposure relative to lifespan; the dependent variables were the PTSS severity score and binary indicator of meeting PTSS criteria. The analyses that were conducted included linear regression analyses of severity score on intervention type and duration, and χ2 tests for independence of the probabilities of PTSS criterion satisfaction and intervention type. This experiment was designed to test the data-driven hypothesis that the prevalence and severity of PTSS are dependent on the type of autism intervention and duration of exposure. After reviewing the primary data set, the data-driven inquiry determined that the sample for secondary analysis should be categorized by communication-based vs non-communication-based intervention type in order to best complement the limitations and strengths of the published findings from the primary analysis.\u0000\u0000\u0000Findings\u0000Autistics who received no intervention had a 59 percent lower likelihood of meeting the PTSS criteria when compared to their ABA peers, and they remained 99.6 percent stable in their reported symptoms throughout their lifespan (R2=0.004). ABA recipients were 1.74 times more likely to meet the PTSS criteria when compared to their AAC peers. Within the 23 percent who selected an intervention other than ABA, consisting of psychotherapy, mental health, son-rise and other varying interventions, 63 percent were asymptomatic. This suggests that the combined benefits of communication-","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-02-2019-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42530964","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 : 2019-10-25DOI: 10.1108/aia-12-2018-0050
Jan Mei Lim
Purpose Emotion regulation is an ongoing multiprocess phenomenon and is a challenging developmental task to acquire in individuals with autism spectrum disorder (ASD) who have different neurobiological profiles and emotion regulation problems. The purpose of this paper is to review recent literature to understand the neurobiological and psychological perspective of emotion regulation in ASD, while converging themes of psychosocial interventions and existing best practices on emotion regulation within this heterogeneous population are reviewed and discussed in consideration of intellectual disability (ID). Design/methodology/approach Review of recent literature and common empirically supported interventions addressing emotional regulation implemented in individuals with and without ASD, and with and without ID were included in the electronic database search through PubMed, EBSChost, Science Direct, Wiley Online Library, GALE and SAGE. Search terms used included autism, ID, cognitive control, executive function, sensory processing/intervention, emotion regulation, cognitive behavior therapy, mindfulness, social stories, positive behavior support and behavior therapy. Findings Neural systems governing emotion regulation can be divided into “top-down” and “bottom-up” processing. Prefrontal cortex, cognitive and attentional control are critical for effective emotion regulation. Individuals with ASD, and with ID show impairments in these areas have problems with emotion regulation. Targeted psychosocial intervention need to consider bottom-up and top-down processes of emotion regulation, and that standardized interventions require adaptations. Originality/value There are limited studies looking into understanding the neurobiological and psychological perspective of emotion regulation in ASD and linking them to interventions. This review highlights psychosocial interventions that are important for further research, investigation and development as treatment in this population is limited.
{"title":"Emotion regulation and intervention in adults with autism spectrum disorder: a synthesis of the literature","authors":"Jan Mei Lim","doi":"10.1108/aia-12-2018-0050","DOIUrl":"https://doi.org/10.1108/aia-12-2018-0050","url":null,"abstract":"\u0000Purpose\u0000Emotion regulation is an ongoing multiprocess phenomenon and is a challenging developmental task to acquire in individuals with autism spectrum disorder (ASD) who have different neurobiological profiles and emotion regulation problems. The purpose of this paper is to review recent literature to understand the neurobiological and psychological perspective of emotion regulation in ASD, while converging themes of psychosocial interventions and existing best practices on emotion regulation within this heterogeneous population are reviewed and discussed in consideration of intellectual disability (ID).\u0000\u0000\u0000Design/methodology/approach\u0000Review of recent literature and common empirically supported interventions addressing emotional regulation implemented in individuals with and without ASD, and with and without ID were included in the electronic database search through PubMed, EBSChost, Science Direct, Wiley Online Library, GALE and SAGE. Search terms used included autism, ID, cognitive control, executive function, sensory processing/intervention, emotion regulation, cognitive behavior therapy, mindfulness, social stories, positive behavior support and behavior therapy.\u0000\u0000\u0000Findings\u0000Neural systems governing emotion regulation can be divided into “top-down” and “bottom-up” processing. Prefrontal cortex, cognitive and attentional control are critical for effective emotion regulation. Individuals with ASD, and with ID show impairments in these areas have problems with emotion regulation. Targeted psychosocial intervention need to consider bottom-up and top-down processes of emotion regulation, and that standardized interventions require adaptations.\u0000\u0000\u0000Originality/value\u0000There are limited studies looking into understanding the neurobiological and psychological perspective of emotion regulation in ASD and linking them to interventions. This review highlights psychosocial interventions that are important for further research, investigation and development as treatment in this population is limited.\u0000","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/aia-12-2018-0050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44046766","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 : 2019-09-26DOI: 10.1108/AIA-01-2019-0001
Yurgos Politis, L. Olivia, Thomas Olivia
Purpose People with cognitive disabilities have a right to an inclusive society, and to have access to services and products that meet their specific needs. Participatory design (PD) represents a potentially effective way to ensure these rights, because users become influencers of the technological development and design process, are actively involved in the customization of that technology and develop a relationship with the designers/developers. Literature suggests that user involvement in technology development produces better products and has shown that this process offers users a voice and the process is also conducive to mutual learning between researchers and participants. This paper aims to discuss these issues. Design/methodology/approach Here the authors will present the development of a virtual world (VW) platform, having as a starting point a minimally viable initial version. This was followed by the creation of a networking framework to test each feature of the VW, which allowed connected users, most of whom on the autistic spectrum, to interact with each other in real time in the VW, and to see each other’s effects. Stress testing sessions were initiated with a mixed group of 15 users, 8 of whom with autism (7 male and 1 female). Ten of the participants were male and five were female (Figure 1). Findings Even though the platform is feature-complete, its code is still in development; features can be improved/expanded upon, which necessitates further testing. The most commonly flagged issues from the stress testing were requests for videos/text manuals, the camera controls and chat message errors. These were implemented/fixed or added to the feature roadmap. “Heavy avatar customization” was also suggested, which has conceptual merit, but is not a priority. Practical implications PD is an inclusive approach that addresses personal needs and preferences, matching up the person with the tools and environments to ensure equity and inclusion. The VW whose development is described in this paper has been used for communication skills training with autistic young adults. It could be used for other social, life, academic and vocational skills training. This type of training through VR/VW may help enhance the employment-related skills of neurodiverse populations (and thus empower independent living) and has the potential for broader implementation and wider access in terms of distance learning. Originality/value This paper adds to the rather limited literature on applying PD approaches in the development of products for people with neurodevelopmental disabilities. The authors will present such a process for the development of a VW with people with autism. Although literature suggests that user involvement produces better outcomes, adopting this approach is not straightforward. The paper will describe in detail not only the contribution the participants made in every phase but also the limitations of applying a PD approach with a neurod
{"title":"Empowering autistic adults through their involvement in the development of a virtual world","authors":"Yurgos Politis, L. Olivia, Thomas Olivia","doi":"10.1108/AIA-01-2019-0001","DOIUrl":"https://doi.org/10.1108/AIA-01-2019-0001","url":null,"abstract":"\u0000Purpose\u0000People with cognitive disabilities have a right to an inclusive society, and to have access to services and products that meet their specific needs. Participatory design (PD) represents a potentially effective way to ensure these rights, because users become influencers of the technological development and design process, are actively involved in the customization of that technology and develop a relationship with the designers/developers. Literature suggests that user involvement in technology development produces better products and has shown that this process offers users a voice and the process is also conducive to mutual learning between researchers and participants. This paper aims to discuss these issues.\u0000\u0000\u0000Design/methodology/approach\u0000Here the authors will present the development of a virtual world (VW) platform, having as a starting point a minimally viable initial version. This was followed by the creation of a networking framework to test each feature of the VW, which allowed connected users, most of whom on the autistic spectrum, to interact with each other in real time in the VW, and to see each other’s effects. Stress testing sessions were initiated with a mixed group of 15 users, 8 of whom with autism (7 male and 1 female). Ten of the participants were male and five were female (Figure 1).\u0000\u0000\u0000Findings\u0000Even though the platform is feature-complete, its code is still in development; features can be improved/expanded upon, which necessitates further testing. The most commonly flagged issues from the stress testing were requests for videos/text manuals, the camera controls and chat message errors. These were implemented/fixed or added to the feature roadmap. “Heavy avatar customization” was also suggested, which has conceptual merit, but is not a priority.\u0000\u0000\u0000Practical implications\u0000PD is an inclusive approach that addresses personal needs and preferences, matching up the person with the tools and environments to ensure equity and inclusion. The VW whose development is described in this paper has been used for communication skills training with autistic young adults. It could be used for other social, life, academic and vocational skills training. This type of training through VR/VW may help enhance the employment-related skills of neurodiverse populations (and thus empower independent living) and has the potential for broader implementation and wider access in terms of distance learning.\u0000\u0000\u0000Originality/value\u0000This paper adds to the rather limited literature on applying PD approaches in the development of products for people with neurodevelopmental disabilities. The authors will present such a process for the development of a VW with people with autism. Although literature suggests that user involvement produces better outcomes, adopting this approach is not straightforward. The paper will describe in detail not only the contribution the participants made in every phase but also the limitations of applying a PD approach with a neurod","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/AIA-01-2019-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41582208","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}
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