Research in Autism Spectrum Disorders最新文献

Background

Understanding how mothers negotiate the expectations of good motherhood ideology is vital for supporting mothers of children with ASD. This paper explored how Chinese mothers of children with ASD constructed the concept of good motherhood, and how this construct was formed, resisted and negotiated in the reality of caregiving.

Method

In-depth interviews were conducted with 21 mothers, revealing three major themes: (1) negotiating the role expectation of a super mother; (2) negotiating the emotional expectation of a rational mother; and (3) negotiating the moral expectation of a selfless mother.

Results

Findings indicate that when caring for children with ASD, mothers were expected to assume multiple roles responsibilities, perform emotion work and sacrifice their own needs to become good mothers. Instead of simply conforming to the good motherhood ideology, mothers employed various strategies to reflect on and even resist these expectations. Through these efforts, mothers actively constructed their own perceptions of good mothering based on their individual experiences, contributing to diverse knowledge of motherhood.

Conclusions

The findings underscore the importance of future support services to acknowledge the agency of mothers of children with ASD and utilize empowering approaches to accommodate their comprehensive needs.

Purpose

Few programs exist which address the needs of autistic adults. Training to Understand and Navigate Emotions and Interactions (TUNE In), a 17-week cognitive-behavioral treatment program, was developed to support autistic adults by addressing social anxiety and motivation, social skills and cognition, and generalization of skills. The most recent iteration of TUNE In included a 4-session self-advocacy component which provided an opportunity to apply the skills learned from earlier parts of TUNE In.

Methods

As part of a novel program, Training to Understand and Navigate Emotions and Interactions (TUNE In), participants advocated for themselves and described their experiences to an audience of health care practitioners, researchers, and therapists who work with people on the autism spectrum. Of 18 participants who completed the TUNE In program, 15 participated in a qualitative interview, using a phenomenological approach, about their understanding of and receptivity to TUNE In, as well as its usefulness and utility in their daily lives.

Results

The majority of participants found benefit from the self-advocacy project component, with most participants indicating they felt empowered by the experience. Participants reported enjoyment and empowerment in presenting to the audiences, as the participants could express their interests, engage others in conversation, hear other autistic perspectives, and engage in dialogues about how psychological and medical treatments should change. Participants felt they were able to apply skills learned from earlier sessions of TUNE In throughout the advocacy presentations.

Conclusion

This study highlights that advocacy can be incorporated into treatment without sacrificing the goals of the treatment itself. Based on participant feedback, suggestions for program refinement, implications for social skills programs, and application of advocacy and empowerment to adult group therapies are discussed.

CAVE technology enables multi-participant experiences without head-mounted displays, accommodating the sensory sensitivities of autistic people and helping to enhance their social participation in the community. To date, recent studies have primarily identified therapeutic uses, without focusing on the technology’s recreational applications. To address this gap in the literature, our study aims to explore how CAVE technology can support the social participation of autistic people. This study was developed following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA 2020) protocol to ensure a robust and rigorous SLR. Results show 1) That there are different types of CAVE technology with numerous potential benefits for autistic people multi-participant engagement, sensory comfort, and customizable learning; 2) That CAVE technologies can enable the development of different social skills distinguishing personal emotions or understanding the intentions of others and adapting to the context. 3) Cost, technical complexity, space requirement, mobility, and learning curve are some of the barriers preventing this technology from being widely used in community or school organizations. In conclusion, this study suggests that CAVE technology can enhance social skills in autistic people and holds promise for innovative and inclusive leisure pursuits tailored for autism inclusion.

Autistic students may need individualized supports to meet their academic, social, and self-determination needs in inclusive classrooms. However, few evidence-based interventions have been developed to provide these supports for autistic adolescents, and little is known about the perceptions of autistic youth about these interventions in use in high schools. This study aimed to explore the perspectives of autistic students and their teachers on self-determination and peer support, as well as their thoughts about two evidence-based interventions used in their classroom settings: the Self-Determined Learning Model of Instruction and Peer Supports. An overall theme of empowerment was identified from student and teacher data collected across the interventions, which highlighted the importance of enabling students to access these interventions in inclusive environments. Autistic students experienced growth in understanding their identity and role as students, peers, and learners, and many felt empowered to set and achieve goals important to their future success. Teachers noted increased self-confidence and assertiveness in students pursuing their goals, highlighting the need for inclusive interventions that address positive in-school and post-school outcomes for secondary autistic students.

Autistic people are more likely to experience anxiety than their non-autistic peers. Understanding mechanisms underpinning anxiety in autism is a vital aspect of developing effective interventions. Intolerance of uncertainty (IU) and restrictive/repetitive behaviours (RRBs) are proposed to contribute to anxiety for autistic people. This paper includes the first meta-analysis to investigate the associations between all three of these variables. A systematic search identified 33 papers that measured anxiety, IU and RRBs in 8347 autistic participants. Evidence was found for positive correlations between all three variables. Analysis of average participant age demonstrated that the relationship between anxiety and IU was stronger in younger participants. No significant differences were found between the associations in studies that included participants with intellectual disabilities and those that did not. A quality assessment framework identified methodological threats to validity. Most studies had good methods of recruitment; however, many anxiety and IU measurement tools were unvalidated in autistic populations. Results suggest that IU and RRBs should be considered when designing anxiety interventions for autistic people, however, the role of RRBs in particular needs to be investigated further to prevent interventions from taking away important coping strategies due to misunderstanding of causal relationships.

Background

Sleep patterns in children with Cri du Chat syndrome (CDC) remain understudied. The pandemic and isolation disrupted routines, potentially affecting their sleep.

Methods

We compared the sleep characteristics of 53 children with CDC before and during the COVID-19-related social isolation periods with that of 106 children with autism spectrum disorder (ASD) and 160 without either condition (comparison group), using the adapted Brief Infant Sleep Questionnaire (BISQ). The variables wake after sleep onset (WASO), awakenings, environment, strategies, and sleep latency were dichotomized based on relevant outcomes. Binomial logistic models were used for binomial outcomes and the lowest Akaike Information Criteria determined total sleep time distribution. Generalized estimating equations examined pandemic effects and intergroup differences. Multinomial regressions assessed pandemic and disorder impact on child and caregiver sleep quality.

Results

Children with CDC had higher WASO, awakenings, and poorer sleep compared with the ASD and comparison groups in the pre-pandemic assessment

Discussion

These findings emphasize the importance of addressing sleep impairment in children with CDC to improve their overall well-being, both during exceptional circumstances like the pandemic and in their daily routines. The study provides valuable insights into sleep patterns and highlights the impact of the pandemic on sleep quality in different neurodevelopmental populations.

Background

The co-occurrence of anxiety and depression (AD+) in autism may be explained by a transdiagnostic internalizing symptom factor. Evidence regarding anxiety and/or depression symptoms in autism is mixed; some presentations conform to DSM criteria, whereas others reflect distinct, autism trait-relatedpresentation.

Method

The present study examined the extent to which autism traits relate to anxiety, depression, and AD+ in autism. Anxiety and depression symptoms were measured in autistic youth (ages 6–18) using a DSM rating scale. First, a confirmatory factor analysis (CFA) of anxiety and depression DSM symptoms was conducted. Next, to account for the relation of autism traits, these traits were included with anxiety and depression symptoms in a follow-up exploratory factor analysis (EFA). In addition, the inclusion of anxiety and depression symptoms, and allowing for their overlap, was consistent with a transdiagnostic conceptualization of these symptoms.

Results and conclusions

The CFA showed that the DSM model of depression and anxiety symptoms did not adequately fit the autistic participants. The EFA of anxiety, depression, and autism traits supported a model with three factors: Anxiety and Depression, Social Anxiety, and Autism. A subset of autism traits loaded onto the Anxiety and Depression and Social Anxiety factors. Both the DSM and the EFA model had inadequate fit indices, though the EFA showed better fit over the DSM model. In addition, previous research converges with the obtained EFA factors. Overall, the findings highlight the importance of modeling autism traits along with anxiety and depression when examining internalizing symptom structures in autism.

Appropriate conversation skills are imperative to social interactions and are consequently a common intervention for individuals with autism spectrum disorder (ASD). The present study attempts to decrease inappropriate comments and interruptions made by the participant, a 13-year-old female with ASD. Using an ABAB design, the study extends the literature on the response interruption and redirection (RIRD) intervention, in combination with a self-monitoring component. During baseline, there was an average of 6 inappropriate comments and 6.17 interruptions. During intervention, there was an average of 0.63 inappropriate comments and 1.5 interruptions. During withdrawal, an average of 4 inappropriate comments and 8 interruptions. Large non-overlap of all pairs (NAP) effect sizes with a 95 % confidence interval were calculated for inappropriate comments (0.95) and interruptions (0.90) from baseline to intervention. Further, NAP effect sizes from intervention to withdrawal were also large as indicated by a score of 0.98 for inappropriate comments and 1.00 for interruptions. Following reimplementation and generalization, as well as a maintenance phase, data indicated continued low frequencies of dependent variables. Results indicate RIRD combined with a self-monitoring component was effective in decreasing inappropriate comments and interruptions in an adolescent with ASD and holds promise as a beneficial intervention to improve social skills in the ASD population.

Background

Previous research has highlighted higher prevalence of autism amongst gender diverse individuals compared to cisgender individuals. Both the autistic population, and gender diverse population, have been found to be at an increased risk of developing mental health conditions compared to the general population. However, little is understood about the mental health outcomes of those that are both autistic and gender diverse. Aims: The aims of this review were to assess the mental health outcomes in gender diverse autistic individuals and whether these outcomes were affected by biological sex or age.

Method

A literature review was conducted using the following databases: MEDLINE, PsycINFO, EMBASE and CINAHL. The review was registered with PROSPERO (CRD42023408287). Search terms relating to autism, gender diversity and mental health were used.

Results

12/820 retrieved papers were included in the review. The most common health outcomes studied were depression, anxiety and suicidality. Gender diverse autistic individuals’ mental health was poorer in all 7 studies when comparing to cisgender autistic individuals, in all 8 studies when comparing to gender-diverse non-autistic individuals and in all 6 studies when comparing to cisgender non-autistic individuals.

Conclusion

Gender diverse autistic individuals appear to be particularly vulnerable to experiencing mental health problems, more so than gender diverse individuals and autistic individuals.

Background

Research has highlighted the ways that birth order relates to autism spectrum disorder (ASD) prevalence rates. However, little research has focused on how birth order relates to the wellbeing of the family once a child is diagnosed with ASD. Additionally, many family factors (such as measures of parental wellbeing) and elements of child emotional/behavioral symptoms have not yet been investigated when evaluating the potential effects of birth order. The current study aimed to investigate how family birth order may impact caregiver reporting of parental wellbeing/competency and child symptoms.

Method

Three groups were created based on caregivers (N = 155) who have (1) a first-born child with ASD and then child(ren) without ASD, (2) child(ren) without ASD and then a child with ASD, and (3) an only child with ASD. Caregivers completed questionnaires measuring family resources, child symptoms, and parental factors.

Results

Despite comparable ratings on family resources and ASD severity, significant differences based on birth order emerged. Having one or multiple children without ASD before having a child with ASD may enhance feelings of satisfaction and competency as a parent. Parents with an only child with ASD also reported higher ratings of competency, had significantly less ASD knowledge, and demonstrated a significant negative correlation between efficacy and knowledge.

Conclusion

Families with an only child with ASD may require further support to augment their knowledge of ASD. Caregivers who have a first-born child with ASD may benefit from interventions focusing on their feelings of parental competency.