Autism最新文献

Autistic people often face challenges in face-to-face social interactions, especially in unfamiliar or high-stakes situations. Virtual reality has been proposed as a tool to support social connection by offering a more controlled and accessible environment. While previous research has focused on virtual reality-based social skills training, little is known about how autistic people experience social interactions in virtual reality. We interviewed 22 autistic young people (aged 9-22 years, M_Age = 14.5) after they engaged in a social interaction with a stranger in immersive virtual reality. Using reflexive thematic analysis, we found that participants generally found virtual reality interactions tolerable, engaging and helpful as a low-pressure first step towards more challenging social situations. Virtual reality was valued for reducing sensory overload, increasing confidence and offering novel social opportunities. However, participants did not view virtual reality as a replacement for in-person interaction, which they saw as essential for building meaningful relationships. These findings highlight the potential of virtual reality to support autistic people by modifying the social environment rather than demanding behavioural change. They also challenge deficit-based assumptions about autistic social motivation, emphasising the importance of aligning technological supports with autistic people's lived experiences and preferences.Lay abstractAutistic young people can find social situations stressful and overwhelming, particularly if meeting strangers in high-stakes settings (e.g. first date, job interview). Virtual reality has been suggested as a tool that might help make these interactions easier. In this study, we asked 22 autistic young people, aged 9-22, to try out a social interaction in virtual reality and then tell us about their experience. We found that most participants enjoyed using virtual reality and felt it made social interactions feel safer and less intimidating. They said virtual reality helped reduce distractions and gave them more control over how they presented themselves. Some even said it made them feel more confident when talking to others. However, young people were clear that virtual reality should not replace real-life interactions. They said that in-person contact is still important for building real connections with others. While virtual reality can be a helpful first step when interacting with new people, especially in situations that feel scary or unfamiliar, it is not a substitute for face-to-face relationships. This research shows that autistic young people value social connection and want tools that support, rather than replace, real-life interaction.

As artificial intelligence (AI) reshapes the modern workplace, the implications for neurodivergent populations, particularly autistic adults, warrant attention. Autistic people remain underrepresented in the workforce, facing persistent barriers to sustained employment. In this letter, we consider whether AI may compound these barriers or offer opportunities for autistic people: With thoughtful design and implementation, could AI foster more inclusive and accessible workplaces? We call for critical reflection on AI's potential impact on autistic employment. We argue that facilitating inclusion of autistic individuals in the workforce in the age of AI will require care, collaboration, and a commitment to neurodiversity.Lay AbstractAs artificial intelligence (AI) becomes more common in workplaces, it could affect autistic people in important ways. Today, many autistic adults still face difficulties finding and keeping jobs. In this letter, we ask whether AI will make things harder for autistic people or whether it might help. Could AI be designed in a way that supports autistic workers and creates more inclusive workplaces? We believe that the answer depends on how AI is used. We call for thoughtful planning and teamwork between employers, autistic people, and designers to make sure AI is used in ways that support neurodiversity and employment inclusion.

There is a lack of representation of racially diverse individuals who are multilingual from low-income households in autism research. This calls into question the generalizability of research findings derived from predominantly White, English-speaking samples. In this article, we bring forth an important argument about why we as an autism field should work to expand representation in research samples. We also discuss strategies that can be used to work toward this goal. We detail the recruitment and retention of 94 Spanish-English bilingual Latinx (primarily Mexican and Central American) families from low-income households across a large urban city and its surrounding communities in the United States for an assessment validation study. We use the method of this study as an example of how to engage and include underrepresented populations in autism research, describing the efforts that were implemented to engage families and community-based organizations serving this population. We conclude the report by summarizing culturally sensitive strategies researchers can use to engage populations of different races and ethnicities from low-income households in their own research studies, in hopes of increasing representation in the autism science field and ensuring that research findings are applicable across populations, including those who have been historically underrepresented.Lay AbstractIndividuals of different races and identities from low-income households and their families are not adequately represented in research. This makes it difficult to know whether autism research findings apply to traditionally underserved individuals of color, since participants included in studies are usually White and speak English. We use our own study, where we successfully recruited 94 Spanish-English bilingual participants who are from Mexico and Central America but are currently living in the United States in low-income households for an assessment study, as an example to describe the strategies that were helpful to recruit participants with these sociodemographic characteristics. We end the article by discussing strategies that are culturally appropriate for researchers to consider when working with autistic populations of color who are from predominantly low-income households and their families.