ORCID Profile
0000-0002-7246-8003
Current Organisations
University College London
,
Macquarie University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Psychology | Sensory Processes, Perception And Performance | Other Psychology and Cognitive Sciences | Health, Clinical And Counselling Psychology | Developmental Psychology And Ageing | Mental Health | Sensory Processes, Perception and Performance | Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology) | Psychological Methodology, Design and Analysis | Psychology and Cognitive Sciences not elsewhere classified | Developmental Psychology and Ageing
ANZSRC Socio-Economic Objective (SEO)
Behavioural and cognitive sciences | Expanding Knowledge in Psychology and Cognitive Sciences |
Related Links
Publications
‘A way to be me’: Autobiographical reflections of autistic adults diagnosed in mid-to-late adulthood
Publisher: SAGE Publications
Date: 22-10-2021
DOI: 10.1177/13623613211050694
Abstract: In this article, we report on an oral history study documenting the lives of autistic adults in Australia. This qualitative study, co-produced with autistic researchers, offers insight into the lived experiences of autistic adults diagnosed in mid-to-late adulthood. Oral history methodology was utilised to understand the experiences of autistic adults who grew up in an era before autism was well-known. The 26 interviewees were born before 1975, receiving a clinical autism diagnosis after age 35 years. All interviews were conducted by autistic researchers, transcribed and thematically analysed by a team of autistic and non-autistic researchers using the six-step process outlined by Braun and Clarke. We identified four themes relating to perceptions of the self: being different, exploring identity, the suffering self and being Autistic. Some interviewees reported a direct relationship between trauma, negative self-conceptions and suffering. For most, formal diagnosis had positive impacts on sense of self, contributing to a greater focus on strengths. Contra research suggesting autistic impairments in self-awareness, these interviewees demonstrated a deep capacity for self-reflection, highlighting the variability of autistic lives and the socio-historical contexts that shape in idual biographies, including experiences of stigma and discrimination as well as the empowering potential of identifying as autistic. Using oral history methods, we interviewed and recorded 26 autistic adults in Australia about their life history. We wanted to better understand interviewees’ self-reflections about their lives. The interviewers were autistic researchers and the interviews were analysed by autistic and non-autistic researchers. All of the adults we interviewed were born before 1975 and formally identified as autistic after age 35 years. This group of people is sometimes referred to as ‘late-diagnosed autistic adults’. In general, there is not much research done about autistic adults and even less is known about those diagnosed late in life. In this article, we explore what these adults said about their sense of self and how that changed over time. These autistic adults told us about many negative experiences, including trauma, which had shaped how they think about themselves. For most, autism diagnosis had a very positive impact on their sense of self, allowing them to understand more about their own past and to feel good about their autistic identity. Previously some researchers have said that autistic people have a limited or impaired sense of self. Instead, our results show some autistic people can actually reflect deeply on their lives and their changing sense of self-identity over time.
Choosing a secondary school for young people on the autism spectrum
Publisher: Informa UK Limited
Date: 21-04-2015
Mental Health Symptoms in Children and Adolescents during COVID-19 in Australia
Publisher: Center for Open Science
Date: 10-06-2021
Abstract: Objective: COVID-19 has led to disruptions to the lives of Australian families through social distancing, school closures, a temporary move to home-based online learning, and effective lockdown. Understanding the effects on youth mental health is crucial to inform policies to support communities as they face the pandemic and future crises. This paper sought to report on mental health symptoms in Australian children and adolescents during the initial stages of the pandemic (May to November 2020) and to examine its association with child/family characteristics and exposure to the broad COVID-19 environment. Methods: An online longitudinal survey was completed by 1,324 parents and carers of Australian children aged 4 to 17 years. Parents/carers reported on their child’s mental health using five measures, including emotional symptoms, conduct disorder problems, hyperactivity/inattention, anxiety symptoms and depressive symptoms. Child/family characteristics and COVID-related variables were measured. Results: Overall, 30.5%, 26.3% and 9.5% of our s le scored in the high to very high range for emotional problems, conduct problems and hyperactivity/inattention, respectively. Similarly, 20.2% and 20.4% of our s le scored in the clinical range for anxiety symptoms and depressive symptoms respectively. A child’s pre-existing mental health diagnosis, neurodevelopmental condition and chronic illness significantly predicted parent-reported youth mental health symptoms. Parental mental health symptoms, having a close contact with COVID-19 and applying for government financial assistance during COVID-19 were also significant predictors of youth mental health symptoms. Conclusions: Our findings show that Australian youth experienced considerable levels of mental health symptoms during the initial phase of COVID-19, and highlight the need for targeted, effective support for affected youth and particularly for those with pre-existing vulnerabilities.
Autistic parents’ views and experiences of talking about autism with their autistic children
Publisher: SAGE Publications
Date: 04-01-2021
Abstract: Little is known about how parents talk about autism with their autistic children, particularly among families in which both a parent and child are autistic. Using an online survey, we gathered quantitative and qualitative data from 34 autistic parents (most of whom had told their children about their diagnosis) to address this knowledge gap. There was considerable overlap between the views and experiences of the autistic parents in this study and the largely non-autistic parent s les in previous research. Specifically, parents emphasised the importance of being open and honest about the diagnosis, disclosing the diagnosis as early as possible, in idualising discussions to children’s needs and framing the diagnosis positively. There were, however, areas in which the views and experiences of the current s le differed from previous research on non-autistic s les. First, our s le of autistic parents outlined the benefits of their own experiential expertise, which they felt resulted in heightened understanding and empathy with their children. Second, our s le tended not to express concerns about disclosure potentially having a negative impact. Finally, our participants did not express a want or need for professional support with disclosure. Instead, they reported feeling well equipped to support their children using their own knowledge and lived experience. Previous research examining how parents talk about autism with their children has tended to focus on parents who are not autistic themselves. We collected information on this topic from 34 autistic parents of autistic children (most of whom had told their children about their diagnosis). We found similarities, but also differences, between the views and experiences of autistic parents in this research and those reported in previous research (in studies of largely non-autistic parents). Similarities include the following: it is important to be open and honest about the diagnosis the diagnosis should be introduced/discussed as early as possible discussions should be tailored to each in idual child’s needs and we should not overlook the challenges associated with autism, but it is important to focus on positive aspects too. Differences include the following: autistic parents used personal experiences in conversations about autism, which was felt to result in increased understanding and empathy with their children autistic parents overwhelmingly focused on more positive aspects of an autism diagnosis our s le did not express concerns that discussions could have negative consequences too (e.g. making children more anxious) and autistic parents did not want or need professional support to talk about autism with their children (instead, they felt confident in using their own knowledge/experiences to guide discussions).
Investigating predictive coding in younger and older children using MEG and a multi-feature auditory oddball paradigm
Publisher: Oxford University Press (OUP)
Date: 16-03-2023
Abstract: There is mounting evidence for predictive coding theory from computational, neuroimaging, and psychological research. However, there remains a lack of research exploring how predictive brain function develops across childhood. To address this gap, we used pediatric magnetoencephalography to record the evoked magnetic fields of 18 younger children (M = 4.1 years) and 19 older children (M = 6.2 years) as they listened to a 12-min auditory oddball paradigm. For each child, we computed a mismatch field “MMF”: an electrophysiological component that is widely interpreted as a neural signature of predictive coding. At the sensor level, the older children showed significantly larger MMF litudes relative to the younger children. At the source level, the older children showed a significantly larger MMF litude in the right inferior frontal gyrus relative to the younger children, P & 0.05. No differences were found in 2 other key regions (right primary auditory cortex and right superior temporal gyrus) thought to be involved in mismatch generation. These findings support the idea that predictive brain function develops during childhood, with increasing involvement of the frontal cortex in response to prediction errors. These findings contribute to a deeper understanding of the brain function underpinning child cognitive development.
‘Something needs to change’: Mental health experiences of young autistic adults in England
Publisher: SAGE Publications
Date: 07-02-2018
Abstract: There is a high incidence and prevalence of mental health problems among young people, with several barriers to help-seeking noted in this group. High rates of mental health problems have also been reported in children and adults on the autism spectrum. Taken together, young autistic people may be a particularly vulnerable group when it comes to mental health. Yet, there has been remarkably little work on the mental health needs and experiences of young autistic adults (16–25 years). Adopting a community-based participatory research (CBPR) approach – in which academic researchers and young autistic adults collaborated in an equitable research partnership – we explored young autistic people’s experiences of mental health problems and their perspectives on the support they sought, if any, for these problems. A total of 130 young autistic adults took part in the research: 109 completed an online survey and 21 took part in detailed interviews. The results highlight how young autistic people find it difficult to evaluate their mental health, experience high levels of stigma and often face severe obstacles when trying to access mental health support. The findings also demonstrate how listening to – and learning from – young autistic people is crucial in ensuring that their mental health needs are met.
Investigating Predictive Coding in Younger and Older Children Using MEG and a Multi-Feature Auditory Oddball Paradigm
Publisher: Cold Spring Harbor Laboratory
Date: 28-07-2022
DOI: 10.1101/2022.07.26.501632
Abstract: There is mounting evidence for predictive coding theory from computational, neuroimaging, and psychological research. However there remains a lack of research exploring how predictive brain function develops across childhood. To address this gap, we used paediatric magnetoencephalography (MEG) to record the evoked magnetic fields of 18 younger children ( M = 4.1 years) and 19 older children ( M = 6.2 years) as they listened to a 12-minute auditory oddball paradigm. For each child, we computed a mismatch field ‘MMF’: an electrophysiological component that is widely interpreted as a neural signature of predictive coding. Consistent with our hypotheses, the older children showed significantly larger MMF litudes relative to the younger children. Furthermore, the older children showed a significantly larger MMF litude in the right inferior frontal gyrus (IFG 0.312 to 0.33 s) relative to the younger children, p .05. These findings support the idea that predictive brain function develops during childhood, with increasing involvement of the frontal cortex in response to prediction errors. These findings contribute to a deeper understanding of the brain function underpinning child cognitive development. This is the first paediatric MEG study to examine the sources underlying the MMF. Older children showed larger MMF litudes in the right inferior frontal gyrus. Results support the idea that predictive brain function develops during childhood.
Drawing Firmer Conclusions: Autistic Children Show No Evidence of a Local Processing Bias in a Controlled Copying Task
Publisher: Springer Science and Business Media LLC
Date: 17-08-2016
Supporting Minimally Verbal Autistic Girls with Intellectual Disabilities Through Puberty: Perspectives of Parents and Educators
Publisher: Springer Science and Business Media LLC
Date: 24-10-2018
Cultural Difference in the Application of the Diagnosticity Principle to Schematic Faces
Publisher: Brill
Date: 2005
Abstract: Tversky's (1977) diagnosticity principle implies that categorization affects similarity, and that similarity in turn is based on context. However, Nisbett, Peng, Choi, and Norenzayan (2001) suggest that Chinese and Westerners differ in their sensitivity to context and categorization. Because of these differences, it is not clear whether Chinese should follow the diagnosticity principle. To explore these possibilities, we conducted a cross-cultural experiment using participants from Australia and China to repeat the experiment of Tversky (1977) using schematic faces as stimuli. Results showed that Australians, but not Chinese, made similarity judgments in a manner compatible with the diagnosticity principle. We suggest that: 1) the use of the diagnosticity principle depends upon contextual variables for Chinese people and 2) Chinese participants judged neutral schematic faces as more positive than Western participants did.
Understanding and awareness of autism among Somali parents living in the United Kingdom.
Publisher: SAGE Publications
Date: 29-11-2019
Abstract: Using vignettes and interviews, this study examined understanding and awareness of autism, and (a)typical development more broadly, among 32 Somali parents living in the United Kingdom. Results demonstrated that parents of both autistic (n = 16) and non-autistic (n = 16) children were just as likely to identify vignettes of typically developing children, yet parents of autistic children appeared more astute to signs of atypical development. Across the whole s le, parents commonly identified and labelled vignettes of autistic children, but experienced more difficulty labelling vignettes that described children with other forms of atypical development, sometimes mislabeling these children as autistic. This suggests that there is a need for greater support in recognising and identifying different types of atypical development in the Somali community (to mitigate the risk that the term 'autism' may take on its own meaning within the Somali community, becoming a euphemism for a range of developmental conditions). Analysis of interview data identified key sociocultural factors that either helped or hindered the inclusion of families with autistic children within the community, including the Somali community's: (1) perceptions of disability, (2) beliefs about the causes of autism in the Western world and (3) strong reliance on religious beliefs in understanding and accepting an autism diagnosis.
Perceptions of social and work functioning are related to social anxiety and executive function in autistic adults
Publisher: SAGE Publications
Date: 16-07-2021
DOI: 10.1177/13623613211013664
Abstract: Autistic adults report concerns with social skills and unemployment. Despite anxiety and difficulty with executive cognitive skills being associated with autism, no studies to date have investigated relationships between anxiety or executive cognition with social and work functioning. This study aimed to investigate the associations between perceived social anxiety, perceived and objective executive function, and perceived social and work functioning in a s le of autistic people. A total of 62 participants completed self-report questionnaires of social anxiety (via the Liebowitz Social Anxiety Scale), mental health (via the Depression Anxiety Stress Scale), executive cognition (via the Behaviour Rating Inventory of Executive Function) and perceived social and work functioning (the Work and Social Adjustment Scale), and a smaller subset ( n = 36–40) completed performance-based executive function tasks (Trail Making Task and Rapid Visual Processing Task). Participants who reported having more social anxiety and more difficulty with executive cognition also perceived themselves as having poorer social and work functioning. Performance-based executive function was not related to social or work functioning. Our results suggest that perceived social anxiety and executive cognition are both areas that have potential to be targeted to investigate whether they improve social and vocational outcomes for autistic people. Many autistic adults have trouble in social situations and at work. Researchers do not know exactly why autistic people might find it difficult in these environments, and no studies to date have looked the way anxiety or other cognitive processes might affect autistic peoples’ ability to socialise and succeed in getting and keeping jobs. Anxiety (how much you worry) and difficulty with getting stuff done or switching attention (known as executive function) can be concerns for autistic people and may contribute to social and work difficulties. This study looked at the relationships between the way autistic people perceived their anxiety and executive functioning and their ability to socialise and work. Sixty-two autistic participants completed questionnaires related to their ability to socialise and work, their social anxiety and their executive function. We found that participants who thought that they had poorer ability to work also found themselves to have more difficulties with executive function and they were more socially anxious. Our results showed that how autistic participants perceived their social anxiety and executive function were important in their perception of their social skills and work ability. This study supports the idea that anxiety and executive function could be targeted in interventions to support autistic people and their social and work outcomes.
Central tendency effects in time interval reproduction in autism
Publisher: No publisher found
Date: 2016
DOI: 10.1038/SREP28570
Executive function predicts school readiness in autistic and typical preschool children
Publisher: Elsevier BV
Date: 07-2017
‘This is what we’ve always wanted’: Perspectives on young autistic people’s transition from special school to mainstream satellite classes
Publisher: SAGE Publications
Date: 2019
Abstract: According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. We conducted interviews with London-based young autistic people ( n = 19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers.
The hidden inequalities of COVID-19
Publisher: SAGE Publications
Date: 18-05-2020
Autism spectrum disorder: An examination of sex differences in neuropsychological and self-report measures of executive and non-executive cognitive function
Publisher: SAGE Publications
Date: 25-06-2021
DOI: 10.1177/13623613211014991
Abstract: Sex differences in autism may in part be understood by an atypical sex profile of executive function and non-executive function. In this study, we compared females and males with autism against non-autistic in iduals on neuropsychological and self-report measures to examine whether any sex differences in executive function and non-executive function might be unique to autism. Our study showed a significant overall female advantage for measures of psychomotor speed, cognitive flexibility, verbal learning and memory and semantic fluency. There was no significant interaction effect between diagnosis and sex. No sex differences were observed on the self-report measure of executive function. Our results suggest that while females show different cognitive performance to males, these sex differences were not specific to the autistic cohort. Research comparing females and males with a diagnosis of autism suggests that there are sex differences in some characteristics such as behaviour regulation. One area not studied in detail is whether females and males with autism perform differently in tests of cognitive ability. The results of previous research are quite mixed. One explanation may be that some research comparing females and males with autism did not include a neurotypical control group for comparison. As a result, it is not clear whether the sex differences in cognitive ability observed in people with autism are similar to differences between neurotypical males and females. To better understand whether there are unique differences between males and females with autism, it is important to also compare them with neurotypical males and females. In our research, we included a neurotypical group and compared males and females with and without a diagnosis of autism. We found that the sex differences in autism are similar to what we observe in males and females without autism. Our study showed that compared with males, females (with and without autism) do better in assessments of processing speed, cognitive flexibility, verbal learning and memory and semantic fluency. Our results suggest that although females show different cognitive performance to males, these sex differences were not specific to the group with a diagnosis of autism.
The brain at school
Publisher: Informa UK Limited
Date: 07-2011
‘People should be allowed to do what they like’: Autistic adults’ views and experiences of stimming
Publisher: SAGE Publications
Date: 28-02-2019
Abstract: ‘Stereotyped or repetitive motor movements’ are characterised as core features in the diagnosis of autism, yet many autistic adults (and the neuro ersity movement) have reclaimed them as ‘stimming’. Supported by a growing body of scientific research, autistic adults argue that these behaviours may serve as useful coping mechanisms, yet little research has examined stimming from the perspective of autistic adults. Through interviews and focus groups, we asked 32 autistic adults to share their perceptions and experiences of stimming, including the reasons they stim, any value doing so may hold for them and their perceptions of others’ reactions to stimming. Using thematic analysis, we identified two themes: stimming as (1) a self-regulatory mechanism and (2) lacking in social acceptance, but can become accepted through understanding. Autistic adults highlighted the importance of stimming as an adaptive mechanism that helps them to soothe or communicate intense emotions or thoughts and thus objected to treatment that aims to eliminate the behaviour.
A capabilities approach to understanding and supporting autistic adulthood
Publisher: Springer Science and Business Media LLC
Date: 05-09-2022
Multiple cognitive capabilities/deficits in children with an autism spectrum disorder : ʻʻWeakʻʻ central coherence and its relationship to theory of mind and executive control
Publisher: Cambridge University Press (CUP)
Date: 10-02-2006
Processing Slow and Fast Motion in Children With Autism Spectrum Conditions
Publisher: Wiley
Date: 11-07-2013
DOI: 10.1002/AUR.1309
Abstract: Consistent with the dorsal stream hypothesis, difficulties processing dynamic information have previously been reported in in iduals with autism spectrum conditions (ASC). However, no research has systematically compared motion processing abilities for slow and fast speeds. Here, we measured speed discrimination thresholds and motion coherence thresholds in slow (1.5 deg/sec) and fast (6 deg/sec) speed conditions in children with an ASC aged 7 to 14 years, and age- and ability-matched typically developing children. Unexpectedly, children with ASC were as sensitive as typically developing children to differences in speed at both slow and fast reference speeds. Yet, elevated motion coherence thresholds were found in children with ASC, but in the slow stimulus speed condition only. Rather than having pervasive difficulties in motion processing, as predicted by the dorsal stream hypothesis, these results suggest that children with ASC have a selective difficulty in extracting coherent motion information specifically at slow speeds. Understanding the effects of stimulus parameters such as stimulus speed will be important for resolving discrepancies between previous studies examining motion coherence thresholds in ASC and also for refining theoretical models of altered autistic perception.
‘The dots just don’t join up’: Understanding the support needs of families of children on the autism spectrum
Publisher: SAGE Publications
Date: 28-04-2017
Abstract: Much research has documented the elevated levels of stress experienced by families of autistic children. Yet remarkably little research has examined the types of support that these families perceive to be beneficial to their lives. This study, co-produced by researchers and school-based professionals, sought to establish these families’ support needs from their own perspectives. In total, 139 parents of autistic children with additional intellectual disabilities and limited spoken communication, all attending an inner-city London school, participated in an initial survey examining parental wellbeing, self-efficacy and the extent to which they felt supported. Semi-structured interviews were conducted with a subgroup of parents ( n = 17), some of whom reported in the survey that they felt unsupported, in order to gain their in-depth perspectives. The results from both the survey and the interviews suggested that existing support (particularly from formal support services) was not meeting parents’ needs, which ultimately made them feel isolated and alienated. Parents who were interviewed called for service provision that adopted a relational, family-centred approach – one that understands the specific needs of the whole family, builds a close working relationship with them and ensures that they are supported at times when the parents and families feel they need it most.
Towards empathetic autism research: Developing an autism-specific Research Passport
Publisher: Center for Open Science
Date: 02-06-2020
Abstract: Autistic adults sometimes report negative experiences of research participation. People have developed passports or toolkits in other areas where community members report dissatisfaction (e.g., healthcare, criminal justice). We created a Research Passport that autism researchers and autistic adults could use to support the inclusion of autistic adults as research participants. We designed and developed the Research Passport via an iterative design process. First, we gathered ideas for a Research Passport via focus groups with autistic adults without an intellectual disability (ID) (n=9) and autism researchers (n=6 one of whom was autistic). We found that the Research Passport (1) was a useful idea, but not a panacea for all issues in autism research, (2) needed to be universal and flexible, and (3) could have a broad remit (e.g., to record scores on commonly used standardized tasks that could, with permission, be shared with different researchers). Next, we conducted a preliminary evaluation of a prototype Research Passport via usability testing in three ongoing research projects. Nine autistic participants without an ID provided feedback on the Research Passport (via a survey), as did three non-autistic researchers (via interviews). We found that the Research Passport: (1) promoted positive participant-researcher relationships, (2) provided a structure and framework to support existing practices, and (3) needed to be adapted slightly to facilitate usability and manage expectations. Overall, the Research Passport was useful in promoting empathetic autism research. Further design and development of the Passport are warranted.
Making the future together: Shaping autism research through meaningful participation
Publisher: SAGE Publications
Date: 10-08-2018
Abstract: Participatory research methods connect researchers with relevant communities to achieve shared goals. These methods can deliver results that are relevant to people’s lives and thus likely to have a positive impact. In the context of a large and growing body of autism research, with continued poor implementation, and some evidence of community dissatisfaction, there is a powerful case for participatory autism research. In order to develop a framework for such collaborative working, a UK seminar series was organised and co-produced by autistic and non-autistic people with academic, practitioner and lived expertise. This article reports on the outcomes from the series, identifying five topics relevant to building a community of practice in participatory research: Respect, Authenticity, Assumptions, Infrastructure and Empathy. Each topic is connected to a specific ex le from within and beyond research, to inspire new practices in the field. We call for the development of participatory research skills among the autism research community and the facilitation of greater autistic leadership of, and partnership in, research. Such work, if delivered to a high standard, is likely to lead to better translation into practice and improved outcomes for autistic people and those who support them.
Reduced face aftereffects in autism are not due to poor attention
Publisher: Public Library of Science (PLoS)
Date: 29-11-2013
A designer's approach
Publisher: Informa UK Limited
Date: 02-01-2015
Atypical social cognition
Publisher: SAGE Publications Ltd
Date: 2012
Reprint of “Investigating ensemble perception of emotions in autistic and typical children and adolescents”
Publisher: Elsevier BV
Date: 2018
The Development of Executive Function in Autism
Publisher: Hindawi Limited
Date: 2012
DOI: 10.1155/2012/146132
Abstract: Autism is a common and often highly debilitating neurodevelopmental condition, whose core behavioral features are believed to be rooted in disrupted neurocognitive processes, including especially “executive function.” Researchers have predominantly focused upon understanding the putative causal relationship between difficulties in EF and autistic symptomatology. This paper suggests, however, that the effects of in idual differences in EF should be more far-reaching, playing a significant part in the real-life outcomes of in iduals with autism, including their social competence, everyday adaptive behavior, and academic achievement. It further considers the nature of the EF-outcome relationship, including the possible determinants of in idual differences in EF, and makes several recommendations for future research.
Annual Research Review: Shifting from ‘normal science’ to neurodiversity in autism science
Publisher: Wiley
Date: 03-11-2021
DOI: 10.1111/JCPP.13534
Abstract: Since its initial description, the concept of autism has been firmly rooted within the conventional medical paradigm of child psychiatry. Increasingly, there have been calls from the autistic community and, more recently, nonautistic researchers, to rethink the way in which autism science is framed and conducted. Neuro ersity, where autism is seen as one form of variation within a ersity of minds, has been proposed as a potential alternative paradigm. In this review, we concentrate on three major challenges to the conventional medical paradigm – an overfocus on deficits, an emphasis on the in idual as opposed to their broader context and a narrowness of perspective – each of which necessarily constrains what we can know about autism and how we are able to know it. We then outline the ways in which fundamental elements of the neuro ersity paradigm can potentially help researchers respond to the medical model’s limitations. We conclude by considering the implications of a shift towards the neuro ersity paradigm for autism science.
Color Afterimages in Autistic Adults
Publisher: Springer Science and Business Media LLC
Date: 28-04-2018
A national harmonised data collection network for neurodevelopmental disorders: A transdiagnostic assessment protocol for neurodevelopment, mental health, functioning and well‐being
Publisher: Wiley
Date: 26-11-2021
DOI: 10.1002/JCV2.12048
Abstract: Children with neurodevelopmental disorders share common phenotypes, support needs and comorbidities. Such overlap suggests the value of transdiagnostic assessment pathways that contribute to knowledge about research and clinical needs of these children and their families. Despite this, large transdiagnostic data collection networks for neurodevelopmental disorders are not well developed. This paper describes the development of a nationally supported transdiagnostic clinical and research assessment protocol across Australia. The vision is to establish a harmonised network for data collection and collaboration that promotes transdiagnostic clinical practice and research. Clinicians, researchers and community groups across Australia were consulted using surveys and national summits to identify assessment instruments and unmet needs. A national research committee was formed and, using a consensus approach, selected assessment instruments according to pre‐determined criteria to form a harmonised transdiagnostic assessment protocol. Identified assessment instruments were clustered into domains of transdiagnostic assessment needs, which included child functioning/quality of life, child mental health, caregiver mental health, and family background information. From this, the research committee identified a core set of nine measures and an extended set of 14 measures that capture these domains with potential for further modifications as recommended by clinicians, researchers and community members. The protocol proposed here was established through a strong partnership between clinicians, researchers and the community. It will enable (i) consensus driven transdiagnostic clinical assessments for children with neurodevelopmental disorders, and (ii) research studies that will inform large transdiagnostic datasets across neurodevelopmental disorders and that can be used to inform research and policy beyond narrow diagnostic groups. The long‐term vision is to use this framework to facilitate collaboration across clinics to enable large‐scale data collection and research. Ultimately, the transdiagnostic assessment data can be used to inform practice and improve the lives of children with neurodevelopmental disorders and their families.
Holistic Processing of Faces in Preschool Children and Adults
Publisher: SAGE Publications
Date: 11-2003
DOI: 10.1046/J.0956-7976.2003.PSCI_1474.X
Abstract: Contrary to the encoding-switch hypothesis, recent research demonstrates that 6-year-olds do not rely solely on parts-based encoding to recognize upright faces. This research shows better recognition of face parts presented in the whole face than in isolation, indicating use of holistic encoding. The present study examined whether children younger than 6 years also recognize faces holistically. Four-year-olds, 5-year-olds, and adults were administered a part-whole face recognition task. Children below the age of 6 remembered parts from upright faces better when tested in the whole-face context than in isolation. This whole-face advantage did not occur when faces were inverted. Although children showed a smaller inversion decrement than adults and generally performed more poorly than adults, the different age groups showed similar patterns of performance, indicating that young preschoolers, like older children and adults, are able to recognize faces holistically.
Autistic adults’ priorities for future autism employment research: Perspectives from the United Kingdom
Publisher: Center for Open Science
Date: 20-09-2022
Abstract: Background: A growing body of research has sought to understand autistic people’s research priorities. Several of these studies have identified employment as a key research priority. Yet, there have been few attempts to identify specific, actionable priorities within this area. Methods: Using an online survey, we asked 197 autistic people in the UK about their priorities for future autism-employment research. Results: Participants spoke of their challenges in gaining and sustaining meaningful employment and called for researchers to conduct research that results in direct improvements to employment experiences. Regarding their research priorities, participants indicated a need for research covering all aspects of the employment lifecycle from accessing employment to transitioning out of employment. Importantly, participants also discussed how such research should be conducted: with autistic people as co-researchers and ensuring a erse range of autistic people are listened to. Conclusion: While much existing autism-employment research appears to align with the priorities outlined in this study, seemingly minimal attention has been paid to later stages of the work lifecycle (e.g., progressing into more senior job roles or transitioning out of work). By identifying disparities between autistic people’s priorities and the research being conducted, we can support autistic people to drive the research agenda and ensure autism-employment research positively impacts the community it aims to serve.
Autism: Beyond Weak Central Coherence
Publisher: Oxford University Press
Date: 21-08-2012
DOI: 10.1093/ACPROF:OSO/9780195315455.003.0007
Abstract: Considerable efforts have been directed towards understanding the key neurocognitive atypicalities underlying the defining behaviors of autism, including difficulties in social communication and limitations in behavioral flexibility. This chapter discusses one prominent theoretical account, which postulates that people with autism display “weak central coherence,” a local processing bias combined with difficulties integrating information in context. Drawing upon relevant empirical work, it provides a thorough critical analysis of the theory's central claims. It shows that, despite its popularity, the theory fails consistently to provide a persuasive account of information processing and attentional focus in autism. The chapter ends with a consideration of alternative models of information processing in autism, including a new account that suggests that perceptual and cognitive differences in autism might be caused by pervasive problems in adaptation—those processes fundamental for adjusting to changing sensory inputs.
Understanding psychiatrists' knowledge, attitudes and experiences in identifying and supporting their patients on the autism spectrum: online survey
Publisher: Royal College of Psychiatrists
Date: 05-04-2019
DOI: 10.1192/BJO.2019.12
Abstract: Psychiatrists play a critical role in identifying and supporting their patients on the autism spectrum in the UK, yet little is known about their knowledge, attitudes and experiences in this regard. To understand psychiatrists' experiences of working with autistic in iduals, their confidence in making diagnostic/management decisions and the factors that affect such decisions. A total of 172 psychiatrists took part in an online self-report survey. Most psychiatrists reported receiving useful training on autism and were knowledgeable about the condition, particularly those with a personal connection to autism. Higher confidence in working with autistic patients was linked to greater levels of autism knowledge, experience and training. Several systemic and autism-specific factors were highlighted by psychiatrists, which were felt to challenge their ability to provide effective care and support for their patients on the autism spectrum. Psychiatrists' views corroborated previous research with the autism community, highlighting the need to co-design services that are accessible, respectful and person-centred. I.D. is the Royal College of Psychiatrists' Autism Ch ion.
‘Somali parents feel like they’re on the outer’: Somali mothers’ experiences of parent–teacher relationships for their autistic children
Publisher: SAGE Publications
Date: 21-01-2023
DOI: 10.1177/13623613221146077
Abstract: Effective parent–teacher partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from erse backgrounds. Using participatory methods, we conducted semi-structured interviews with 15 Somali mothers of autistic children attending Australian kindergartens/schools to understand experiences of parent–teacher interactions. We used reflexive thematic analysis to identify key themes. We found that mothers were proud and accepting of their children. They had high expectations, particularly around children’s independence. Mothers wished their children’s differences were understood and supported by other people, including teachers. They were frustrated by low expectations of children, a lack of genuine communication from teachers and limited autism-specific knowledge, skills and experience within schools. They described racist attitudes towards their children and reported that they themselves had experienced stigma. They also had few sources of support to rely upon, although their non-autistic daughters and their faith were important foundations for resilience. Despite all of these challenges, mothers themselves were increasing community awareness and knowledge about autism in the hope that they and their children would be valued by others. Our work has implications for how teachers and schools can foster successful relationships with Somali parents of autistic children. Good relationships between parents and schools can improve autistic children’s school success. There are many reasons why families from different cultural backgrounds find it harder to develop good relationships with schools, such as language barriers, discrimination and unfamiliarity with education systems. We know little about what ‘good relationships’ look like for these families. Here, we worked with a team of autistic and non-autistic researchers as well as an Advisory Group of Somali parents to conduct interviews with 15 Somali mothers of kindergarten and school-age autistic children. We asked mothers about their experiences of their child’s education, communication with teachers and what a good relationship with schools would look like. We also asked how they felt the Somali community understood autism. We looked for common things that mothers said. We found that mothers were very proud of their children. They had high expectations, particularly about what children could do by themselves. Mothers found it frustrating that teachers had low expectations, that schools were not good at communicating with them and that autism-specific skills and experience were uncommon in schools. They also reported racist attitudes towards their children. Mothers experienced stigma and lacked resources, but support was gained from their daughters and their religion. Mothers themselves were proactively increasing community awareness and knowledge about autism in the hope that they and their autistic children would be valued and better supported. Our work has implications for how teachers and schools can work together with Somali parents to forge better futures for autistic children.
The Foundations of Autistic Flourishing
Publisher: Springer Science and Business Media LLC
Date: 08-08-2023
DOI: 10.1007/S11920-023-01441-9
Abstract: All people—including Autistic people—deserve to live flourishing lives. But what does a flourishing life look like for Autistic people? We suggest that the hidden biases, methodological errors, and key assumptions of autism science have obscured answers to this question. Here, we seek to initiate a broader discussion about what the foundations for a good Autistic life might be and how this discussion might be framed. We identify five ways in which autism science can help us all to secure those foundations, including by (1) giving Autistic well-being prominence in research, (2) lifying Autistic autonomy, (3) attending better to everyday experiences, (4) acknowledging context, and (5) working in partnership with Autistic people and their families and allies to ensure that they are at the heart of research decision-making. Such an approach would direct the focus of autism research to help shape good Autistic lives.
'Sometimes i want to play by myself'
Publisher: SAGE Publications
Date: 27-11-2013
Abstract: Research has shown that friendship impacts the overall experience of mainstream school for autistic children. Using a unique combination of quantitative, qualitative and social network methods, we investigated the extent and nature of autistic children’s friendships from their perspective and from those of their mothers, teachers and classroom peers. Consistent with previous research, children with autism (n = 12), aged between 9 and 11 years, rated their friendships to be of poorer quality than their non-autistic classroom peers (n = 11). There was, however, much variability in autistic children’s ratings, which, unexpectedly, was related to neither children’s cognitive ability nor their theory of mind ability. Encouragingly, the children generally reported satisfaction with their friendships, and although no child was socially isolated, the degree of inclusion in friendship networks varied widely. Furthermore, autistic children’s social motivation emerged as a key factor in parents’ and teachers’ reports in determining both the nature and extent of their friendships. Adults played an active role in supporting children’s friendships, but this sometimes conflicted with what the children wanted. These findings highlight the need to ascertain the perspectives of young people with autism on their friendships and to consider the social and ethical implications of when and how to intervene.
A portfolio analysis of autism research funding in Australia, 2008-2017
Publisher: Springer Science and Business Media LLC
Date: 02-08-2019
DOI: 10.1007/S10803-019-04155-1
Abstract: Autism research funding across the world has disproportionately been invested in biological and genetic research, despite evidence that these topics are not prioritized by community members. We sought to determine whether a similar pattern was evident in Australia's autism research funding landscape between 2008 and 2017, by analysing the nation's portfolio of autism research investments. We also examined whether there was any change in this pattern of funding since the establishment in 2013 of the Cooperative Research Centre for Living with Autism (Autism CRC). Overall, Australian autism research funding during 2008-2017 followed a similar pattern to other countries, but shifted in the past 5 years. Further progress is required to bring research funding into line with community priorities.
Reputation Management: Evidence for Ability But Reduced Propensity in Autism
Publisher: Wiley
Date: 08-07-2013
DOI: 10.1002/AUR.1313
Abstract: Previous research has reported that autistic adults do not manage their reputation, purportedly due to problems with theory of mind [Izuma, Matsumoto, Camerer, & Adolphs]. The current study aimed to test alternative explanations for this apparent lack of reputation management. Twenty typical and 19 autistic adults donated to charity and to a person, both when alone and when observed. In an additional manipulation, for half of the participants, the observer was also the recipient of their donations, and participants were told that this observer would subsequently have the opportunity to donate to them (motivation condition). This manipulation was designed to encourage an expectation of a reciprocal "tit-for-tat" strategy in the participant, which may motivate participants to change their behavior to receive more donations. The remaining participants were told that the person watching was just observing the procedure (no motivation condition). Our results replicated Izuma et al.'s finding that autistic adults did not donate more to charity when observed. Yet, in the motivation condition, both typical and autistic adults donated significantly more to the observer when watched, although this effect was significantly attenuated in autistic in iduals. Results indicate that, while in iduals with autism may have the ability to think about reputation, a reduced expectation of reciprocal behavior from others may reduce the degree to which they engage in reputation management.
Patterns of Continuity and Change in the Psychosocial Outcomes of Young Autistic People: a Mixed-Methods Study
Publisher: Springer Science and Business Media LLC
Date: 03-12-2019
DOI: 10.1007/S10802-019-00602-W
Abstract: Long-term longitudinal studies have consistently demonstrated that the outcomes of autistic in iduals are highly variable. Yet, these studies have typically focused on aspects of functioning deemed to be critical by non-autistic researchers, rather than autistic people themselves. Here, we uniquely examined the long-term psychosocial outcomes of a group of young autistic people (n = 27 M age = 17 years 10 months 2 female) followed from childhood using a combination of approaches, including (1) the standard, normative approach, which examined changes in diagnostic outcomes, autistic features and adaptive functioning over a 9-year period and (2) a qualitative approach, which involved semi-structured interviews to understand young people's own subjective experiences of their current functioning. On average, there was no significant change in young people's diagnostic outcomes and autistic features over the 9-year period, although there was much variability at the in idual level. There was far less variability, however, in young people's everyday functioning, with marked declines over the same period. While these often-substantial everyday challenges aligned well with young people's subjective reports, there was no straightforward one-to-one mapping between self-reported experiences of being autistic and standard measures of severity. These findings call for concerted efforts to understand autistic outcomes through the mixing of quantitative and qualitative reports and for sustained and targeted interventions during adolescence in those areas that matter most to young people themselves.
Brief Report: Coherent Motion Processing in Autism: Is Dot Lifetime an Important Parameter?
Publisher: Springer Science and Business Media LLC
Date: 21-01-2015
DOI: 10.1007/S10803-015-2365-1
Abstract: Contrasting reports of reduced and intact sensitivity to coherent motion in autistic in iduals may be attributable to stimulus parameters. Here, we investigated whether dot lifetime contributes to elevated thresholds in children with autism. We presented a standard motion coherence task to 31 children with autism and 31 typical children, with both limited and unlimited lifetime conditions. Overall, children had higher thresholds in the limited lifetime condition than in the unlimited lifetime condition. However, children with autism were affected by this manipulation to the same extent as typical children and were equally sensitive to coherent motion. Our results suggest that dot lifetime is not a critical stimulus parameter and speak against pervasive difficulties in coherent motion perception in children with autism.
Using Effort to Measure Reward Value of Faces in Children with Autism
Publisher: Public Library of Science (PLoS)
Date: 13-11-2013
Atypical updating of face representations with experience in children with autism
Publisher: Wiley
Date: 18-12-2013
DOI: 10.1111/DESC.12007
Abstract: Face identity aftereffects are significantly diminished in children with autism relative to typical children, which may reflect reduced perceptual updating with experience. Here, we investigated whether this atypicality also extends to non-face stimulus categories, which might signal a pervasive visual processing difference in in iduals with autism. We used a figural aftereffect task to measure directly perceptual updating following exposure to distorted upright faces, inverted faces and cars, in typical children and children with autism. A size-change between study and test stimuli limited the likelihood that any processing atypicalities reflected group differences in adaptation to low-level features of the stimuli. Results indicated that, relative to typical children, figural aftereffects for upright faces, but not inverted faces or cars, were significantly attenuated in children with autism. Moreover, the group difference was lified when we isolated the 'face-selective' component of the aftereffect, by partialling out the mid-level shape adaptation common to upright and inverted face stimuli. Notably, the aftereffects of typical children were disproportionately larger for upright faces than for inverted faces and cars, but the magnitude of aftereffects of autistic children was not similarly modulated according to stimulus category. These findings are inconsistent with a pervasive adaptive coding atypicality relative to typical children, and suggest that reduced perceptual updating may constitute a high-level, and possibly face-selective, visual processing difference in children with autism.
The Relationship Between Intolerance of Uncertainty, Sensory Sensitivities, and Anxiety in Autistic and Typically Developing Children
Publisher: Springer Science and Business Media LLC
Date: 10-02-2016
Letter to the Editor: A possible threat to data integrity for online qualitative autism research
Publisher: SAGE Publications
Date: 22-05-2023
DOI: 10.1177/13623613231174543
Abstract: Researchers are increasingly relying on online methods for data collection, including for qualitative research involving interviews and focus groups. In this letter, we alert autism researchers to a possible threat to data integrity in such studies: “scammer” participants, who may be posing as autistic people and/or parents of autistic children in research studies, presumably for financial gain. Here, we caution qualitative autism researchers to be vigilant of potential scammer participants in their online studies and invite a broader discussion about the implications of such fraudulent acts. Doing research online, via Zoom, Teams, or live chat, is becoming more and more common. It can help researchers to reach more people, including from different parts of the world. It can also make the research more accessible for participants, especially those with different communication preferences. However, online research can have its downsides too. We have recently been involved in three studies in which we had in-depth discussions with autistic people and/or parents of autistic children about various topics. It turns out, though, that some of these participants were not genuine. Instead, we believe they were “scammer participants”: people posing as autistic people or parents of autistic children, possibly to gain money from doing the research. This is a real problem because we need research data that we can trust. In this letter, we encourage autism researchers to be wary of scammer participants in their own research.
Four-to-six-year-old children use norm-based coding in face-space
Publisher: Association for Research in Vision and Ophthalmology (ARVO)
Date: 05-2010
DOI: 10.1167/10.5.18
Abstract: Children's performance on face perception tests does not reach adult levels until adolescence, a result which, a priori, could be due to qualitative change in face mechanisms with age, quantitative change in these mechanisms, or improvements in general cognitive abilities that are not face-specific (e.g., memory, attention). In adults, the major functional mechanisms of face recognition include holistic/configural processing and face-space coding. Previous research has established that holistic/configural processing is present by 4-6 years of age. Very little, however, is known about face-space coding in children. Here, we demonstrate that 4-6-year-old children show adaptation aftereffects for figural distortions (expanded/contracted, eyes up/down), providing the first evidence of aftereffects for identity-relevant information in children younger than 8 years. We also show that in 4-5 year-olds, as in adults, face aftereffects are stronger for adaptors far from the average (extreme distortions) than for adaptors closer to the average (mild distortions). This result provides the first compelling evidence that face-space coding is norm-based in children younger than 8 years of age, and rules out a qualitative shift from exemplar-based to norm-based coding as the source of developmental improvement in face identification performance beyond preschool age.
Autism
Publisher: Elsevier BV
Date: 09-2008
DOI: 10.1016/J.CUB.2008.07.004
Abstract: When reading faces, autistic in iduals gain considerably less information from the eyes and more from the mouth. A new study reports that some parents of autistic children use strikingly similar strategies, providing a crucial clue as to what might be inherited in autism.
“Retirement is one hell of a change”: Autistic people’s experiences of retiring
Publisher: Center for Open Science
Date: 03-10-2023
Which terms should be used to describe autism? Perspectives from the UK autism community
Publisher: SAGE Publications
Date: 07-2015
Abstract: Recent public discussions suggest that there is much disagreement about the way autism is and should be described. This study sought to elicit the views and preferences of UK autism community members – autistic people, parents and their broader support network – about the terms they use to describe autism. In all, 3470 UK residents responded to an online survey on their preferred ways of describing autism and their rationale for such preferences. The results clearly show that people use many terms to describe autism. The most highly endorsed terms were ‘autism’ and ‘on the autism spectrum’, and to a lesser extent, ‘autism spectrum disorder’, for which there was consensus across community groups. The groups disagreed, however, on the use of several terms. The term ‘autistic’ was endorsed by a large percentage of autistic adults, family members/friends and parents but by considerably fewer professionals ‘person with autism’ was endorsed by almost half of professionals but by fewer autistic adults and parents. Qualitative analysis of an open-ended question revealed the reasons underlying respondents’ preferences. These findings demonstrate that there is no single way of describing autism that is universally accepted and preferred by the UK’s autism community and that some disagreements appear deeply entrenched.
The use of everyday and assistive technology in the lives of older autistic adults.
Publisher: SAGE Publications
Date: 29-11-2022
DOI: 10.1177/13623613211058519
Abstract: Assistive technologies have the potential to provide accessible support to people with varying needs and abilities, including older autistic adults. However, there is currently limited knowledge about how older autistic adults use technology in their daily lives, whether it is sufficient to meet their needs and whether they experience any barriers to technology use. To address these questions, we conducted semi-structured interviews with 15 autistic adults aged over 50 years. Using thematic analysis, we identified two major themes related to how older autistic adults use technology: ‘Helping to Manage the External Environment’ and ‘Increasing Everyday Accessibility and Convenience’. Overall, participants reported experiencing a number of challenges associated with performing everyday activities and while technology was able to offer some assistance, a number of gaps still remain in meeting the support needs of this population. Based on these findings, we offer some guidelines and recommendations for technology use with this population to guide future research and practice. Technology has the potential to help people with various support needs live more autonomous lives. This includes autistic in iduals. In this article, we look at how older autistic adults use technology in their daily lives. Past research examining technology use and autism has mainly focused on helping children to learn new skills. To date, very little research has been conducted looking at how to create and design technology for use by older autistic adults. This is concerning because older autistic adults will likely have supports needs that match or exceed those of similarly aged non-autistic in iduals. In this article, we spoke to autistic adults over 50 years about their daily experiences and how they use technology. We identified some important ways that older autistic adults use technology in their daily lives, as well as a number of support needs and barriers to technology use. Based on the findings, we were able to provide some guidelines and recommendations for technology developers and service providers to assist with designing, creating and using technology with older autistic adults.
Documenting the untold histories of late-diagnosed autistic adults
Publisher: BMJ
Date: 05-2020
DOI: 10.1136/BMJOPEN-2020-037968
Abstract: Receiving a diagnosis of autism in adulthood is increasingly common for a subset of in iduals who were either misdiagnosed in childhood or missed out on a diagnosis altogether. This qualitative study, coproduced with autistic people, invites late-diagnosed autistic adults to share their life histories to (1) understand better the consequences of living without a diagnosis, (2) elucidate what precipitates an autism diagnosis in mid-to-late adulthood and (3) identify the perceived impact of receiving that diagnosis. Oral histories have been a successful way to uncover overlooked and marginalised voices. We therefore adopt qualitative, oral history methodology in this study to understand these adults’ experiences, especially of living in an era when autism was not well known. We will recruit 24 participants who will (1) have been born before 1975, (2) have received a clinical, autism diagnosis after the age of 35, (3) be English-speaking and (4) have spent most of their childhood and adulthood living in Australia. Participants will take part in four sessions, including the main, qualitative, oral history interview, through a range of possible formats to facilitate inclusion. The interview data will be analysed using reflexive thematic analysis. The protocol has received institutional research ethics approval from Macquarie University’s Human Research Ethics Committee (Ref.: 52019556310562). This study will yield understanding of the life experiences of autistic adults, especially middle-aged and older Australians, should inform more effective diagnostic practices and provide insight into the key factors that might promote resilience and enhance quality of life in autistic people. The findings will be disseminated to academic and clinical audiences through journal articles and conference presentations and to the autistic and autism communities through accessible reports. The interviews will also be prepared for digital archiving, which will enable ongoing access for future generations and communities.
Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?
Publisher: Informa UK Limited
Date: 27-02-2018
The development of core cognitive skills in Autism
Publisher: Wiley
Date: 09-2010
DOI: 10.1111/J.1467-8624.2010.01481.X
Abstract: This longitudinal study tested the veracity of one candidate multiple-deficits account of autism by assessing 37 children with autism (M age=67.9 months) and 31 typical children (M age=65.2 months) on tasks tapping components of theory of mind (ToM), executive function (EF), and central coherence (CC) at intake and again 3 years later. As a group, children with autism showed poor false-belief attribution, planning ability, and set-shifting, together with enhanced local processing at both time points. At an in idual level, however, the profile was far from universal at either intake or follow-up. Moreover, autistic children demonstrated significant changes over time in ToM and EF, but not CC, over the 3-year period. The challenges these findings pose for a multiple-deficits account are discussed.
Participatory autism research: Early career and established researchers’ views and experiences
Publisher: SAGE Publications
Date: 04-06-2021
DOI: 10.1177/13623613211019594
Abstract: Despite more autism research taking place than ever before, there is a disconnect between the current landscape of autism research and what autistic people and their allies want from research. While participatory research has been proposed as a potential solution, we know little about how researchers (particularly, early career researchers) employ this approach. We interviewed 25 researchers (14 early career and 11 established researchers) about their views and experiences of participatory autism research. Through reflexive thematic analysis of interview and focus group data, we identified three themes. First, our participants emphasised the flexible nature of participatory research, and the many forms it can take yet noted that this flexibility could cause confusion. Second, our participants highlighted the importance of building relationships with research partners, while commenting on the challenges around effective communication and working with erse groups of people who may have limited research experience. Finally, participants described the challenges of working within academic environments that are not conducive to participatory research (e.g. due to limited time, funding and support). We discuss these issues with regard to changes required at both an in idual and systemic level, ensuring that efforts are made to meaningfully involve autistic people and their allies in all stages of the research process. ‘Participatory autism research’ refers to ways of involving autistic people and their allies (e.g. family members) in making decisions about research. These decisions can include what research gets done, how it gets done and how research findings are used. While there is more and more interest in participatory autism research, we know little about how researchers at different stages of their careers use this approach. To find out more, we discussed these issues with 25 researchers. Fourteen of these were at an early stage of their careers, and 11 were more senior researchers. We spoke to people in in idual interviews or in groups. We then used a technique called thematic analysis to analyse our data, which involved us looking for common topics or ‘themes’ discussed by our participants. What did we find? Our participants told us that participatory autism research was a flexible approach, meaning that autistic people can be involved in research in many different ways. While people viewed this flexibility in a positive way, it also caused some confusion about what does or does not ‘count’ as participatory research. Our participants also spoke about how important it was to build relationships with those involved in their research, but they also said it could be difficult to communicate well with erse groups of people who may not have much experience of research. Finally, our participants said it was hard to do participatory research when there was not much time, funding or support available to researchers. In this article, we discuss these findings, focusing on what needs to change to ensure that autistic people and their allies are meaningfully involved in autism research.
Individual differences in executive function and central coherence predict developmental changes in theory of mind in autism
Publisher: American Psychological Association (APA)
Date: 03-2010
DOI: 10.1037/A0018287
Abstract: There is strong evidence to suggest that in iduals with autism show atypicalities in multiple cognitive domains, including theory of mind (ToM), executive function (EF), and central coherence (CC). In this study, the longitudinal relationships among these 3 aspects of cognition in autism were investigated. Thirty-seven cognitively able children with an autism spectrum condition were assessed on tests targeting ToM (false-belief prediction), EF (planning ability, cognitive flexibility, and inhibitory control), and CC (local processing) at intake and again 3 years later. Time 1 EF and CC skills were longitudinally predictive of change in children's ToM test performance, independent of age, language, nonverbal intelligence, and early ToM skills. Predictive relations in the opposite direction were not significant, and there were no developmental links between EF and CC. Rather than showing problems in ToM, EF and CC as co-occurring and independent atypicalities in autism, these findings suggest that early domain-general skills play a critical role in shaping the developmental trajectory of children's ToM.
The triad of strengths
Publisher: Springer International Publishing
Date: 2016
Anxiety and interpretation of ambiguity in autistic children, typical children and their mothers
Publisher: Springer Science and Business Media LLC
Date: 08-11-2019
Numerical estimation in children with autism
Publisher: Wiley
Date: 25-03-2015
DOI: 10.1002/AUR.1482
Abstract: Number skills are often reported anecdotally and in the mass media as a relative strength for in iduals with autism, yet there are remarkably few research studies addressing this issue. This study, therefore, sought to examine autistic children's number estimation skills and whether variation in these skills can explain at least in part strengths and weaknesses in children's mathematical achievement. Thirty-two cognitively able children with autism (range = 8-13 years) and 32 typical children of similar age and ability were administered a standardized test of mathematical achievement and two estimation tasks, one psychophysical nonsymbolic estimation (numerosity discrimination) task and one symbolic estimation (numberline) task. Children with autism performed worse than typical children on the numerosity task, on the numberline task, which required mapping numerical values onto space, and on the test of mathematical achievement. These findings question the widespread belief that mathematical skills are generally enhanced in autism. For both groups of children, variation in performance on the numberline task was also uniquely related to their academic achievement, over and above variation in intellectual ability better number-to-space mapping skills went hand-in-hand with better arithmetic skills. Future research should further determine the extent and underlying causes of some autistic children's difficulties with regards to number.
Feasibility study of the National Autistic Society EarlyBird parent support programme.
Publisher: SAGE Publications
Date: 05-06-2020
Abstract: The EarlyBird programme is a group-based psychoeducation intervention for parents of young children with autism. Although it is widely used in the United Kingdom, the evidence base for the programme is very limited. Using a mixed method, non-randomised research design, we aimed to test (1) the acceptability of the research procedures (recruitment, retention, suitability of measures), (2) the parental acceptability of EarlyBird (attendance, views of the programme, perceived changes) and (3) the facilitator acceptability of EarlyBird (fidelity, views of the programme, perceived changes). Seventeen families with a 2- to 5-year-old autistic child and 10 EarlyBird facilitators took part. Pre- and post-intervention assessment included measures of the child's autism characteristics, cognitive ability, adaptive behaviour, emotional and behavioural problems and parent-reported autism knowledge, parenting competence, stress and wellbeing. Semi-structured interviews were completed at post-intervention with parents and facilitators. For those involved in the study, the research procedures were generally acceptable, retention rates were high and the research protocol was administered as planned. Generally, positive views of the intervention were expressed by parents and facilitators. Although the uncontrolled, within-participant design does not allow us to test for efficacy, change in several outcome measures from pre- to post-intervention was in the expected direction. Difficulties were encountered with recruitment (opt-in to the groups was ~56% and opt-in to the research was 63%), and strategies to enhance recruitment need to be built into any future trial. These findings should be used to inform protocols for pragmatic, controlled trials of EarlyBird and other group-based interventions for parents with young autistic children.
Ethics and autism
Publisher: Springer Science and Business Media LLC
Date: 11-12-2014
Supporting Children With Severe-to-Profound Learning Difficulties and Complex Communication Needs to Make Their Views Known
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 07-2016
Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents
Publisher: Springer Science and Business Media LLC
Date: 23-12-2015
Investigating the functional integrity of the dorsal visual pathway in autism and dyslexia
Publisher: Elsevier BV
Date: 08-2008
DOI: 10.1016/J.NEUROPSYCHOLOGIA.2008.04.008
Abstract: Numerous reports of elevated global motion thresholds across a variety of neurodevelopmental disorders have prompted researchers to suggest that abnormalities in global motion perception are a result of a general deficiency in the dorsal visual pathway. To test this hypothesis, we assessed the integrity of the dorsal visual pathway at lower subcortical (sensitivity to flicker contrast) and higher cortical (sensitivity to global motion) levels in children with autism, children with dyslexia, and typically developing children, of similar age and ability. While children with autism demonstrated intact lower-level, but impaired higher-level dorsal-stream functioning, children with dyslexia displayed abnormalities at both lower and higher levels of the dorsal visual stream. These findings suggest that these disorders can be dissociated according to the origin of the impairment along the dorsal-stream pathway. Implications for general cross-syndrome accounts are discussed.
Semantic content outweighs low-level saliency in determining children’s and adults’ fixation of movies
Publisher: Elsevier BV
Date: 02-2018
Sensory symptoms in autism: A blooming, buzzing confusion?
Publisher: Wiley
Date: 11-04-2013
DOI: 10.1111/CDEP.12031
The role of higher level adaptive coding mechanisms in the development of face recognition
Publisher: Elsevier BV
Date: 10-2009
DOI: 10.1016/J.JECP.2009.05.009
Abstract: Developmental improvements in face identity recognition ability are widely documented, but the source of children's immaturity in face recognition remains unclear. Differences in the way in which children and adults visually represent faces might underlie immaturities in face recognition. Recent evidence of a face identity aftereffect (FIAE), in which adaptation (exposure) to a particular identity causes a previously neutral face to take on the computationally opposite identity, suggests that adults code faces in an opponent fashion relative to an average face. One previous study showed comparable FIAEs in 8-year-olds and adults but did not demonstrate that adaptation was selective for high-level representations in both groups. Using a developmentally appropriate FIAE task, we investigated whether children show adult-like adaptation for facial identity when adapting and test images differ in size. Both age groups showed an equivalent FIAE, suggesting that qualitative changes in the use of higher level adaptive coding mechanisms do not drive the developmental improvements in face recognition ability, at least from 8 years of age.
Experiences of autistic and non-autistic individuals participating in a corporate internship scheme
Publisher: SAGE Publications
Date: 19-06-2021
DOI: 10.1177/13623613211025115
Abstract: Autistic people have significant challenges in obtaining and maintaining employment yet there remains a shortage of research in this area, especially research directly comparing the experiences of autistic in iduals to their non-autistic colleagues in the same organisation. The present study examined the experiences of autistic and non-autistic interns, and their managers, taking part in a corporate internship scheme. Data were gathered via semi-structured interviews and online questionnaires prior to, and following, the internship. Many commonalties were identified, with both groups of interns and managers sharing positive journeys through the internship. Specific issues raised by autistic interns centred around impact of prior employment experiences, mental health and communication. Compared to managers of non-autistic interns, managers of autistic interns reported having a greater range of pre-internship concerns, including concerns about providing the right level of support, communicating successfully and being equitable in treatment of all employees. Structured delegation of tasks and flexible communication were successful strategies used by managers to support autistic interns clear communication and more consistent support were perceived to benefit both intern groups. The findings highlight specific challenges experienced by autistic in iduals in the workplace and suggest effective ways to ensure that autistic interns succeed alongside non-autistic peers. Autistic people can find it difficult to find and keep a job, and fewer autistic people are employed compared with people from other disability groups. There is not enough research in this area, especially research that directly compares the experiences of autistic and non-autistic colleagues starting in an organisation at the same time. Our study looked at the experiences of autistic and non-autistic people taking part in an internship at Deutsche Bank, UK. We spoke to the interns before the internship began, and again once it had finished. We also asked the interns’ hiring managers about their experiences of the internship. We used interviews and online questionnaires to find out people’s views. Before the programme began, managers of autistic interns were more worried about the internship than managers of the non-autistic interns. They were worried about providing the right level of support, communicating successfully and treating all their employees fairly. At the end of the internship, everyone felt that the internship was a success. Managers of autistic interns explained how the experience had made them better managers. Both groups of interns and said that they benefitted from clear communication and would have likes more support. Managers of autistic interns spoke about iding tasks up into smaller chunks and being flexible in their communication were helpful when working with the autistic interns. More work is needed to make sure that autistic interns are integrated alongside non-autistic peers. One way to make this happen might be to create guides for managers.
‘I’m not just a guinea pig’: Academic and community perceptions of participatory autism research
Publisher: SAGE Publications
Date: 27-08-2020
Abstract: Despite calls for increased community engagement in autism research, the published evidence base suggests that participatory autism research remains rare. This study examined the extent and nature of community engagement in Australian research projects commissioned by the Autism CRC. Data were gathered using an online survey, comprising quantitative scale items and qualitative free-text responses, which was completed by 64 academic partners and 15 community partners. Quantitative findings indicated that autism research stakeholders in Australia are largely supportive of community engagement in research and have had positive experiences of participatory research. These findings were not wholly corroborated by the qualitative findings, however, which suggested that participants lacked understanding of participatory research, and held attitudes that may hinder the conduct of successful participatory research. Systemic issues within research settings were also perceived to impede community engagement in research. Both academic and community partners would benefit from better understanding of participatory research approaches, paired with practical and epistemological shifts at the systemic level, to ensure that future community engagement in autism research is respectful, equitable and beneficial to all stakeholders. Participatory research means working together ( engaging) with the community that is affected by research to make decisions about that research. Participatory research is common in some fields, but it is still rare in autism research. In this study, we wanted to find out how Australian autism researchers and community members feel about participatory research. We worked with an Autistic Advisory Group to design this study, understand the results and write this article. We asked 127 people, all working on research from the Cooperative Research Centre for Living with Autism, to complete an online survey about participatory research. The survey included some questions that were answered on rating scales, and some where participants wrote their own answers. Seventy-nine people (64 researchers and 15 community members) completed most or all of the survey. The rating scales showed that most participants (82%) supported moderate or extensive community engagement in research, and most participants (72%) thought there should be more community engagement in autism research. In general, the participants rated their experiences of participatory research positively. Using the participants’ own written answers, we found four main ideas: (1) participatory research is important, but difficult (2) many people do not fully understand what participatory research is (3) academics and community members do not work together as = and (4) research systems are not designed for participatory research. Our results suggest that autism researchers and community members want to do more participatory research, but they might need training, support and funding to do participatory research well.
Enhanced Integration of Motion Information in Children With Autism
Publisher: Society for Neuroscience
Date: 06-05-2015
DOI: 10.1523/JNEUROSCI.4645-14.2015
Abstract: To judge the overall direction of a shoal of fish or a crowd of people, observers must integrate motion signals across space and time. The limits on our ability to pool motion have largely been established using the motion coherence paradigm, in which observers report the direction of coherently moving dots amid randomly moving noise dots. Poor performance by autistic in iduals on this task has widely been interpreted as evidence of disrupted integrative processes. Critically, however, motion coherence thresholds are not necessarily limited only by pooling. They could also be limited by imprecision in estimating the direction of in idual elements or by difficulties segregating signal from noise. Here, 33 children with autism 6–13 years of age and 33 age- and ability-matched typical children performed a more robust task reporting mean dot direction both in the presence and the absence of directional variability alongside a standard motion coherence task. Children with autism were just as sensitive to directional differences as typical children when all elements moved in the same direction (no variability). However, remarkably, children with autism were more sensitive to the average direction in the presence of directional variability, providing the first evidence of enhanced motion integration in autism. Despite this improved averaging ability, children with autism performed comparably to typical children in the motion coherence task, suggesting that their motion coherence thresholds may be limited by reduced segregation of signal from noise. Although potentially advantageous under some conditions, increased integration may lead to feelings of “sensory overload” in children with autism.
“It just fits my needs better”: Autistic students and parents’ experiences of learning from home during the early phase of the COVID-19 pandemic
Publisher: SAGE Publications
Date: 2021
DOI: 10.1177/23969415211057681
Abstract: The COVID-19 pandemic has caused unprecedented disruption to people's lives, especially for families, whose children have been taken out of schools during lockdown restrictions and required to learn from home. Little is known, however, about the perceived impact of the lockdown restrictions on the educational experiences of autistic children and young people – a group whose conventional schooling experiences are already often challenging. In this study, we sought to (1) understand these experiences from the perspectives of autistic young people and their parents, and (2) identify the underlying sources of positive experiences at this challenging time, in order to inform the ways in which autistic children might flourish at school in more normal times. Ninety-one Australian participants, including 16 autistic young people aged 12–18 years, 32 autistic parents and 43 non-autistic parents of autistic young people aged 3–18 years, took part in semi-structured interviews about their experiences of life during the initial phase of the COVID-19 pandemic. The interviews were subjected to reflexive, thematic analysis to identify themes and subthemes for each research question. Overall, our participants initially found the transition to learning from home extremely challenging, with parents reporting that the support received from schools was far from adequate. After that initial period of transition, however, many autistic children reported flourishing at home both educationally and personally. For these children and families, we identified three key ingredients essential to this flourishing, including: (i) the importance of connected, trusting relationships (‘people’) (ii) the sensory and social safety of home (‘place’) and (iii) the flexibility to pace and structure learning to suit the in idual child (‘time’). While the initial COVID-19 lockdown presented many challenges to children learning at home, there were aspects of this otherwise-unsettling situation that enabled children to thrive and from which we can learn for the future. These findings have important implications for understanding how and when autistic children might thrive in institutional educational settings once the pandemic subsides, focusing on the relationships between teachers and students, the nature of the physical learning environment and the need for greater flexibility in planning the school day.
Childhood Executive Function Predicts Later Autistic Features and Adaptive Behavior in Young Autistic People: a 12-Year Prospective Study
Publisher: Springer Science and Business Media LLC
Date: 13-11-2018
DOI: 10.1007/S10802-018-0493-8
Abstract: Longitudinal studies of autistic people show that the behavioral features of autism generally endure into adulthood. Yet the prognostic indicators remain far from certain, especially for cognitively able in iduals. Here, we test the predictive power of specific cognitive skills, namely theory of mind and executive function, measured in childhood, on young people's autistic features and adaptive behavior 12 years later. Twenty-eight young autistic people (2 female) were seen twice within the space of 12 years. At Time 1 (M = 5 years 7 months, SD = 11 months), participants were assessed on components of executive function (planning, inhibition and cognitive flexibility) and theory of mind (false-belief understanding). At Time 2, 12 years later (M = 17 years 10 months, SD = 1 year 2 months), we measured participants' autistic features and adaptive behavior. Only Time 1 executive function skills predicted significant variance in autistic adolescents' autistic features, over and above variance attributable to early age, intellectual ability and theory of mind skills. Furthermore, early EF skills, in addition to early verbal ability and nonverbal ability, predicted significant variance in young people's adaptive behavior at the 12-year follow-up. These long-term longitudinal findings clearly demonstrate that executive function measured in early childhood has prognostic significance in a s le of young autistic people approaching emerging adulthood and underscore their importance as a key target for early intervention and support.
Reduced gaze aftereffects are related to difficulties categorising gaze direction in children with autism
Publisher: Elsevier BV
Date: 07-2013
Autistic adults’ views of their communication skills and needs
Publisher: Wiley
Date: 02-07-2020
Averaging, not internal noise, limits the development of coherent motion processing
Publisher: Elsevier BV
Date: 10-2014
The Psychometric Properties of a New Measure of Sensory Behaviors in Autistic Children
Publisher: Springer Science and Business Media LLC
Date: 17-02-2017
“I Knew She'd Get It, and Get Me”: Participants' Perspectives of a Participatory Autism Research Project
Publisher: Mary Ann Liebert Inc
Date: 06-2022
Ensemble perception of emotions in autistic and typical children and adolescents
Publisher: Elsevier BV
Date: 04-2017
The light-from-above prior is intact in autistic children
Publisher: Elsevier BV
Date: 09-2017
Commentary 1
Publisher: SAGE Publications
Date: 28-11-2019
‘I live in extremes’: A qualitative investigation of Autistic adults’ experiences of inertial rest and motion
Publisher: SAGE Publications
Date: 30-09-2023
Psychological models of autism
Publisher: Cambridge University Press
Date: 06-01-2011
Perception of shapes targeting local and global processes in autism spectrum disorders
Publisher: Wiley
Date: 10-05-2010
DOI: 10.1111/J.1469-7610.2009.02203.X
Abstract: Several researchers have found evidence for impaired global processing in the dorsal visual stream in in iduals with autism spectrum disorders (ASDs). However, support for a similar pattern of visual processing in the ventral visual stream is less consistent. Critical to resolving the inconsistency is the assessment of local and global form processing ability. Within the visual domain, radial frequency (RF) patterns - shapes formed by sinusoidally varying the radius of a circle to add 'bumps' of a certain number to a circle - can be used to examine local and global form perception. Typically developing children and children with an ASD discriminated between circles and RF patterns that are processed either locally (RF24) or globally (RF3). Children with an ASD required greater shape deformation to identify RF3 shapes compared to typically developing children, consistent with difficulty in global processing in the ventral stream. No group difference was observed for RF24 shapes, suggesting intact local ventral-stream processing. These outcomes support the position that a deficit in global visual processing is present in ASDs, consistent with the notion of Weak Central Coherence.
Reduced face identity aftereffects in relatives of children with autism
Publisher: Elsevier BV
Date: 10-2012
DOI: 10.1016/J.NEUROPSYCHOLOGIA.2012.08.019
Abstract: Autism is a pervasive developmental condition with complex aetiology. To aid the discovery of genetic mechanisms, researchers have turned towards identifying potential endophenotypes - subtle neurobiological or neurocognitive traits present in in iduals with autism and their "unaffected" relatives. Previous research has shown that relatives of in iduals with autism exhibit face processing atypicalities, which are similar in nature albeit of lesser degree, to those found in children and adults with autism. Yet very few studies have examined the underlying mechanisms responsible for such atypicalities. Here, we investigated whether atypicalities in adaptive norm-based coding of faces are present in relatives of children with autism, similar to those previously reported in children with autism. To test this possibility, we administered a face identity aftereffect task in which adaptation to a particular face biases perception towards the opposite identity, so that a previously neutral face (i.e., the average face) takes on the computationally opposite identity. Parents and siblings of in iduals with autism showed smaller aftereffects compared to parents and siblings of typically developing children, especially so when the adapting stimuli were located further away from the average face. In addition, both groups showed stronger aftereffects for adaptors far from the average than for adaptors closer to the average. These results suggest that, in relatives of children with autism, face-coding mechanism are similar (i.e., norm-based) but less efficient than in relatives of typical children. This finding points towards the possibility that diminished adaptive mechanisms might represent a neurocognitive endophenotype for autism.
'Sometimes you just need someone to take a chance on you'
Publisher: Cambridge University Press (CUP)
Date: 05-11-2019
DOI: 10.1017/JMO.2018.66
Abstract: Autistic in iduals often face significant challenges to obtaining and maintaining meaningful employment – more so than other disability groups. Work placements appear to be an important step to promote employment outcomes, yet there remains a lack of knowledge about the real-life experiences of those involved in such schemes. This study is the first to take a multi-informant, longitudinal approach to examine corporate work-placement schemes: specifically, an internship for autistic graduates at Deutsche Bank, UK. Semi-structured interviews were carried out with interns, their hiring managers and the colleagues who worked alongside them. Results demonstrated positive, meaningful experiences for the majority of those involved, however, some interns also reported anxiety, difficulties in judging communication and confusion regarding office rules. The current findings contribute to a better understanding of the experiences of skilled autistic in iduals in work, and should inform the creation of subsequent programmes aimed to promote employment opportunities for autistic people.
No rapid audiovisual recalibration in adults on the autism spectrum
Publisher: Springer Science and Business Media LLC
Date: 22-02-2016
DOI: 10.1038/SREP21756
Abstract: Autism spectrum disorders (ASD) are characterized by difficulties in social cognition, but are also associated with atypicalities in sensory and perceptual processing. Several groups have reported that autistic in iduals show reduced integration of socially relevant audiovisual signals, which may contribute to the higher-order social and cognitive difficulties observed in autism. Here we use a newly devised technique to study instantaneous adaptation to audiovisual asynchrony in autism. Autistic and typical participants were presented with sequences of brief visual and auditory stimuli, varying in asynchrony over a wide range, from 512 ms auditory-lead to 512 ms auditory-lag and judged whether they seemed to be synchronous. Typical adults showed strong adaptation effects, with trials proceeded by an auditory-lead needing more auditory-lead to seem simultaneous and vice versa . However, autistic observers showed little or no adaptation, although their simultaneity curves were as narrow as the typical adults. This result supports recent Bayesian models that predict reduced adaptation effects in autism. As rapid audiovisual recalibration may be fundamental for the optimisation of speech comprehension, recalibration problems could render language processing more difficult in autistic in iduals, hindering social communication.
The current illusion of educational inclusion
Publisher: SAGE Publications
Date: 30-03-2018
COVID-19, social isolation and the mental health of autistic people and their families
Publisher: SAGE Publications
Date: 06-08-2022
DOI: 10.1177/13623613211035936
Abstract: The COVID-19 pandemic and its policy responses have had a detrimental effect on millions of people’s mental health. Here, we investigate its impact on autistic people and their families using qualitative methods. Specifically, we addressed: how did autistic people experience an increase in social isolation during the initial lockdown? And how was their mental health impacted by lockdown? Autistic and non-autistic researchers conducted 144 semi-structured interviews with autistic adults (n = 44), parents of autistic children (n = 84) including autistic parents and autistic young people (n = 16). We deployed thematic analysis to identify key themes. The enhanced social isolation accompanying the pandemic had a serious and damaging impact on autistic people’s mental health and subjective wellbeing. They spoke of intensely missing friends and more incidental forms of social connection. They also reported intense dissatisfaction with the substitution of embodied, person-to-person connection in health services by online/telephone-based alternatives, sometimes accompanied by serious negative consequences. These findings reveal the fundamental importance of supporting autistic people to maintain direct and incidental social contact during the pandemic and beyond. They speak against established theories that downplay autistic people’s need for human connection and the extent to which they have been affected by social isolation during lockdowns. In this study, we show that autistic people and their families have found it very difficult to deal with the lockdowns during the COVID-19 pandemic. Autistic and non-autistic researchers spoke to 144 people, including 44 autistic adults, 84 parents of autistic children and 16 autistic young people (12–18 years old). We asked them about their everyday lives and mental health during lockdown. People told us that they enjoyed having fewer obligations and demands compared to pre-COVID-19 life. They felt that life was quieter and calmer. But people also told us again and again how much they missed meeting people in real life, especially their friends, and their therapists and support workers. People told us that their mental health suffered because they did not have contact with their friends and services. Importantly, many people (including researchers) think that autistic people do not want friends or to be around people. But our results show that is not true. Many autistic people do want friends and to be around other people. Some people’s mental health has been damaged by not being able to see people during COVID-19. Autistic people need support in many areas of life so they can keep socialising and seeing their friends even through difficult times, like pandemics.
When the world becomes 'too real'
Publisher: Elsevier BV
Date: 10-2012
DOI: 10.1016/J.TICS.2012.08.009
Abstract: Perceptual experience is influenced both by incoming sensory information and prior knowledge about the world, a concept recently formalised within Bayesian decision theory. We propose that Bayesian models can be applied to autism - a neurodevelopmental condition with atypicalities in sensation and perception - to pinpoint fundamental differences in perceptual mechanisms. We suggest specifically that attenuated Bayesian priors - 'hypo-priors' - may be responsible for the unique perceptual experience of autistic people, leading to a tendency to perceive the world more accurately rather than modulated by prior experience. In this account, we consider how hypo-priors might explain key features of autism - the broad range of sensory and other non-social atypicalities--in addition to the phenomenological differences in autistic perception.
‘I definitely feel more in control of my life’: The perspectives of young autistic people and their parents on emerging adulthood
Publisher: SAGE Publications
Date: 28-02-2019
Abstract: Long-term outcomes studies often paint a discouraging picture of the lives lived by autistic adults. Yet, their outcomes are often measured against normative markers of traditional adult roles, which may not apply to autistic people making the transition to adulthood. Here, we investigated the transition experiences of a group of young autistic people who were followed from childhood. Twenty-six young people and their parents ( n = 28) participated in semistructured interviews on the process of transition and their aspirations for the future. Parents often voiced serious concerns about the ongoing support their children would require and the severe lack of services designed to support them as adults. Yet, overall, young people reported feeling more in control of their own lives, including developing a sense of identity and personal autonomy, both of which may be rooted in young autistic people’s executive skills and their ability to develop and maintain trusting relationships with others – two potential candidate areas for targeted support. These results call into question whether the traditional standards to which we often hold young autistic people are developmentally appropriate and suggest that the pressures of striving towards more normative ways of engaging in the world may be detrimental to their well-being.
Reply to Nemeth and Janacsek: Children with autism learn to search differently in a large-scale context
Publisher: Proceedings of the National Academy of Sciences
Date: 05-04-2011
Reputation Management in Children on the Autism Spectrum
Publisher: Springer Science and Business Media LLC
Date: 30-09-2016
Face processing abilities in relatives of individuals with ASD
Publisher: Wiley
Date: 12-2010
DOI: 10.1002/AUR.161
Abstract: In iduals with an autism spectrum disorder (ASD) show difficulties identifying familiar faces, recognizing emotional expressions and judging eye-gaze direction. Recent research suggests that relatives of in iduals with AS also show impairments in some aspects of face processing but no study has comprehensively assessed the nature and extent of face-processing difficulties in a group of relatives. This study compared the performance of 22 parents/adult siblings of in iduals with ASD ("relatives" group), 26 adults with ASD, and 26 typically developing adults on tasks of face discrimination, facial expression recognition and judging eye-gaze direction. Relatives of in iduals with ASD were less able to discriminate subtle differences between faces than typically developing adults, but were more sensitive to such differences than adults with ASD. Furthermore, relatives were significantly worse at identifying expressions of fear and disgust than typically developing adults and failed to show the typical sensitivity to direct compared with averted eye-gaze direction--a strikingly similar pattern to that observed in adults with ASD. These findings show that atypical patterns of face processing are found in some relatives of in iduals with ASD and suggest that these difficulties may represent a cognitive endophenotype.
Global Visual Processing and Self-Rated Autistic-like Traits
Publisher: Springer Science and Business Media LLC
Date: 18-04-2009
DOI: 10.1007/S10803-009-0740-5
Abstract: The current research investigated, firstly, whether in iduals with high levels of mild autistic-like traits display a similar profile of embedded figures test (EFT) and global motion performance to that seen in autism. Secondly, whether differences in EFT performance are related to enhanced local processing or reduced global processing in the ventral visual stream was also examined. Results indicated that people who scored high on the Autism-spectrum Quotient (AQ) were faster to identify embedded figures, and had poorer global motion and global form thresholds than low AQ scorers. However, the two groups did not differ on a task assessing lower-level input to the ventral stream. Overall the results indicate that in iduals with high levels of autistic-like traits have difficulties with global integration in the visual pathways, which may at least partly explain their superior EFT performance.
Perspectives from parents of autistic children on participating in early intervention and associated research
Publisher: SAGE Publications
Date: 13-12-2022
DOI: 10.1177/13623613221141540
Abstract: Early support should help autistic children lead flourishing lives. We sought to understand parents’ experiences of their children’s involvement in early intervention and associated research, through focus groups with 23 parents (of 22 children) enrolled in a university-affiliated service. Reflexive thematic analysis revealed four themes. Parents conveyed a strong sense of gratitude (Theme 1) arising from their perceptions of the importance of early intervention and feelings of having ‘hit the jackpot’ to secure access to the service from which they perceived their children ‘gained so much’. They valued the service and staff expertise which made them feel secure (Theme 2). University affiliation and the associated research also contributed to parents’ sense of safety, from perceived ‘accountability’ and ‘integrity’. Parents conveyed deep commitment to the service (Theme 3) but shared often-negative experiences as their child’s enrolment came to an end (Theme 4) and they expressed feelings of abandonment and disempowerment, being confronted with the reality of needing to secure next-stage support for their children and of perceived critical need for ‘conversion of research into practice’. These parents’ accounts offer insights into the benefits and ongoing challenges of achieving truly effective supports for autistic preschoolers and their families. Support for autistic children early in life should help them to lead flourishing lives. However, many of the early intervention programmes for young autistic children are time-consuming and costly for families. These programmes are also often conducted in settings that are not closely matched to real life. We spoke to 23 parents (of 22 autistic children) to understand their experiences of their children’s involvement in early intervention. Parents told us they were grateful for the opportunity, that they had ‘hit the jackpot’, and their children had ‘gained so much’ from the programme. They seemed to value the service because it made them feel safe and secure during an uncertain time in their children’s lives. Parents told us they trusted staff, felt that they weren’t ‘doing it alone’, and this ‘took that pressure off’ and helped them feel empowered. They also spoke of feelings of safety from being linked to the university research programme which offered ‘accountability’ and ‘integrity’. Parents’ comments showed a strong commitment to the early intervention model and staff – but also common feelings of abandonment and disempowerment as their child’s time with the programme came to an end and they went ‘back to the real world’ and needed to find new supports for their children. These parents’ insights should help to inform the design and delivery of community supports for preschool-aged autistic children and their families, which match the reality of their lived experiences.
Confirming the nature of autistic burnout
Publisher: SAGE Publications
Date: 13-01-2023
DOI: 10.1177/13623613221147410
Abstract: Autistic burnout is an experience commonly described by autistic people (#AutBurnout and #AutisticBurnout on social media). Recently, two definitions of this syndrome have been published. Both describe debilitating exhaustion with onset related to various stressors including masking, though several differences exist, such as the characteristic of interpersonal withdrawal. We sought to explore the content validity of these definitions including duration and frequency criteria, using descriptive statistics, content analysis and reflexive thematic analysis. A co-produced survey of 141 autistic adults with experience of autistic burnout showed strong endorsement of the definition by Higgins et al., where exhaustion and interpersonal withdrawal occur alongside reduced functioning, executive functioning difficulties, and increased manifestation of autistic traits. Duration and frequency criteria were unresolved, with qualitative data highlighting varying (both acute and chronic) experiences. Autistic burnout is frequently misdiagnosed as depression, anxiety, bipolar disorder, borderline personality disorder or other conditions. Work is needed to increase community and clinician awareness, as well as initiatives to improve unaccommodating neurotypical environments. More research and validation are needed in larger s les not restricted to autistic adults who have experienced autistic burnout to determine prevalence and risk factors as well as duration and frequency. Autistic burnout is something autistic people have been talking about for a while (see #AutBurnout and #AutisticBurnout on social media). Recently, researchers published two different definitions of autistic burnout. We wanted to test these definitions. We wanted to confirm the duration and frequency of autistic burnout. That is, how long and how often do people get autistic burnout? We surveyed 141 autistic adults who had autistic burnout. We used descriptive statistics, content analysis and reflexive thematic analysis to analyse the survey responses. Autistic adults strongly agreed with the definition published by Higgins et al. How long and how often people get autistic burnout was not clear. Participants told us they have both short and long episodes. Participants told us that autistic burnout leads to exhaustion. They needed to withdraw from being with other people. They needed to stay away from autism unfriendly places. Many had been misdiagnosed as having depression, anxiety, bipolar disorder, borderline personality disorder or other conditions. We need increased awareness of autistic burnout. Autistic people need more help. More research is needed, we need to have bigger studies to understand autistic burnout.
Mental Health Symptoms in Children and Adolescents during COVID-19 in Australia
Publisher: Center for Open Science
Date: 28-06-2021
Abstract: Objective: COVID-19 has led to disruptions to the lives of Australian families through social distancing, school closures, a temporary move to home-based online learning, and effective lockdown. Understanding the effects on youth mental health is crucial to inform policies to support communities as they face the pandemic and future crises. This paper sought to report on mental health symptoms in Australian children and adolescents during the initial stages of the pandemic (May to November 2020) and to examine its association with child/family characteristics and exposure to the broad COVID-19 environment. Methods: An online longitudinal survey was completed by 1,324 parents and carers of Australian children aged 4 to 17 years. Parents/carers reported on their child’s mental health using five measures, including emotional symptoms, conduct disorder problems, hyperactivity/inattention, anxiety symptoms and depressive symptoms. Child/family characteristics and COVID-related variables were measured. Results: Overall, 30.5%, 26.3% and 9.5% of our s le scored in the high to very high range for emotional problems, conduct problems and hyperactivity/inattention, respectively. Similarly, 20.2% and 20.4% of our s le scored in the clinical range for anxiety symptoms and depressive symptoms respectively. A child’s pre-existing mental health diagnosis, neurodevelopmental condition and chronic illness significantly predicted parent-reported youth mental health symptoms. Parental mental health symptoms, having a close contact with COVID-19 and applying for government financial assistance during COVID-19 were also significant predictors of youth mental health symptoms. Conclusions: Our findings show that Australian youth experienced considerable levels of mental health symptoms during the initial phase of COVID-19, and highlight the need for targeted, effective support for affected youth and particularly for those with pre-existing vulnerabilities
The Estimated Prevalence of Autism in School-Aged Children Living in Rural Nepal Using a Population-Based Screening Tool
Publisher: Springer Science and Business Media LLC
Date: 31-05-2018
Abnormal global processing along the dorsal visual pathway in autism : a possible mechanism for weak visuospatial coherence?
Publisher: Elsevier BV
Date: 2005
DOI: 10.1016/J.NEUROPSYCHOLOGIA.2004.10.003
Abstract: Frith and Happe (Frith, U., & Happe, F. (1994). Autism: Beyond theory of mind. Cognition, 50, 115-132) argue that in iduals with autism exhibit 'weak central coherence': an inability to integrate elements of information into coherent wholes. Some authors have speculated that a high-level impairment might be present in the dorsal visual pathway in autism, and furthermore, that this might account for weak central coherence, at least at the visuospatial level. We assessed the integrity of the dorsal visual pathway in children diagnosed with an autism spectrum disorder (ASD), and in typically developing children, using two visual tasks, one examining functioning at higher levels of the dorsal cortical stream (Global Dot Motion (GDM)), and the other assessing lower-level dorsal stream functioning (Flicker Contrast Sensitivity (FCS)). Central coherence was tested using the Children's Embedded Figures Test (CEFT). Relative to the typically developing children, the children with ASD had shorter CEFT latencies and higher GDM thresholds but equivalent FCS thresholds. Additionally, CEFT latencies were inversely related to GDM thresholds in the ASD group. These outcomes indicate that the elevated global motion thresholds in autism are the result of high-level impairments in dorsal cortical regions. Weak visuospatial coherence in autism may be in the form of abnormal cooperative mechanisms in extra-striate cortical areas, which might contribute to differential performance when processing stimuli as Gestalts, including both dynamic (i.e., global motion perception) and static (i.e., disembedding performance) stimuli.
Defining autistic burnout through experts by lived experience: Grounded Delphi method investigating #AutisticBurnout
Publisher: SAGE Publications
Date: 04-06-2021
DOI: 10.1177/13623613211019858
Abstract: Although commonly described on social media by autistic people, there is little recognition of autistic burnout in the academic literature. Anecdotally, autistic burnout is described as a debilitating condition that severely impacts functioning, is linked to suicidal ideation and is driven by the stress of masking and living in an unaccommodating neurotypical world. We sought to define autistic burnout using the Grounded Delphi method. Autistic adults, experts by the lived experience of autistic burnout (n = 23), co-produced and agreed to a definition intended for clinicians and the autistic and autism communities. A thick description and conceptual framework were developed from the open-ended round 1 survey, with a high majority of agreement reached in the round 3 survey. Autistic burnout was defined as a highly debilitating condition characterised by exhaustion, withdrawal, executive function problems and generally reduced functioning, with increased manifestation of autistic traits – and distinct from depression and non-autistic burnout. Further work is needed to differentiate autistic burnout from other conditions and to build clinician understanding of the accompanying complexity to be considered in treatment planning. Autistic burnout has been commonly described in social media by autistic people. There is little mention of autistic burnout in the academic literature. Only one recent study has used interviews and reviews of social media descriptions to try to understand autistic burnout. Anecdotally, autistic burnout is a very debilitating condition that reduced people’s daily living skills and can lead to suicide attempts. It is suggested that autistic burnout is caused by the stress of masking and living in an unaccommodating neurotypical world. We wanted to create a definition of autistic burnout that could be used by clinicians and the autism community. We used the Grounded Delphi method, which allowed autistic voice to lead the study. Autistic adults who had experienced autistic burnout were considered as experts on the topic, in the co-production of this definition. The definition describes autistic burnout as a condition involving exhaustion, withdrawal, problems with thinking, reduced daily living skills and increases in the manifestation of autistic traits. It is important for future research that there is a specific description of the condition. In practice, it is important for clinicians to be aware that autistic burnout is different from depression. Psychological treatments for depression potentially could make autistic burnout worse. Further awareness of autistic burnout is needed, as well as further research to prove this condition is separate from depression, chronic fatigue and non-autistic burnout.
Understanding parents’ and professionals’ knowledge and awareness of autism in Nepal
Publisher: SAGE Publications
Date: 19-05-2016
Abstract: Autism is a global phenomenon. Yet, there is a dearth of knowledge of how it is understood and its impact in low-income countries. We examined parents’ and professionals’ understanding of autism in one low-income country, Nepal. We conducted focus groups and semi-structured interviews with parents of autistic and non-autistic children and education and health professionals from urban and rural settings ( n = 106), asking questions about typical and atypical development and presenting vignettes of children to prompt discussion. Overall, parents of typically developing children and professionals had little explicit awareness of autism. They did, however, use some distinctive terms to describe children with autism from children with other developmental conditions. Furthermore, most participants felt that environmental factors, including in-utero stressors and birth complications, parenting style and home or school environment were key causes of atypical child development and further called for greater efforts to raise awareness and build community capacity to address autism. This is the first study to show the striking lack of awareness of autism by parents and professionals alike. These results have important implications for future work in Nepal aiming both to estimate the prevalence of autism and to enhance support available for autistic children and their families.
Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study
Publisher: Wiley
Date: 03-06-2020
DOI: 10.1002/AUR.2316
Neurodiverse human-machine interaction and collaborative problem-solving in social VR
Publisher: ACM
Date: 05-12-2022
Children on the autism spectrum update their behaviour in response to a volatile environment
Publisher: Wiley
Date: 06-08-2016
DOI: 10.1111/DESC.12435
Educators' Views on Using Humanoid Robots With Autistic Learners in Special Education Settings in England
Publisher: Frontiers Media SA
Date: 11-2019
Recognizing the same face in different contexts
Publisher: Elsevier BV
Date: 03-2016
Binocular rivalry in children on the autism spectrum
Publisher: Wiley
Date: 16-03-2017
DOI: 10.1002/AUR.1749
Autistic Adults' Priorities for Future Autism Employment Research: Perspectives from the United Kingdom
Publisher: Mary Ann Liebert Inc
Date: 17-05-2023
A portfolio analysis of autism research funding in Aotearoa New Zealand 2007–2021
Publisher: SAGE Publications
Date: 19-02-2023
DOI: 10.1177/13623613231155954
Abstract: Previously documented global trends in autism research funding have been skewed towards biology research, which is at odds with the priorities expressed by autistic and autism community members. We aimed to document the areas of autism research that have previously been funded in Aotearoa New Zealand, and to explore the views of the autistic and autism communities on this funding distribution. We searched for research grants awarded to autism research in Aotearoa New Zealand between 2007 and 2021. We categorised the funding for autism research to enable comparison to that previously documented in other countries. We elicited the views of the autistic and autism communities in relation to the funded autism research, through an online survey and a series of focus groups. The largest proportion of money and number of grants was awarded to biological research. Community members expressed dissatisfaction with this pattern of funding, and noted that it does not address the needs and priorities of the autistic community. Community members suggested that the funding pattern indicated a lack of autistic consultation and engagement in research design and funding allocation. The priorities of the autistic and autism communities need to be considered by researchers and funders alike. We discuss how autistic inclusion in research can be supported through decision-making regarding funding and ethics relating to autism research. We aimed to document the areas of autism research that have previously been funded in Aotearoa New Zealand. We searched for research grants awarded to autism research in Aotearoa New Zealand between 2007 and 2021. We compared the funding distribution in Aotearoa New Zealand to other countries. We asked people from the autistic community and broader autism community whether they were satisfied with this funding pattern, and whether it aligned with what is important to them and to autistic people. We found that the majority of funding for autism research was awarded to biology research (67%). Members of the autistic and autism communities were dissatisfied with the funding distribution, and expressed a lack of alignment with what is important to them. People from the community indicated that the funding distribution did not address the priorities of autistic people, and that it indicated a lack of engagement with autistic people. Autism research funding needs to reflect the priorities of the autistic and autism communities. Autistic people need to be included in autism research and related funding decisions.
Flexible integration of visual cues in adolescents with autism spectrum disorder
Publisher: Wiley
Date: 19-06-2015
DOI: 10.1002/AUR.1509
A new era for autism research, and for our journal
Publisher: SAGE Publications
Date: 25-01-2018
Parent perspectives on autistic girls’ friendships and futures
Publisher: SAGE Publications
Date: 2018
Abstract: Young people’s parents often play a key role in facilitating friendships and have their own views on these friendships. Yet parents have rarely been asked to report on the friendships and peer relationships of their autistic children. This study therefore sought to examine parents’ perspectives on the friendships and social difficulties of their autistic daughters, and their views and concerns about their daughters’ futures. Twenty parents of autistic adolescent girls, aged between 11 and 18 years, took part in semi-structured interviews on the topics of friendships, conflict and thoughts about adulthood and the future. Results demonstrated that parents often have significant involvement in their daughters’ social lives and friendships and have a range of views on these relationships. They highlighted both benefits and pitfalls of their daughters’ peer interactions, and the perceived negative influence of these interactions on their daughters’ mental health. Most parents had significant concerns about their daughters’ futures, either about their ability to live independently, or their potential vulnerability to exploitation. Despite these concerns around sexual relationships, some parents were avoiding raising the issue with their daughters. Adolescent autistic girls often have positive, close friendships, but can also be the victims of bullying, with significant negative impacts on their mental health, at least according to their parents. Concerns about girls’ development into adulthood were commonplace, with parents taking a range of approaches to attempt to talk about the future with their daughters. There is an urgent need for more open conversations to help autistic girls stay safe and secure as they mature, supporting their ability to understand and negotiate more intimate social relationships. Future research should examine these changing relationships as autistic girls’ transition to adulthood and should seek to combine the views of parents alongside the young people themselves.
Commentary: Broadening the research remit of participatory methods in autism science – a commentary on Happé and Frith (2020)
Publisher: Wiley
Date: 16-02-2020
DOI: 10.1111/JCPP.13212
Distinguishing Norm-Based From Exemplar-Based Coding of Identity in Children: Evidence From Face Identity Aftereffects
Publisher: American Psychological Association (APA)
Date: 2011
DOI: 10.1037/A0025643
Abstract: Children's performance on face identification tests improves dramatically between age 4 and adolescence, yet the source of this improvement is controversial. We used face identity aftereffects to examine whether changes in the organization of face-space during childhood could be a source of this improvement. Specifically we tested whether 7- to 9-year-old children, like adults, show patterns of aftereffects predicted by coding facial identity relative to a norm or the patterns predicted by exemplar-based coding. Consistent with use of norm-based coding children's aftereffects were larger (a) for opposite than non-opposite adapt-test pairs equated for perceptual similarity, and (b) for adaptors far from the average than for adaptors closer to the average. In addition, face identity aftereffects were present by age 5, suggesting adult-like face-space properties by 5, though we did not conduct specific tests to distinguish norm-based from exemplar-based coding in this age group. We conclude that children's poor face identification skills cannot be attributed to a failure to use norm-based coding.
I'm the Family Ringmaster and Juggler
Publisher: Mary Ann Liebert Inc
Date: 10-12-2022
Developmental trajectory of social influence integration into perceptual decisions in children
Publisher: Proceedings of the National Academy of Sciences
Date: 28-01-2019
Abstract: Social influence biases even simple perceptual decisions across a range of contexts. The development and mechanism of such biases remain unclear. We systematically examined the developmental course of social influence bias exerted by another person on perceptual decisions in children between 6 and 14 years old. To probe underlying mechanisms, we applied the computational model drift diffusion to behavioral response data. Our results show that although young neurotypical children seem to be unaffected by social influence, adolescents develop a systematic bias of their responses in the direction of social influence and appear to do so by integrating social information into visual perceptual processing. The same pattern of results did not emerge in age-matched autistic children, suggesting a different developmental trajectory.
“We don’t make trouble”: Vietnamese parents’ experiences of parent-teacher partnerships for their autistic children
Publisher: Elsevier BV
Date: 05-2023
The development of speed discrimination abilities
Publisher: Elsevier BV
Date: 10-2012
DOI: 10.1016/J.VISRES.2012.08.004
Abstract: The processing of speed is a critical part of a child's visual development, allowing children to track and interact with moving objects. Despite such importance, no study has investigated the developmental trajectory of speed discrimination abilities or precisely when these abilities become adult-like. Here, we measured speed discrimination thresholds in 5-, 7-, 9-, 11-year-olds and adults using random dot stimuli with two different reference speeds (slow: 1.5 deg/s fast: 6 deg/s). Sensitivity for both reference speeds improved exponentially with age and, at all ages, participants were more sensitive to the faster reference speed. However, sensitivity to slow speeds followed a more protracted developmental trajectory than that for faster speeds. Furthermore, sensitivity to the faster reference speed reached adult-like levels by 11 years, whereas sensitivity to the slower reference speed was not yet adult-like by this age. Different developmental trajectories may reflect distinct systems for processing fast and slow speeds. The reasonably late development of speed processing abilities may be due to inherent limits in the integration of neuronal responses in motion-sensitive areas in early childhood.
The role of eye-gaze in understanding other minds
Publisher: Wiley
Date: 03-2003
Towards the measurement of autistic burnout
Publisher: SAGE Publications
Date: 13-01-2023
DOI: 10.1177/13623613221147401
Abstract: Studies are emerging documenting the experience of fatigue, exhaustion and loss of functioning that has long been described by autistic adults as autistic burnout. New assessment tools are needed to enable identification and diagnosis. Here, we sought to identify factors associated with severity, develop an autistic burnout assessment and test the prepublication AASPIRE Autistic Burnout Measure tool. A co-produced survey of 141 autistic adults with experience of autistic burnout (98% above cut-off for depression) was subjected to exploratory factor analysis and scale reduction to identify a grouping of Autistic Burnout Severity Items. Autistic Burnout Severity Items showed strong overall internal consistency and acceptable internal consistency across four factors. Masking and depression were associated with the Autistic Burnout Severity Items, once variation in alexithymia, interoception, repetitive behaviours, sensory sensitivities and autism severity had been adjusted for. There is some suggestion that the Autistic Burnout Measure may not be as robust as the Autistic Burnout Severity Items, particularly as it showed a significant relationship with depression but not masking. Our findings alongside recent literature highlight a core phenomenon, comprising exhaustion, withdrawal and cognitive overload, associated with stressors potentially unique to autistic people. Further disambiguation from autistic shutdown and other conditions is needed in work towards the measurement of autistic burnout. Autistic burnout has been talked about by autistic adults for some time on blogs and in social media. Now, research describes fatigue, exhaustion and other related symptoms experienced by autistic people. We need new ways to help identify autistic burnout. In this study, we tested a new questionnaire called the AASPIRE Autistic Burnout Measure, and we investigated things that are linked to worse autistic burnout. We also trialled a group of Autistic Burnout Severity Items that we made. Working with an autistic researcher, we made the Autistic Burnout Severity Items based on published definitions of autistic burnout. Autistic adults ( n = 141) who had experienced autistic burnout completed an online survey. We found that autistic burnout was connected to masking and depression. The Autistic Burnout Measure tool was associated with depression but not with masking. It was not very accurate in telling apart participants who were currently experiencing burnout versus those who were reporting on their past experience. The Autistic Burnout Severity Items might have problems with subscales adding together to measure autistic burnout. More work is needed on how to measure autistic burnout. Our research and other recent studies show autistic people experience a combination of exhaustion, withdrawal and problems with their concentration and thinking. Burnout seems to be linked to the stress experienced by autistic people in their daily lives. We need more research to understand the difference between autistic burnout and other conditions and experiences. We need to develop assessment tools that can help identify this burnout.
Central coherence in typically developing preschoolers: does it cohere and does it relate to mindreading and executive control?
Publisher: Wiley
Date: 21-04-2005
DOI: 10.1111/J.1469-7610.2004.00380.X
Abstract: Frith and Happé (1994) describe central coherence (CC) as the normal tendency to integrate in idual elements into a coherent whole, a cognitive style which varies in the general population. In iduals with autism are at the extreme (weak) end of the continuum of coherence. There has been debate over whether CC is independent from other psychological functions such as theory of mind and executive control. We examined the validity of the CC construct in 76 typically developing 4- and 5-year-old children using four visuospatial coherence tasks. We also investigated the extent to which in idual differences in performance on CC measures were associated with in idual differences on measures of mindreading and executive functioning (EF). Unexpectedly, the CC variables were not highly intercorrelated and did not form a single coherence factor. Instead, the results revealed a two-factor structure, one of which corresponded to visuospatial constructional ability. Correlations between the emerging factors of coherence and mindreading ability were weak, even when developmental differences in age and verbal and nonverbal ability were taken into account. In contrast, visuospatial constructional ability was reliably related to measures of EF, whilst correlations between EF and the second CC factor were very weak. CC in typically developing preschoolers is not a unitary construct. Whilst there is little relationship between CC and mindreading abilities in these young children, executive control appears to be associated with one aspect of coherence: visuospatial construction.
Bridging autism, science and society
Publisher: Wiley
Date: 12-05-2011
DOI: 10.1002/AUR.201
Abstract: Recent developments in the science of autism have provoked widespread unease among autism activists. Drawing on the findings of a major international gathering of researchers, ethicists, and activists, this paper presents the first major analysis of the ethical questions arising from this unease. We outline the scientific developments that have provoked the most discomfort, analyze the response to these developments from within and without the autism community, and trace the current state of the ethical debate. Having done so, we contend that these ethical questions are unlikely to be resolved as they depend on fundamentally conflicting assumptions about the nature and desirability of neurocognitive difference. We conclude by arguing for a new range of democratic mechanisms that could enable the scientific community, autistics, and other concerned parties to respond collectively to such entrenched ethical disputes.
“Life is Much More Difficult to Manage During Periods”: Autistic Experiences of Menstruation
Publisher: Springer Science and Business Media LLC
Date: 07-07-2018
The Cambridge Face Memory Test for Children (CFMT-C)
Publisher: Elsevier BV
Date: 09-2014
DOI: 10.1016/J.NEUROPSYCHOLOGIA.2014.07.008
Abstract: Face recognition ability follows a lengthy developmental course, not reaching maturity until well into adulthood. Valid and reliable assessments of face recognition memory ability are necessary to examine patterns of ability and disability in face processing, yet there is a dearth of such assessments for children. We modified a well-known test of face memory in adults, the Cambridge Face Memory Test (Duchaine & Nakayama, 2006, Neuropsychologia, 44, 576-585), to make it developmentally appropriate for children. To establish its utility, we administered either the upright or inverted versions of the computerised Cambridge Face Memory Test - Children (CFMT-C) to 401 children aged between 5 and 12 years. Our results show that the CFMT-C is sufficiently sensitive to demonstrate age-related gains in the recognition of unfamiliar upright and inverted faces, does not suffer from ceiling or floor effects, generates robust inversion effects, and is capable of detecting difficulties in face memory in children diagnosed with autism. Together, these findings indicate that the CFMT-C constitutes a new valid assessment tool for children's face recognition skills.
The effect of the direct factor Xa inhibitors apixaban and rivaroxaban on haemostasis tests: A comprehensive assessment using in vitro and ex vivo samples
Publisher: Elsevier BV
Date: 2016
DOI: 10.1016/J.PATHOL.2015.11.025
Abstract: The direct oral anticoagulants (DOACs), now including dabigatran, apixaban and rivaroxaban, have given clinicians alternative options to low molecular weight heparins (LMWHs) and vitamin K antagonist therapy, including warfarin, for the treatment of atrial fibrillation and treatment and prevention of venous thromboembolic (VTE) disease. DOACs have been successfully marketed as not requiring monitoring however, there will be situations where clinicians will request laboratory testing, including emergency department admissions for haemorrhage or thrombosis, or emergency surgical interventions. We report the results of several Royal College of Pathologists of Australasia Quality Assurance Programs (RCPAQAP) surveys using apixaban and rivaroxaban spiked s les to either assess the suitability of certain potential screening or drug-quantifying assays, for assessment of drug presence or absence or measurement of levels, as well as assessing potential interference in a wide variety of haemostasis assays. We also include additional evaluations using ex vivo s les from patients given apixaban and rivaroxaban for various therapeutic reasons. The prothrombin time (PT) and activated partial thromboplastin time (APTT) show better sensitivity with rivaroxaban than apixaban. Anti-Xa assays show good concordance and reproducibility with expected drug levels however, availability of these assays may be limited to larger institutions. Interference of apixaban and rivaroxaban on haemostasis testing extends beyond routine coagulation assays to encompass a plethora of specialised assays, including factor assays, lupus inhibitor, and FVIII inhibitor estimation. In conclusion, this report highlights the influence of these drugs on most tests performed in haemostasis laboratories, and the potential for some tests to predict the presence, absence or level of these drugs in plasma.
The development of autistic social traits across childhood and adolescence in males and females
Publisher: Wiley
Date: 19-04-2018
DOI: 10.1111/JCPP.12913
Abstract: Autism is a dimensional condition, representing the extreme end of a continuum of social competence that extends throughout the general population. Currently, little is known about how autistic social traits (ASTs), measured across the full spectrum of severity, develop during childhood and adolescence, including whether there are developmental differences between boys and girls. Therefore, we sought to chart the trajectories of ASTs in the general population across childhood and adolescence, with a focus on gender differences. Participants were 9,744 males (n = 4,784) and females (n = 4,960) from ALSPAC, a UK birth cohort study. ASTs were assessed when participants were aged 7, 10, 13 and 16 years, using the parent-report Social Communication Disorders Checklist. Data were modelled using latent growth curve analysis. Developmental trajectories of males and females were nonlinear, showing a decline from 7 to 10 years, followed by an increase between 10 and 16 years. At 7 years, males had higher levels of ASTs than females (mean raw score difference = 0.88, 95% CI [.72, 1.04]), and were more likely (odds ratio [OR] = 1.99 95% CI, 1.82, 2.16) to score in the clinical range on the SCDC. By 16 years this gender difference had disappeared: males and females had, on average, similar levels of ASTs (mean difference = 0.00, 95% CI [-0.19, 0.19]) and were equally likely to score in the SCDC's clinical range (OR = 0.91, 95% CI, 0.73, 1.10). This was the result of an increase in females' ASTs between 10 and 16 years. There are gender-specific trajectories of autistic social impairment, with females more likely than males to experience an escalation of ASTs during early- and midadolescence. It remains to be discovered whether the observed female adolescent increase in ASTs represents the genuine late onset of social difficulties or earlier, subtle, pre-existing difficulties becoming more obvious.
‘Maybe we just seem like easy targets’: A qualitative analysis of autistic adults’ experiences of interpersonal violence
Publisher: SAGE Publications
Date: 23-01-2023
DOI: 10.1177/13623613221150375
Abstract: Research has consistently found high rates of victimisation among autistic children. There is emerging evidence that disproportionate victimisation continues into adulthood, however the extent, nature and impact and the mechanisms that underlie high rates of interpersonal violence are not well understood. Here we investigate the nature and impact of violence experiences using qualitative methods. Twenty-two autistic adults who had experienced interpersonal violence during adulthood participated in semi-structured interviews. We analysed the data using a thematic analysis to identify key themes. Violence was commonplace in their own lives and in the lives of other autistic people that they knew, to the extent that violence had become normalised. They spoke of the impacts of these experiences on their mental health, self-concept and subsequent relationships and of how these impacts were exacerbated when their disclosures were dismissed by others. They reported that certain autistic characteristics might make them more vulnerable and of how such characteristics were often shaped by repeated experiences of invalidation and pressure to conform within a neurotypical world. These findings demonstrate the importance of developing ways to improve the personal safety of autistic people which must include the broader social factors that at least partly contribute to these distressing experiences. Research has consistently shown that autistic children are more likely to be victimised than non-autistic children. More recently, studies have also found that autistic adults report experiencing more violence than non-autistic adults however the circumstances surrounding these incidents and the reasons for this are not clear. We wanted to learn more about violence during adulthood for autistic people including what led up to these incidents and what happened afterwards. We spoke to 22 autistic adults who had experienced violence and analysed what they told us to look for common themes. They told us that violence was commonplace in their own lives and in the lives of other autistic people that they know, so much so that they had even come to expect it to happen. They also talked about the negative effect these experiences had on their mental health, the way they felt about themselves and their ability to trust people. This was made worse if people did not believe them when they disclosed what had happened to them. They told us that certain autistic characteristics might make them more vulnerable like being too trusting or going along with people just to please them. They thought that some of these characteristics had been shaped by their experiences, especially being told that that their thoughts, feelings or behaviours were wrong and being pressured to change the way they behaved to ‘fit in’. These findings are important in helping us to understand how to improve the personal safety of autistic people.
Abnormal Adaptive Face-Coding Mechanisms in Children with Autism Spectrum Disorder
Publisher: Elsevier BV
Date: 09-2007
DOI: 10.1016/J.CUB.2007.07.065
Abstract: In low-level vision, exquisite sensitivity to variation in luminance is achieved by adaptive mechanisms that adjust neural sensitivity to the prevailing luminance level. In high-level vision, adaptive mechanisms contribute to our remarkable ability to distinguish thousands of similar faces [1]. A clear ex le of this sort of adaptive coding is the face-identity aftereffect [2, 3, 4, 5], in which adaptation to a particular face biases perception toward the opposite identity. Here we investigated face adaptation in children with autism spectrum disorder (ASD) by asking them to discriminate between two face identities, with and without prior adaptation to opposite-identity faces. The ASD group discriminated the identities with the same precision as did the age- and ability-matched control group, showing that face identification per se was unimpaired. However, children with ASD showed significantly less adaptation than did their typical peers, with the amount of adaptation correlating significantly with current symptomatology, and face aftereffects of children with elevated symptoms only one third those of controls. These results show that although children with ASD can learn a simple discrimination between two identities, adaptive face-coding mechanisms are severely compromised, offering a new explanation for previously reported face-perception difficulties [6, 7, 8] and possibly for some of the core social deficits in ASD [9, 10].
Atypicalities in Perceptual Adaptation in Autism Do Not Extend to Perceptual Causality
Publisher: Public Library of Science (PLoS)
Date: 16-03-2015
GPs’ confidence in caring for their patients on the autism spectrum: an online self-report study
Publisher: Royal College of General Practitioners
Date: 08-05-2017
Abstract: In the UK, GPs play a key role in the identification and management of children, young people, and adults on the autism spectrum, but there is a paucity of research on GPs’ perceptions of working with these patients. To understand GPs’ perceived self-efficacy in identifying and managing their patients on the autism spectrum, and the factors affecting this. An online self-report survey was developed for completion by GPs across the UK. A total of 304 GPs in the UK took part. The survey collected responses on participants’ background, training, and experience, both as a GP and with regard to autism, and included a 22-item knowledge of autism questionnaire, a 14-item self-efficacy scale targeting GPs’ perceived confidence in identifying and managing their autistic patients, and an open question eliciting participants’ experiences of working with autistic people. In total, 39.5% ( n = 120) of GP participants reported never having received formal training in autism. Despite demonstrating good knowledge of its key features, participants reported limited confidence in their abilities to identify and manage autistic patients, with many citing a number of barriers that overwhelmingly focused on perceived failings of the current healthcare system (such as a lack of clarity around referral pathways). There is an urgent need for improved local specialist service provision alongside clearer referral pathways for diagnosis to improve both GPs’ confidence in caring for their autistic patients and the healthcare experiences of autistic patients and their families. Local clinical commissioning groups are best served to assist GPs in ensuring that they can reliably detect the condition and make appropriate provisions for support.
‘It’s different for girls’: Gender differences in the friendships and conflict of autistic and neurotypical adolescents
Publisher: SAGE Publications
Date: 03-10-2018
Abstract: This mixed-methods study examined gender differences in the friendships and conflict experiences of autistic girls and boys relative to their neurotypical peers. In total, 102 adolescents (27 autistic girls, 26 autistic boys, 26 neurotypical girls, and 23 neurotypical boys), aged between 11 and 18 years completed the Friendship Qualities Scale, the Revised Peer Experiences Questionnaire and were interviewed about their friendships. Results demonstrated that in many ways, the friendships and social experiences of autistic girls are similar to those of neurotypical girls. Autistic girls, however, have significantly more social challenges than their neurotypical peers, experiencing more conflict and finding that conflict harder to manage successfully. Autistic boys showed quantitatively different friendship patterns to all other groups. There were consistent gender differences in the type of conflict which boys and girls experienced, regardless of diagnostic status. These findings suggest that gender, rather than diagnosis per se, plays a critical role in the way that autistic adolescents perceive and experience their social relationships.
Contributing to an autism biobank: Diverse perspectives from autistic participants, family members and researchers
Publisher: SAGE Publications
Date: 26-10-2023
Susceptibility to Ebbinghaus and Müller-Lyer illusions in autistic children: a comparison of three different methods
Publisher: Springer Science and Business Media LLC
Date: 23-03-2017
Predicting the financial wellbeing of autistic adults: Part I
Publisher: SAGE Publications
Date: 04-09-2023
Testing the predictive power of cognitive atypicalities in autistic children
Publisher: Wiley
Date: 14-03-2013
DOI: 10.1002/AUR.1286
Abstract: This follow-up study investigated the predictive power of early cognitive atypicalities. Specifically, it examined whether early in idual differences in specific cognitive skills, including theory of mind, executive function, and central coherence, could uniquely account for variation in autistic children's behaviors-social communication, repetitive behaviors, and interests and insistence on sameness-at follow-up. Thirty-seven cognitively able children with an autism spectrum condition were assessed on tests tapping verbal and nonverbal ability, theory of mind (false-belief prediction), executive function (planning ability, cognitive flexibility, and inhibitory control), and central coherence (local processing) at intake and their behavioral functioning (social communication, repetitive behaviors and interests, insistence on sameness) 3 years later. In idual differences in early executive but not theory of mind skills predicted variation in children's social communication. In idual differences in children's early executive function also predicted the degree of repetitive behaviors and interests at follow-up. There were no predictive relationships between early central coherence and children's insistence on sameness. These findings challenge the notion that distinct cognitive atypicalities map on to specific behavioral features of autism. Instead, early variation in executive function plays a key role in helping to shape autistic children's emerging behaviors, including their social communication and repetitive behaviors and interests.
Mutual eye gaze facilitates person categorization for typically developing children, but not for children with autism
Publisher: Springer Science and Business Media LLC
Date: 12-2009
Autistic adults’ experiences of financial wellbeing: Part II
Publisher: SAGE Publications
Date: 05-10-2023
‘I am who I am’: Reputation concerns in adolescents on the autism spectrum
Publisher: Elsevier BV
Date: 05-2016
Auditory perceptual learning in autistic adults
Publisher: Wiley
Date: 05-07-2022
DOI: 10.1002/AUR.2778
Abstract: The automatic retuning of phoneme categories to better adapt to the speech of a novel talker has been extensively documented across various (neurotypical) populations, including both adults and children. However, no studies have examined auditory perceptual learning effects in populations atypical in perceptual, social, and language processing for communication, such as populations with autism. Employing a classic lexically‐guided perceptual learning paradigm, the present study investigated perceptual learning effects in Australian English autistic and non‐autistic adults. The findings revealed that automatic attunement to existing phoneme categories was not activated in the autistic group in the same manner as for non‐autistic control subjects. Specifically, autistic adults were able to both successfully discern lexical items and to categorize speech sounds however, they did not show effects of perceptual retuning to talkers. These findings may have implications for the application of current sensory theories (e.g., Bayesian decision theory) to speech and language processing by autistic in iduals. Lexically guided perceptual learning assists in the disambiguation of speech from a novel talker. The present study established that while Australian English autistic adult listeners were able to successfully discern lexical items and categorize speech sounds in their native language, perceptual flexibility in updating speaker‐specific phonemic knowledge when exposed to a novel talker was not available. Implications for speech and language processing by autistic in iduals as well as current sensory theories are discussed.
The design and implementation of a CBT-based intervention for sensory processing difficulties in adolescents on the autism spectrum
Publisher: Elsevier BV
Date: 12-2016
DOI: 10.1016/J.RIDD.2016.09.004
Abstract: Unusual reactions to sensory input now form part of the diagnostic criteria for autism. These features are common and can have an often-devastating impact on autistic in iduals and their families. Yet there are few validated interventions that help to remediate or support autistic in iduals' adverse sensory experiences. To date, both measurement of sensory experiences and the resulting interventions have been based on assumptions of neurological sensitivities and largely ignored the role of cognition. This study therefore sought to assess the feasibility of a new 8-week CBT-based group intervention for self-regulation of sensory processing difficulties. Seven cognitively able adolescents diagnosed with autism aged 11-16 years from one mainstream secondary school received the 8-week intervention. Measures of sensory reactivity, anxiety and repetitive behaviours were taken at baseline, post-intervention and follow-up, 8 weeks after the intervention had ceased. Semi-structured interviews and focus groups were also conducted with adolescents and their parents to examine further the acceptability of the intervention. The results showed that the intervention itself was feasible - both in its implementation and its acceptability to participants. Qualitative analysis clearly showed that the intervention was effective in raising meta-conscious awareness and self-regulation in these autistic adolescents. Analysis of outcome variables showed no significant change over the intervention period, although effect sizes were moderate-to-large. These preliminary results are encouraging and should inform the design of a future pilot randomized controlled trial to test its efficacy with a larger group of participants.
Ensemble perception of color in autistic adults
Publisher: Wiley
Date: 22-11-2017
DOI: 10.1002/AUR.1725
Reevaluating the selectivity of face-processing difficulties in children and adolescents with autism
Publisher: Elsevier BV
Date: 06-2013
DOI: 10.1016/J.JECP.2013.01.009
Abstract: There are few direct examinations of whether face-processing difficulties in autism are disproportionate to difficulties with other complex non-face stimuli. Here we examined discrimination ability and memory for faces, cars, and inverted faces in children and adolescents with and without autism. Results showed that, relative to typical children, the difficulties of children and adolescents with autism were not limited to, or disproportionately severe for, faces. Rather, these participants demonstrated significant difficulties in remembering and discriminating between faces and cars. This lack of face selectivity is inconsistent with prominent theories that attribute face-processing difficulties in autism to fundamental problems with social motivation or social attention. Instead, our results are consistent with a more pervasive perceptual atypicality that may affect autistic processing of non-face stimuli as well as face stimuli.
Hearing the World Differently: Examining Predictive Coding Accounts of Autism Using MEG
Publisher: Cold Spring Harbor Laboratory
Date: 07-10-2022
DOI: 10.1101/2022.10.03.510718
Abstract: Predictive coding accounts of autism suggest that autistic perception is characterised by ergent precision weighting. The precise nature of this ergence, however, is debated. Here, we sought to disentangle competing predictive coding accounts of autism by testing them at a neural level. To this end, we used paediatric magnetoencephalography to record the auditory evoked fields of 10 young autistic children ( M = 6.2 years, range = 4.2– 8.6) and 63 neurotypical children ( M = 6.1 years, range = 3.0– 9.8) as they listened to a roving auditory oddball paradigm. For each participant, we subtracted the evoked responses to the ‘standard’ from the ‘deviant’ pure tones to calculate the mismatch field ‘MMF’: an electrophysiological component that is widely interpreted as a neural signature of predictive coding. We found no significant differences between the two groups’ MMF litudes, p .05. An exploratory analysis indicated larger MMF litudes in most of the autistic children compared to their average-age-matched neurotypical counterparts, p .05. We interpret these findings as preliminary evidence in support of the ‘inflexibly high prior and sensory precision’ account, and against the ‘inflexibly low prior-relative-to-sensory precision’ accounts of autistic perception. We used paediatric MEG to compare autistic and neurotypical MMFs litudes. Exploratory case-cohort analyses revealed mostly larger MMFs in autistic cases. Larger MMFs support the notion of precise, inflexible prediction errors in autism.
Fitting the child's mind to the world : adaptive norm-based coding of facial identity in 8-year-olds
Publisher: Wiley
Date: 28-06-2008
DOI: 10.1111/J.1467-7687.2008.00706.X
Abstract: In adults, facial identity is coded by opponent processes relative to an average face or norm, as evidenced by the face identity aftereffect: adapting to a face biases perception towards the opposite identity, so that a previously neutral face (e.g. the average) resembles the identity of the computationally opposite face. We investigated whether children as young as 8 use adaptive norm-based coding to represent faces, a question of interest because 8-year-olds are less accurate than adults at recognizing faces and do not show the adult neural markers of face expertise. We found comparable face identity aftereffects in 8-year-olds and adults: perception of identity in both groups shifted in the direction predicted by norm-based coding. This finding suggests that, by 8 years of age, the adaptive computational mechanisms used to code facial identity are like those of adults and hence that children's immaturities in face processing arise from another source.
Children with autism spectrum disorder show reduced adaptation to number
Publisher: Proceedings of the National Academy of Sciences
Date: 08-06-2015
Abstract: It has long been known that perception is atypical in autism. The mechanisms underlying these atypicalities, however, are far from being well understood. Here, we test the integrity of one candidate mechanism, adaptation, in children with and without autism by assessing their susceptibility to number adaptation. We show that adaptation to numerosity is significantly attenuated in children with autism, with the size of their aftereffects only one-third of those of typical children. These results extend existing findings of reduced adaptation to high-level social stimuli and critically suggest that atypicalities in adaptive mechanisms may be pervasive in autism, at least at higher levels. These results fit well with recent Bayesian theories of autism, which propose fundamental problems with prediction.
The effects of grouping on speed discrimination thresholds in adults, typically developing children, and children with autism
Publisher: Association for Research in Vision and Ophthalmology (ARVO)
Date: 28-08-2015
DOI: 10.1167/15.11.17
Abstract: Adult observers show elevated speed discrimination thresholds when comparing the speeds of objects moving across a boundary compared to those moving parallel to a boundary (Verghese & McKee, 2006)-an effect that has been attributed to grouping processes in conjunction with a prior for smooth motion. Here, we extended Verghese and McKee's (2006) paradigm to typically developing children (n = 35) and children with autism (n = 26) and compared their performance with that of typical adults (n = 19). Speed discrimination thresholds were measured in three conditions: (a) with dots moving parallel to a boundary, (b) with dots moving perpendicular to a boundary, and (c) with dots in each stimulus half moving in orthogonal, oblique directions. As expected, participants had higher speed discrimination thresholds when dots appeared to cross a boundary compared to when dots moved parallel to the boundary. However, participants had even higher thresholds when dots moved in oblique, orthogonal directions, where grouping should be minimal. All groups of participants showed a similar pattern of performance across conditions although children had higher thresholds than adult participants overall. We consider various explanations for the pattern of performance obtained, including enhanced sensitivity for shearing motions and reduced sensitivity for discriminating different directions. Our results demonstrate that the speed discrimination judgments of typically developing children and children with autism are similarly affected by spatial configuration as those of typical adults and provide further evidence that speed discrimination is unimpaired in children with autism.
Psychophysics with children: Investigating the effects of attentional lapses on threshold estimates
Publisher: Springer Science and Business Media LLC
Date: 26-03-2018
Have you got the look? Gaze direction affects judgements of facial attractiveness
Publisher: Informa UK Limited
Date: 03-2010
Inclusion, acceptance, shame and isolation: Attitudes to autism in Aboriginal and Torres Strait Islander communities in Australia
Publisher: SAGE Publications
Date: 12-06-2020
Abstract: This is the first qualitative study to investigate experiences of, and attitudes towards, autism in Aboriginal and Torres Strait Islander communities in Australia. Understanding the complexity of these attitudes is crucial because they influence the recognition of autism as well as the ways in which in iduals and families are supported. Twelve families with 16 autistic children living in erse regions of Australia participated in a semi-structured interview. The interviews were thematically analysed using the six-step process outlined by Braun and Clarke. The analysis identified a marked tension in participants’ accounts. On the one hand, participants described negative feelings, including shame associated with atypical behaviour, stigmatisation and the social isolation of families, which potentially point towards under-identification or misdiagnosis. On the other hand, they also described inclusive attitudes, including ‘looking after each other’ and a growing acceptance of autistic differences. This positive model of support for and acceptance of autistic children and their families may well contribute to good outcomes for autistic children and adults in Aboriginal and Torres Strait Islander communities. More research is needed on cross-cultural and pluralistic understandings of autism, parental perceptions and family experience. There has been almost no research done about autism in Aboriginal and Torres Strait Islander communities in Australia. This article is the first detailed report on attitudes to autism in these communities. Understanding attitudes to autism is important because they influence whether or not children are diagnosed, as well as the kinds of support autistic people are getting. Twelve families who lived in different parts of Australia were interviewed. They told us that there is a range of attitudes to autism in Aboriginal and Torres Strait Islander communities. These include negative ideas such as sometimes feeling shame associated with children’s unusual behaviour, as well as feeling stigmatised and socially isolated. The negative attitudes reported may mean that some children are missing out on an autism diagnosis or being wrongly diagnosed with a different condition in these communities. They also included positive ideas such as the importance of looking after each other and of accepting autistic people and their differences. We can all learn from these positive attitudes. It will be interesting to know in future projects whether these accepting attitudes lead to better outcomes for autistic children and adults in these communities. This research helps us to understand how autism is thought about in different cultures and how attitudes impact diagnosis and support. It will also help people to plan supports that reflect what Aboriginal and Torres Strait Islander families actually want and need.
Reduced differentiation of emotion-associated bodily sensations in autism
Publisher: SAGE Publications
Date: 22-01-2021
Abstract: Differences in understanding emotion in autism are well-documented, although far more research has considered how being autistic impacts an understanding of other people’s emotions, compared to their own. In neurotypical adults and children, many emotions are associated with distinct bodily maps of experienced sensation, and the ability to report these maps is significantly related to the awareness of interoceptive signals. Here, in 100 children who either carry a clinical diagnosis of autism ( n = 45) or who have no history of autism ( n = 55), we investigated potential differences in differentiation across autistic children’s bodily maps of emotion, as well as how such differentiation relates to the processing of interoceptive signals. As such, we measured objective interoceptive performance using the heartbeat-counting task, and participants’ subjective experience of interoceptive signals using the child version of the Body Perception Questionnaire. We found less differentiation in the bodily maps of emotion in autistic children, but no association with either objective or subjective interoceptive processing. These findings suggest that, in addition to previously reported differences in detecting others’ emotional states, autistic children have a less differentiated bodily experience of emotion. This does not, however, relate to differences in interoceptive perception as measured here. More research has been conducted on how autistic people understand and interpret other people’s emotions, than on how autistic people experience their own emotions. The experience of emotion is important however, because it can relate to difficulties like anxiety and depression, which are common in autism. In neurotypical adults and children, different emotions have been associated with unique maps of activity patterns in the body. Whether these maps of emotion are comparable in autism is currently unknown. Here, we asked 100 children and adolescents, 45 of whom were autistic, to color in outlines of the body to indicate how they experienced seven emotions. Autistic adults and children sometimes report differences in how they experience their internal bodily states, termed interoception, and so we also investigated how this related to the bodily maps of emotion. In this study, the autistic children and adolescents had comparable interoception to the non-autistic children and adolescents, but there was less variability in their maps of emotion. In other words, they showed more similar patterns of activity across the different emotions. This was not related to interoception, however. This work suggests that there are differences in how autistic people experience emotion that are not explained by differences in interoception. In neurotypical people, less variability in emotional experiences is linked to anxiety and depression, and future work should seek to understand if this is a contributing factor to the increased prevalence of these difficulties in autism.
Parents’ views and experiences of talking about autism with their children
Publisher: SAGE Publications
Date: 27-03-2019
Abstract: The way an autism diagnosis is disclosed to parents has been found to play a crucial role in their acceptance of, and the way they cope with, their child’s diagnosis. Yet, research into parents’ subsequent experiences of disclosing a diagnosis to their children, and talking to their families about autism more generally, is limited. Using an online survey, the current study examined 558 parents’ experiences of talking about autism with their autistic and non-autistic children. Results demonstrated that most parents ( n = 379, 67.9%) had told their autistic children about their diagnosis. Despite few parents ( n = 163, 20.4%) receiving advice or support regarding the disclosure of the diagnosis, those that had disclosed felt satisfied with the process ( n = 319, 84.2%) and felt confident in talking about autism with their children ( n = 339, 92.4%). Those who had not told their autistic children about the diagnosis largely planned to discuss this with their child in the future ( n = 100, 73.5%), felt confident in doing so ( n = 95, 70.9%) and were satisfied with their decision ( n = 95, 70.4%). Analysis of open-ended data, using thematic analysis, highlighted the importance of openness and the need to tailor explanations to in idual children’s needs, while acknowledging that disclosure could often be challenging for parents.
Access to employment: A comparison of autistic, neurodivergent and neurotypical adults’ experiences of hiring processes in the United Kingdom
Publisher: SAGE Publications
Date: 04-01-2023
DOI: 10.1177/13623613221145377
Abstract: Autistic people face high unemployment rates. One reason for this may be that hiring processes are inaccessible. This study aimed to establish autistic people’s unique experiences of hiring processes in the United Kingdom, by comparing them to the experiences of non-autistic neuro ergent people and neurotypical people. Using qualitative and quantitative data from 225 autistic, 64 non-autistic neuro ergent and 88 neurotypical adults, we identified a series of (dis)similarities in participants’ views and experiences of recruitment for employment. Similarities across the three groups included (1) frustration with the focus on social skills (2) a perceived need for more flexible hiring processes (3) a desire for more clarity and (4) the importance of the environment. Participants also acknowledged the important role employers play in one’s decision to disclose a diagnosis or access need. Yet, autistic people faced a set of unique barriers to successful recruitment, over and above those that non-autistic people faced. For ex le, the perceived pressure to mask autistic traits to succeed and concerns about stigma and discrimination. Participants’ recommendations for improvements included the use of more practical recruitment strategies (e.g. work trials), more clarity about what to expect, and improvements in recruiters’ understanding of the challenges autistic and neuro ergent candidates may face. Autistic people are less likely to have a job than non-autistic people. One reason for this may be that hiring processes (e.g. job applications, interviews) can be challenging for autistic people. To better understand the experiences of hiring processes in the United Kingdom, we asked 225 autistic, 64 neuro ergent (but not autistic) and 64 adults with no reported area of neuro ergence questions about their experiences using an online survey. We found a range of similarities and differences in responses. For ex le, participants in all three groups were frustrated with the focus on social skills in recruitment and said they wanted more practical methods (e.g. work trials) that help them show their skills and abilities. Autistic and otherwise neuro ergent participants discussed the importance of the environment (e.g. the interview/assessment room) in improving experiences. Participants also discussed how employers can impact whether somebody decides to disclose their diagnosis or needs – or not. Autistic people experienced some barriers to successful recruitment that non-autistic people did not. For ex le, autistic people felt they had to hide their autistic traits to gain employment and many autistic people were worried about being discriminated against if they disclosed that they were autistic during the hiring process. To make experiences better, our participants said that employers should offer candidates different recruitment methods and give them more information about the hiring process. They also said employers should improve their understanding of autism and other hidden disabilities so they know the challenges that people might face during recruitment.
Children with autism are neither systematic nor optimal foragers
Publisher: Proceedings of the National Academy of Sciences
Date: 20-12-2010
Abstract: It is well established that children with autism often show outstanding visual search skills. To date, however, no study has tested whether these skills, usually assessed on a table-top or computer, translate to more true-to-life settings. One prominent account of autism, Baron-Cohen's “systemizing” theory, gives us good reason to suspect that they should. In this study, we tested whether autistic children's exceptional skills at small-scale search extend to a large-scale environment and, in so doing, tested key claims of the systemizing account. Twenty school-age children with autism and 20 age- and ability-matched typical children took part in a large-scale search task in the “foraging room”: a purpose-built laboratory, with numerous possible search locations embedded into the floor. Children were instructed to search an array of 16 (green) locations to find the hidden (red) target as quickly as possible. The distribution of target locations was manipulated so that they appeared on one side of the midline for 80% of trials. Contrary to predictions of the systemizing account, autistic children's search behavior was much less efficient than that of typical children: they showed reduced sensitivity to the statistical properties of the search array, and furthermore, their search patterns were strikingly less optimal and less systematic. The nature of large-scale search behavior in autism cannot therefore be explained by a facility for systemizing. Rather, children with autism showed difficulties exploring and exploiting the large-scale space, which might instead be attributed to constraints (rather than benefits) in their cognitive repertoire.
Autism, Special Needs, and Mathematics Learning
Publisher: Springer Netherlands
Date: 2014
Continuity and change in loneliness and stress during the COVID-19 pandemic
Publisher: Wiley
Date: 05-08-2022
DOI: 10.1002/AUR.2787
Abstract: Previous studies have suggested that autistic adults may be negatively affected by the COVID‐19 pandemic and its associated restrictions. In this study, we examined continuity and change in loneliness and stress, and their predictors, in 448 autistic and 70 non‐autistic adults living in the Netherlands. Autistic participants were assessed on three occasions using the de Jong Gierveld Loneliness Scale and Perceived Stress Scale (pre‐lockdown (T0), first lockdown (T1), and second lockdown (T2)) non‐autistic participants were assessed twice (T1 and T2). Autistic adults' loneliness and stress levels remained stable across all three time points over 8 months, but were consistently higher than those of non‐autistic adults. Other predictors of higher loneliness and stress levels at the first lockdown (T1) included low perceived social support and high levels of COVID‐19 related worries. Although loneliness and stress were stable at the group level, the wellbeing of some autistic adults worsened over the course of the pandemic, while others improved. For instance, adults with a mental health diagnosis (other than autism) prior to the pandemic were more likely to increase in stress over time, whereas adults with higher perceived social support were more likely to decrease in stress over time (from T1 to T2). Factors contributing to variability in outcome require further examination. Moreover, the relatively high loneliness and stress levels in autistic adults call for attention from clinicians and service providers. In our study, autistic adults reported feeling more lonely and stressed than non‐autistic adults during the COVID‐19 pandemic. People who missed support from their social network also felt more lonely and stressed. On average, people did not change substantially in their degree of loneliness or stress over time. Yet, we noted large person‐to‐person differences in the wellbeing of autistic adults during the pandemic.
Links between theory of mind and executive function in young children with autism: Clues to developmental primacy.
Publisher: American Psychological Association (APA)
Date: 2007
DOI: 10.1037/0012-1649.43.4.974
Abstract: There has been much theoretical discussion of a functional link between theory of mind (ToM) and executive function (EF) in autism. This study sought to establish the relationship between ToM and EF in young children with autism (M = 5 years, 6 months) and to examine issues of developmental primacy. Thirty children with autism and 40 typically developing children, matched on age and ability, were assessed on a battery of tasks measuring ToM (1st- and 2nd-order false belief) and components of EF (planning, set shifting, inhibition). A significant correlation emerged between ToM and EF variables in the autism group, independent of age and ability, while ToM and higher order planning ability remained significantly related in the comparison group. Examination of the pattern of ToM-EF impairments in the autism group revealed dissociations in 1 direction only: impaired ToM with intact EF. These findings support the view that EF may be 1 important factor in the advancement of ToM understanding in autism. The theoretical implications of these findings are discussed.
Atypical information-use in children with autism spectrum disorder during judgments of child and adult face identity
Publisher: Informa UK Limited
Date: 20-03-2018
The link between interoceptive processing and anxiety in children diagnosed with autism spectrum disorder: Extending adult findings into a developmental sample
Publisher: Elsevier BV
Date: 07-2018
DOI: 10.1016/J.BIOPSYCHO.2018.05.003
Abstract: Anxiety is a major associated feature of autism spectrum disorders. The incidence of anxiety symptoms in this population has been associated with altered interoceptive processing. Here, we investigated whether recent findings of impaired interoceptive accuracy (quantified using heartbeat detection tasks) and exaggerated interoceptive sensibility (subjective sensitivity to internal sensations on self-report questionnaires) in autistic adults, can be extended into a school-age s le of children and adolescents (n = 75). Half the s le had a verified diagnosis of an Autism Spectrum Disorder (ASD) and half were IQ- and age-matched children and adolescents without ASD. The discrepancy between an in idual's score on these two facets of interoception (interoceptive accuracy and interoceptive sensibility), conceptualized as an interoceptive trait prediction error, was previously found to predict anxiety symptoms in autistic adults. We replicated the finding of reduced interoceptive accuracy in autistic participants, but did not find exaggerated interoceptive sensibility relative to non-autistic participants. Nonetheless, the positive association between anxiety and interoceptive trait prediction error was replicated. However, in this s le, the best predictor of anxiety symptoms was interoceptive sensibility. Finally, we observed lower metacognitive accuracy for interoception in autistic children and adolescents, relative to their non-autistic counterparts. Despite their reduced interoceptive accuracy on the heartbeat tracking task and comparable accuracy on the heartbeat discrimination task, the autistic group reported higher confidence than the typical group in the discrimination task. Findings are consistent with theories of ASD as a disorder of interoceptive processing, but highlight the importance of validating cognitive models of developmental conditions within developmental populations.
Knowing autism: The place of experiential expertise
Publisher: Cambridge University Press (CUP)
Date: 2019
DOI: 10.1017/S0140525X18002376
Abstract: Jaswal & Akhtar challenge the notion that autistic people have diminished social motivation, prompted in part by a desire to take autistic testimony seriously. We applaud their analysis and go further to suggest that future research could be enhanced by involving autistic people directly in the research process.
Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school
Publisher: SAGE Publications
Date: 2017
Are preschoolers sensitive to configural information in faces
Publisher: Wiley
Date: 12-04-2006
DOI: 10.1111/J.1467-7687.2006.00489.X
Abstract: Several researchers have proposed that developmental improvements in children's face recognition abilities might reflect an increasing reliance on configural information (i.e. spatial relations between features) in faces (Carey & Diamond, 1994 Mondloch, Le Grand & Maurer, 2002). We investigated 4- and 5-year-olds' use of configural information for upright and inverted faces using Tanaka and Sengco's (1997) configural change paradigm. Participants saw a photograph of a child's face (e.g. Luke). Memory for features (e.g. Luke's mouth) was then tested in a face with the same configuration as the study face (e.g. Luke's face), in a face with a novel spatial configuration (e.g. Luke's face with the eyes shifted further apart), and presented on their own (e.g. Luke's mouth alone). We found that preschoolers and adults recognized target features from upright faces better when tested in the context of a face with the same configuration as the study face, than when they were embedded in a face with a new spatial configuration or when they were presented in isolation. This effect was lost when faces were inverted. The results suggest that adult-like styles of face processing are present from 4 years of age.
Do autistic symptoms persist across time? Evidence of substantial change in symptomatology over a 3-year period in cognitively able children with Autism
Publisher: American Association on Intellectual and Developmental Disabilities (AAIDD)
Date: 02-2012
DOI: 10.1352/1944-7558-117.2.156
Abstract: This study investigated the extent and nature of changes in symptomatology in cognitively able children with autism over a 3-year period. Thirty-seven children diagnosed with an autism spectrum condition involved in an earlier study (M age = 5 years, 7 months) were followed and reassessed 3 years later (M age = 8 years, 4 months). Scores on the Social Communication Questionnaire (SCQ M. Rutter, A. Bailey, & C. Lord, 2003) decreased significantly over time in all symptom domains but especially in the social domain, and correlational findings suggested the presence of 2 distinct developmental trajectories—social communication and repetitive behaviors—that interact across time. Furthermore, 7 children (19% of s le) made substantial changes to the extent that they failed to meet criteria on diagnostic instruments (the Autism Diagnostic Observation Schedule—Generic [ADOS-G C. Lord, M. Rutter, P. C. DiLavore, & S. Risi, 1999] and the SCQ) 3 years later. Children showing diagnostic discontinuity were distinguishable from those who fulfilled ADOS-G criteria only in terms of the age at which they began receiving intervention. The presence of a significant proportion of children showing considerable progress over the 3-year period challenges assumptions of diagnostic continuity and highlights the potential long-term benefits of early intervention.
Experiences of physical and sexual violence as reported by autistic adults without intellectual disability: Rate, gender patterns and clinical correlates
Publisher: Elsevier BV
Date: 11-2021
Engaging, not excluding: A response to Walsh et al.
Publisher: Springer Science and Business Media LLC
Date: 18-11-2011
DOI: 10.1038/NRN3113-C1
Dialogue Design for a Robot-Based Face-Mirroring Game to Engage Autistic Children with Emotional Expressions
Publisher: Springer International Publishing
Date: 2017
Related Organisations
University College London
Location: United Kingdom of Great Britain and Northern Ireland
University Of Bristol
Location: United Kingdom of Great Britain and Northern Ireland
University Of Oxford
Location: United Kingdom of Great Britain and Northern Ireland
Related Funding Activities
Discovery Projects - Grant ID: DP0877379
Start Date: 2008
End Date: 12-2013
Amount: $739,500.00
Funder: Australian Research Council
View Funded ActivityARC Future Fellowships - Grant ID: FT190100077
Start Date: 04-2020
End Date: 04-2024
Amount: $978,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0770923
Start Date: 2007
End Date: 12-2011
Amount: $374,004.00
Funder: Australian Research Council
View Funded ActivityARC Centres Of Excellence - Grant ID: CE1101021
Start Date: 04-2011
End Date: 12-2018
Amount: $21,000,000.00
Funder: Australian Research Council
View Funded Activity