Search Results (29)

Proper nutrition is a critical component in supporting the overall health and development of individuals with autism spectrum disorder (ASD) who experience eating difficulties associated with their autistic traits. Evidence regarding the prevalence, origins, and consequences of eating issues related to ASD is largely derived from studies on autistic children, while information pertaining to adults remains scarce. It is therefore essential to critically review existing research focusing on autistic adults to draw robust conclusions and identify clear research gaps. A computer-aided search in PubMed, Science Direct, Scopus, and Web of Science databases spanning the years 2013–2024 using the search terms covering ASD/Autism, Adult, Nutrition/Nutritional Status, and Diet yielded 43 full-text articles. In our literature review, we explored three critical aspects of nutrition in adults with ASD: their food preferences and sensory processing patterns, studies on nutritional status, and whether dietary and nutritional interventions have improved their adherence to healthier diets. Autistic adults appear to select food based on sensory perceptions. This selection pattern can affect their nutritional status, with a tendency toward overweight and nutritional deficiencies. The most promising intervention strategies incorporate sensory adaptation and structured meal planning. Further research should apply rigorous methodologies that account for this population’s specific characteristics. Full article

Evidence suggests that autistic children spend less time engaging in social interactions than their neurotypical peers which can negatively impact their wellbeing. Researchers, educators, and parents must consider how we address this. A possible facilitator of autistic children’s social skills and a protective factor for their psychological health is the role of pets and the human–pet bond. The study examined parental reports of autistic children’s attachment to their pet (dog or cat), positive and negative behaviours with that pet, and how this relates to prosocial behaviour, peer problems, and psychological health (emotional difficulties, conduct problems, hyperactivity/inattention). Sixty-five parents with an autistic child completed quantitative measures to assess these variables. Participants also completed qualitative questions aimed at understanding their perceptions of the impact of pets on their child. A regression analysis showed that children’s positive behaviour towards the pet predicted their prosocial behaviour (β = 0.40 p = 0.006). No other regression models were statistically significant. A thematic analysis of the qualitative responses highlighted four themes in relation to parents’ perceptions of the positive impacts of pets on their child. These were (1) Anxiety, Emotion Regulation, and Sleep; (2) Understanding of Self and Other; (3) Communication, Friendships, and Social Interactions; and (4) Comfort and Psychological Health. One theme was identified in relation to the negative impact of pets: (5) Pet-Related Anxiety and Concerns. The findings have implications which can inform guidelines to help parents make decisions about pet ownership and how to foster meaningful relationships between autistic children and their pets. Full article

It is imperative that researchers include the perspectives from key voices regarding early support practices, yet very few studies have included direct assessment of autistic individuals and parents of young autistic children. Despite emerging evidence of effectiveness of naturalistic developmental behavioral intervention (NDBI) strategies, it is currently unknown whether autistic adults and parents of autistic individuals know about NDBI and if they view NDBI strategies as socially valid practice. We aimed to explore the perceptions of autistic adults and parents of young autistic children regarding the social validity of NDBI strategies implemented in community preschool classrooms and their dissemination potential. We conducted a convergent mixed methods research design to collect quantitative survey data and qualitative semi-structured interview data. We received survey responses from 33 autistic adults and 37 parents of young autistic children and interviewed 12 autistic adults and 12 parents of young autistic children. We conducted a series of paired samples and independent samples t-tests to compare perceptions between groups and thematic analysis to analyze qualitative data. Results indicated high levels of social validity for NDBI across both groups of participants and the need for dissemination of NDBI. Agreement between autistic adults and parents of young autistic children on the social validity of NDBI and recommendations for dissemination are promising preliminary findings that NDBI researchers and practitioners may draw upon when engaging in collaborative support planning and participatory research efforts. Full article

Advancements in Assistive Technologies (ATs) have significantly improved the quality of life and autonomy for people with intellectual disabilities and autistic individuals, enhancing education, social interaction, employment, and mental health. Nevertheless, several barriers still emerge in the daily implementation of such technologies, highlighting the need to explore them in depth. Using a two-round Delphi method, we conducted a research study with an expert panel of 284 participants from 31 European countries, collecting quantitative and qualitative data. We tested ten future-oriented projections and gathered insights on participants’ backgrounds and attitudes towards ATs for this demographic. To enhance representation, experts from academia, service providers, industry, and disability organizations, as well as individuals with disabilities and their families, were included. Although the findings show strong consensus among experts on the positive impact and desirability of ATs for promoting the social inclusion of people with intellectual disabilities and autistic individuals, they also reveal differing perceptions across expert groups and identify two distinct future scenarios linked to different cultural, social, and economic hindrances. In this sense, our study provides diverse global perspectives, with the potential to help governing bodies understand the expectations, concerns, and needs related to ATs for often underrepresented groups–people with intellectual disabilities and autistic individuals in this case. Full article

This paper brings the analysis of epistemic injustices and the perspective of media philosophy into dialogue by proposing the new concept of medial epistemic injustice. After introducing the topic, the contribution confronts some metaphilosophical stances in light of the recent medial turn in order to suggest that, despite all their controversies, philosophers seem to agree that doing philosophy uniquely involves writing texts. This discussion sets the stage for the claim that institutionally sanctioned philosophy manifests a mono-genreism that only admits one particular kind of written text and a mono-medialism that excludes all media other than writing. Next, the relationship between non-verbal media and philosophy is examined more closely on two levels. First, it is emphasized how academic philosophy leaves no room for corporeal thinking and visual thinking; second, it is illustrated how this may harm some individuals, using the example of deaf people and visually oriented autistic people. The conclusion proposes a provocative Gestalt-switch: What if current “angelic” philosophical knowledge were itself atypical, exhibiting the traits of an aphantasic mind? Full article

Background/Objectives: The diagnosis of Autism Spectrum Disorders (ASD) is undergoing significant revisions, impacting prevalence estimates in the general population. Moreover, the rise of a dimensional perspective on psychopathology has broadened our understanding of autism, recognizing that subthreshold autistic features extend throughout the general population. However, there remains a limited understanding of the prevalence of ASD traits in individuals with psychiatric disorders, particularly in young adults, who are at an age where several mental health conditions emerge. The aim of this study was to evaluate the prevalence of ASD traits in a sample of young adults (18–24 years old) attending a generalized mental health outpatient clinic. Methods: A total of 259 young adult patients completed the self-report screening questionnaires Autism Quotient (AQ) and Ritvo Autism and Asperger Diagnostic Scale-Revised (RAADS-R). Results: A total of 16.2% of our sample scored above the cut-off in both scales; this percentage decreased to 13.13% when restricting the RAADS-R cut-off to >119, as suggested for clinical samples. The association with sociodemographic features is discussed. Conclusions: We argue that screening for autistic traits should be integrated into the assessment of young adults presenting with nonspecific psychiatric symptoms or psychological distress. Although there is ongoing debate over the use of self-report screening tools, a positive result on both the AQ and RAADS-R should prompt clinicians to pursue a comprehensive diagnostic evaluation using structured or semi-structured interviews. Full article

Current Australian legislation promotes playground inclusion for all children, and playgrounds serve as local, safe, and vital spaces for children of all ages to play. The World Health Organisation International Classification of Functioning, Disability and Health, Children and Youth Version states that play is a key activity to engage children with disability in various areas of their lives, and there is no doubt that playgrounds can promote community and social engagement for all children. Consequently, accessible playgrounds are important because they can offer motor, psychological, and social skill development in a fun-filled environment. Nonetheless, some children encounter challenges in playground settings. Surprisingly, very little research has been conducted in Australia on the experiences of children with disabilities in public playgrounds. According to the National Autism Strategy announced by the Australian Government in 2022, there is a growing number of Australians on the autism spectrum. For many individuals with an autistic spectrum disorder (ASD), life outcomes in education, health, and family functioning are worse than they should be. Consequently, while this paper addresses a general perspective of inclusive playground experience for children with disabilities, there is also a focus on the experiences of children with ASD in playgrounds. As a result, this literature review begins with an introduction to the prevalence of autistic spectrum disorder and its associated characteristics. It presents existing research on play, examining various playground factors that impact the experiences of children with disabilities, including ASD. In addition, the role of parents/carers in influencing the outdoor experiences of children with disability is also explored. In conclusion, this paper summarises key findings and proposes relevant research questions to address these gaps. Full article

In this perspective paper, we propose a novel tech-driven method to evaluate body representations (BRs) in autistic individuals. Our goal is to deepen understanding of this complex condition by gaining continuous and real-time insights through digital phenotyping into the behavior of autistic adults. Our innovative method combines cross-sectional and longitudinal data gathering techniques to investigate and identify digital phenotypes related to BRs in autistic adults, diverging from traditional approaches. We incorporate ecological momentary assessment and time series data to capture the dynamic nature of real-life events for these individuals. Statistical techniques, including multivariate regression, time series analysis, and machine learning algorithms, offer a detailed comprehension of the complex elements that influence BRs. Ethical considerations and participant involvement in the development of this method are emphasized, while challenges, such as varying technological adoption rates and usability concerns, are acknowledged. This innovative method not only introduces a novel vision for evaluating BRs but also shows promise in integrating traditional and dynamic assessment approaches, fostering a more supportive atmosphere for autistic individuals during assessments compared to conventional methods. Full article

Very little identifiable research explores the factors impacting autistic students’ school motivation and how these factors may or may not affect their academic and well-being outcomes in secondary school and beyond, including post-secondary enrollment, employment, and their quality of life. Instead, research on autism and inclusive education mainly focuses on the efficacy of interventions aimed at teaching skills related to sensory, communication, social, and behavior. Methods: A secondary analysis of survey data from an original mixed-method study was conducted to investigate how environmental, teacher, and peer factors are associated with autistic students’ school motivation. Eligible participants were between the ages of 15 and 21. In total, 72 participants (n = 72) completed an online survey to share their perspectives on their school experiences. Subsequently, linear regression analysis was conducted to answer the research question. Results: Participants who rated their schools as having pleasant physical spaces and felt that their peers understood them as a person had higher levels of school motivation. Teachers were not found to be significantly related to students’ school motivation. Participants who shared that typing was their preferred mode of communication were less motivated to attend school than students who preferred speaking communication. Conclusions: Environmental and peer factors are related to more than the day-to-day school experiences of autistic students; they are also related to their school motivation. These findings add to the existing literature on inclusive education and positive school outcomes for autistic students and offer additional explanations of the barriers that affect autistic students’ graduation from secondary school and interest in attending post-secondary education. Full article

The exact mechanisms of the development of autism, a multifactorial neurological disorder, are not clear. The pathophysiology of autism is complex, and investigations at the cellular and molecular levels are ongoing to provide clarity. Mutations in specific genes have been identified as risk factors for autism. The role of heavy metals in the pathogenesis of autism is subject to many studies and remains debatable. Although no exact neuronal phenotypes have been identified linked to autistic symptoms, overproduction and reduction of specific neurons have been implicated. A growing literature on generating genetic and non-genetic models of autism aims to help with understanding mechanistic studies that can explain the complexity of the disorder. Both genetic and non-genetic methods of zebrafish have been used to model autism. For several human autism risk genes, validated zebrafish mutant models have been generated. There is growing evidence indicating a potential link between autism and inorganic arsenic exposure. We have previously shown that inorganic arsenic induces supernumerary spinal motor neurons via Sonic hedgehog (Shh) signaling pathway, and Cdk5 knockdown causes an overproduction of cranial and spinal motor neurons in zebrafish. Here, in this review, we provide a perspective on what these findings of neurogenic phenotypes mean in terms of dysregulated pathways of motor neuron development and their applicability to understanding cellular and molecular underpinnings of autism. Full article

An increasing body of research suggests that bilingualism is possible and perhaps even advantageous for autistic individuals. However, several factors might influence parents’ decisions about raising their autistic child bilingually, including national language policies, educational contexts, advice received from key professionals, and the child’s individual strengths and needs. Accordingly, there is a clear imperative to understand how the views of different stakeholders converge and diverge when language decisions are made in the context of autism. This paper brings new insights by synthesising the findings of three qualitative studies that used interpretative phenomenological analysis (IPA) to explore the perspectives and experiences of bilingual autistic children (n = 11), parents (n = 16), and educational practitioners (n = 13) of bilingualism in autism in England and Wales. Despite wide variation between and within groups, a striking tension emerged between individuals’ beliefs about bilingualism in general, which were positive, and their experiences of bilingualism in autism specifically, which often foregrounded more monolingual approaches. This paper examines this tension, with a particular focus on stakeholders’ attitudes towards the feasibility of bilingualism, families’ language choices in the context of autism, and how notions of contextual linguistic diversity accentuated differences between England and Wales. We conclude by arguing that greater awareness of both bilingualism and neurodiversity in educational and clinical settings may improve the experiences of bilingual autistic children and, crucially, the language advice families receive. Full article

Human language and social cognition are two key disciplines that have traditionally been studied as separate domains. Nonetheless, an emerging view suggests an alternative perspective. Drawing on the theoretical underpinnings of the social brain hypothesis (thesis of the evolution of brain size and intelligence), the social complexity hypothesis (thesis of the evolution of communication), and empirical research from comparative animal behavior, human social behavior, language acquisition in children, social cognitive neuroscience, and the cognitive neuroscience of language, it is argued that social cognition and language are two significantly interconnected capacities of the human species. Here, evidence in support of this view reviews (1) recent developmental studies on language learning in infants and young children, pointing to the important crucial benefits associated with social stimulation for youngsters, including the quality and quantity of incoming linguistic information, dyadic infant/child-to-parent non-verbal and verbal interactions, and other important social cues integral for facilitating language learning and social bonding; (2) studies of the adult human brain, suggesting a high degree of specialization for sociolinguistic information processing, memory retrieval, and comprehension, suggesting that the function of these neural areas may connect social cognition with language and social bonding; (3) developmental deficits in language and social cognition, including autism spectrum disorder (ASD), illustrating a unique developmental profile, further linking language, social cognition, and social bonding; and (4) neural biomarkers that may help to identify early developmental disorders of language and social cognition. In effect, the social brain and social complexity hypotheses may jointly help to describe how neurotypical children and adults acquire language, why autistic children and adults exhibit simultaneous deficits in language and social cognition, and why nonhuman primates and other organisms with significant computational capacities cannot learn language. But perhaps most critically, the following article argues that this and related research will allow scientists to generate a holistic profile and deeper understanding of the healthy adult social brain while developing more innovative and effective diagnoses, prognoses, and treatments for maladies and deficits also associated with the social brain. Full article

We developed a Dutch questionnaire called the Autistic Women’s Experience (AWE) and compared its psychometric properties to the Autism Spectrum Quotient (AQ). Whilst attenuated gender differences on the AQ have been widely replicated, this instrument may not fully capture the unique experience of autistic women. The AWE was co-developed with autistic women to include items that reflect autistic women’s experience. We investigated the AWE (49 items) and compared it with the AQ (50 items) in Dutch autistic individuals (N = 153, n = 85 women) and in the general population (N = 489, n = 246 women) aged 16+. Both the AQ and AWE had excellent internal consistency and were highly and equally predictive of autism in both women and men. Whilst there was a gender difference on the AQ among non-autistic people (men > women), there was no gender difference among autistic people, confirming all earlier studies. No gender differences were detected on the AWE overall scale, yet subtle gender differences were observed on the subscales. We conclude that the AQ is valid for both genders, but the AWE provides an additional useful perspective on the characteristics of autistic women. The AWE needs further validation in independent samples using techniques that allow for testing gender biases, as well as a confirmatory factor analysis in a larger sample. Full article

Complex interactions between gene variants and environmental risk factors underlie the pathophysiological pathways in major psychiatric disorders. Autism Spectrum Disorder is a neuropsychiatric condition in which susceptible alleles along with epigenetic states contribute to the mutational landscape of the ailing brain. The present work reviews recent evolutionary, molecular, and epigenetic mechanisms potentially linked to the etiology of autism. First, we present a clinical vignette to describe clusters of maladaptive behaviors frequently diagnosed in autistic patients. Next, we microdissect brain regions pertinent to the nosology of autism, as well as cell networks from the bilateral body plan. Lastly, we catalog a number of pathogenic environments associated with disease risk factors. This set of perspectives provides emerging insights into the dynamic interplay between epigenetic and environmental variation in the development of Autism Spectrum Disorders. Full article

The number of autistic people entering higher education (HE) is increasing steadily across the globe, yet research on understanding their experiences and support needs still focuses almost exclusively on the perspectives of autistic students attending HE in the U.S., U.K. and Australia. The present study sought to explore and understand (i) the experiences, opportunities, and challenges of autistic students in HE in Singapore; and (ii) non-autistic HE students’ experiences of studying alongside and socially engaging with their autistic peers. Twenty autistic and twenty-two non-autistic HE students in Singapore completed an online survey with open-ended questions. Framework analysis identified themes similar to those in the extant literature (e.g., autistic students enjoyed greater autonomy in HE compared to school, but often found difficulty juggling their numerous academic responsibilities) and novel themes pertaining to Singapore’s unique sociocultural context (e.g., Singaporean autistic people face high pressure to “blend in” due to societal values of conforming to social norms). Participants also noted considerable social isolation of autistic students, likely linked to a double empathy problem between autistic and non-autistic students. Improving inclusiveness both within HE and in the wider society is a necessarily joint effort among many stakeholders. Recommendations include HE stakeholders working together to develop and improve supports (e.g., implementing formal transition programmes) for autistic students and incorporating neurodiversity education into school curricula for all students. Full article