Search Results (11)

Since the 1960s, ABA has been applied to individuals with developmental and behavioral differences, including those later recognized as Autistic. While ABA is grounded in behavioral science, its historical application has raised significant ethical concerns. Early implementations often prioritized enforcing neurotypical conformity over the autonomy and well-being of Autistic individuals, contributing to psychological harm, the development of masking behaviors, and a disregard for neurodivergent needs. These concerns were further exacerbated by the exclusion of Autistic voices in defining intervention goals and measuring outcomes. This paper examines the historical context of ABA, critiques raised by the #ABAisAbuse movement, and the role of social media in amplifying both awareness and misconceptions about behavioral interventions for Autistic individuals. It highlights the challenges posed by self-diagnosis, the limitations of current therapeutic options, and systemic inequities in access to care. A critical analysis underscores the need for standardized, neurodivergent-affirming, and assent-based practices that prioritize the autonomy and individuality of Autistic people. The findings emphasize the necessity of reforming ABA through collaboration with the Autistic community, ensuring their involvement in shaping governance, intervention design, and ethical standards. By addressing historical harms and embedding neurodivergent-affirming principles, ABA can evolve into a practice that supports authentic engagement and fosters trust within the Autistic community. This transformation is not only a professional responsibility but an ethical imperative to align interventions for Autistic individuals with principles of dignity, equity, and inclusion. 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

Background: Autism spectrum disorder has been argued to involve impairments in domain-general predictive abilities. There is strong evidence that individuals with ASD have trouble navigating the dynamic world due to an inability to predict the outcomes of particular events. There is also evidence that this is apparent across the diagnostic criteria of ASD and common among correlates of ASD. However, the question remains as to whether this impairment in predictive abilities is domain-specific or domain-general, with little research investigating prediction in linguistic measures. Methods: The current study investigated whether individuals with ASD showed atypicalities in linguistic prediction using a cloze probability task. In Experiment 1, 33 individuals with ASD were compared to 64 typically developing individuals in an offline cloze task. Results: There was no significant effect of an ASD diagnosis on the cloze probability. However, individuals with higher levels of autistic traits were significantly more likely to produce lower-probability (non-modal) cloze responses. In Experiment 2, 19 individuals with ASD were compared to 22 typically developing individuals in a lab-based cloze task, in which we also measured the reaction times to begin speaking (i.e., voice onset time). The results showed that individuals with ASD had significantly slower reaction times (~200 ms) but, similarly to Experiment 1, did not show differences in the cloze probability of the responses produced. Conclusions: We conclude that individuals with ASD do show inefficiency in linguistic prediction, as well as indicating which ASD traits most strongly correlate with these inefficiencies. Full article

This paper presents new empirical data obtained from interviews and focus groups on older (50 and over) autistic people’s experiences of accessing a variety of services. The involvement of older autistic people and giving voice to their experiences was central to all aspects of the research process. This work makes a significant contribution to the scarce literature on older autistic people. In particular, it discusses the factors that act as barriers and enablers to the access to and productive use of services, the strategies used by participants to manage and improve their experiences, and the success of these strategies. It shows older autistic people as autonomous adults and active protagonists in their own lives, taking action to overcome the barriers they experience to accessing services on the same terms as everyone else, but that lack of understanding and support from service providers and the general public can undermine their strategies. Finally, this work provides a series of recommendations for service providers to improve (older) autistic people’s service access and experiences. Full article

The Program for the Education and Enrichment of Relational Skills (PEERS^®) is an evidence-based intervention developed for autistic individuals to support social communication, peer interactions, independence, and interpersonal relationships. Despite a demonstrated effectiveness for young autistic individuals in the US and several other countries, PEERS has yet to be modified to support the needs of autistic adults across the lifespan. The present study describes how our team sought autistic voices to adapt PEERS for adults of any age. Specifically, we aimed to address the needs of middle-aged and older adults and adapt the curriculum to be more neurodiversity-affirming. Between two cohorts that completed the program consecutively, we evaluated the acceptability of the adapted PEERS program and made refinements based on feedback from autistic participants and their study partners. Results indicated that Cohort 2 reported higher satisfaction with the PEERS components and overall program than Cohort 1, suggesting effective refinement. We present a framework of adaptations that more specifically address the needs of middle-aged and older adults in a neurodiverse-affirming way compared to previous iterations. Our approach to implementing an adapted PEERS curriculum across the adult lifespan may serve as a model for improved clinical care and cultivate the acceptance of neurodiversity in the interpersonal domains of autistic adults’ lives. 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

This article presents qualitative research results on the education of students who are on the autistic spectrum (ASD) in Poland, viewed from their own perspectives and analyzed within the conditions of the Polish education system. This research is theoretically based on sociology of education, pedagogy and disability studies assumptions. The main goal of this study was to explore the educational experiences and needs of pupils, and to recognize the most significant barriers and facilitators of educational change as formulated by teenagers who identify as self-advocates and are involved in non-governmental organizations’ activism. The primary research method was desk-based research and qualitative content analysis. The analysis of the research material allowed the reconstruction of the educational experiences of adolescents with ASD related to social relations, the sensory environment, school learning and teachers’ attitudes towards students as the most important barriers to achieving equal access to education. Full article

Developments in the study of sexuality in the lives of disabled people have been relatively slow, as the spectre of a medicalised model continues to dominate most debates and invalidate any form of sexual identity. The social model of disability has enabled the amplification of voices that have been previously silenced; however, progress has stalled. Within autism studies, however, the rise of neurodiversity studies coupled with intersectionality, has presented an opportunity to explore sexualities in terms of difference rather than deficiency, therefore bypassing deficit models which have dominated any study of non-heterosexual lives. Such deficit models have focussed upon discovering what it is about autism that leads autistic people to think they are non-heterosexual, often resulting in a lack of support for young LGBT+ people as sexuality is dismissed as a result of autism. Reflecting upon findings from my own ongoing work alongside emerging social research, this article explores important developments and potential future directions. This will highlight the progress made and the barriers remaining. Using a sociological approach and a framework inspired by Plummer, which focusses upon the importance of sexual stories, the article will show that much needs to be done. The diversity of goals and multiplicity of stories means that disabled and autistic sexuality stories have not been accepted into the public consciousness. Full article

Recent studies state that, for a person with autism spectrum disorder, learning and improvement is often seen in environments where technological tools are involved. A robot is an excellent tool to be used in therapy and teaching. It can transform teaching methods, not just in the classrooms but also in the in-house clinical practices. With the rapid advancement in deep learning techniques, robots became more capable of handling human behaviour. In this paper, we present a cost-efficient, socially designed robot called ‘Tinku’, developed to assist in teaching special needs children. ‘Tinku’ is low cost but is full of features and has the ability to produce human-like expressions. Its design is inspired by the widely accepted animated character ‘WALL-E’. Its capabilities include offline speech processing and computer vision—we used light object detection models, such as Yolo v3-tiny and single shot detector (SSD)—for obstacle avoidance, non-verbal communication, expressing emotions in an anthropomorphic way, etc. It uses an onboard deep learning technique to localize the objects in the scene and uses the information for semantic perception. We have developed several lessons for training using these features. A sample lesson about brushing is discussed to show the robot’s capabilities. Tinku is cute, and loaded with lots of features, and the management of all the processes is mind-blowing. It is developed in the supervision of clinical experts and its condition for application is taken care of. A small survey on the appearance is also discussed. More importantly, it is tested on small children for the acceptance of the technology and compatibility in terms of voice interaction. It helps autistic kids using state-of-the-art deep learning models. Autism Spectral disorders are being increasingly identified today’s world. The studies show that children are prone to interact with technology more comfortably than a with human instructor. To fulfil this demand, we presented a cost-effective solution in the form of a robot with some common lessons for the training of an autism-affected child. Full article

Background: Autistic children show reduced attentional preferences to social stimuli early in development, and these differences have consequences on a range of social domains. One factor that could influence development in those processes is bilingualism. Parents and practitioners frequently voice unfounded concerns that bilingualism could cause delays in autistic children, yet there is little evidence to dispute this idea. While there are studies focusing on the impact of bilingualism on cognition in autistic children, no research has focused on the relationship between bilingualism and social attention. Aims: This study therefore investigated the impact of bilingual exposure on social attention in autistic (n = 33) and neurotypical children (n = 42) aged 6–13 years. Rather than a monolingual/bilingual comparison, participants had varying degrees of bilingual exposure, and exposure was treated as a continuous variable. Participants completed an eye-tracking task measuring visual attention to interacting versus non-interacting human figures. Results: Bilingual exposure did not affect dwell time to interacting or non-interacting figures for the neurotypical or autistic groups. However, there was a three-way interaction between diagnosis, figure type and vocabulary scores on dwell time. Conclusions: Higher vocabulary scores in neurotypical participants was associated with significantly less dwell time to non-interacting stimuli. This is the first study to assess the effects of bilingualism on social attention; here, concerns of bilingualism are not upheld. Full article

A significant therapeutic challenge for people with disabilities is the development of verbal and echoic skills. Digital voice assistants (DVAs), such as Amazon’s Alexa, provide networked intelligence to billions of Internet-of-Things devices and have the potential to offer opportunities to people, such as those diagnosed with autism spectrum disorder (ASD), to advance these necessary skills. Voice interfaces can enable children with ASD to practice such skills at home; however, it remains unclear whether DVAs can be as proficient as therapists in recognizing utterances by a developing speaker. We developed an Alexa-based skill called ASPECT to measure how well the DVA identified verbalization by autistic children. The participants, nine children diagnosed with ASD, each participated in 30 sessions focused on increasing vocalizations and echoic responses. Children interacted with ASPECT prompted by instructions from an Echo device. ASPECT was trained to recognize utterances and evaluate them as a therapist would—simultaneously, a therapist scored the child’s responses. The study identified no significant difference between how ASPECT and the therapists scored participants; this conclusion held even when subsetting participants by a pre-treatment echoic skill assessment score. This indicates considerable potential for providing a continuum of therapeutic opportunities and reinforcement outside of clinical settings. Full article