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Emerson LM, Monk R, van der Meer L, Sutherland D, McLay L. Autistic Co-Led Community Priorities for Future Autism Research in Aotearoa New Zealand. AUTISM IN ADULTHOOD 2024; 6:141-151. [PMID: 39139510 PMCID: PMC11317798 DOI: 10.1089/aut.2022.0109] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/15/2024]
Abstract
Background Previous studies of community priorities for autism research have been limited by low representation of autistic people and thus a bias toward the views of families and professionals. We aimed to determine the first community-led priorities for autism research in Aotearoa New Zealand (NZ). Methods Autistic people were essential partners in the project, from inception and design through to methods and outputs. We gathered the views of the autistic and autism communities (including family, practitioners, and researchers) through focus groups (n = 55) and an online survey (n = 450). Almost 40% of the survey respondents indicated that they were autistic. Results The findings across the focus groups and survey highlighted the importance of research that centralizes the experiences and needs of autistic people, particularly of autistic New Zealanders, including culturally specific research for Māori and Pacific peoples. All five priority topics for autistic adults were also priorities for at least one other group: (1) Health, mental health, and well-being of autistic people (all groups); (2) Services across the life span (autistic adults, health care/disability, and education practitioners); (3) Needs of autistic people in Aotearoa NZ (autistic adults, whānau); (4) Perspectives from autistic people with a diverse range of support needs (autistic adults; education practitioners); (5) Quality of life of autistic people in Aotearoa NZ (autistic adults; health care/disability practitioners). Conclusions We discuss the advantages of autistic involvement in research, and how these community priorities can inform future research and policy in NZ.
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Affiliation(s)
- Lisa Marie Emerson
- Te Kaupeka Oranga—Faculty of Health, Te Whare Wānanga o Waitaha—University of Canterbury, Ōtautahi—Christchurch, Aotearoa, New Zealand
- Autism Research Collaborative Aotearoa New Zealand, Te Whare Wānanga o Waitaha—University of Canterbury, Aotearoa, New Zealand
| | - Ruth Monk
- Te Kaupeka Oranga—Faculty of Health, Te Whare Wānanga o Waitaha—University of Canterbury, Ōtautahi—Christchurch, Aotearoa, New Zealand
- Autism Research Collaborative Aotearoa New Zealand, Te Whare Wānanga o Waitaha—University of Canterbury, Aotearoa, New Zealand
| | - Larah van der Meer
- Autism, New Zealand
- School of Education, Victoria University of Wellington, Wellington, New Zealand
| | - Dean Sutherland
- School of Psychology, Speech and Hearing, Te Whare Wānanga o Waitaha—University of Canterbury, Ōtautahi—Christchurch, Aotearoa, New Zealand
| | - Laurie McLay
- Te Kaupeka Oranga—Faculty of Health, Te Whare Wānanga o Waitaha—University of Canterbury, Ōtautahi—Christchurch, Aotearoa, New Zealand
- Autism Research Collaborative Aotearoa New Zealand, Te Whare Wānanga o Waitaha—University of Canterbury, Aotearoa, New Zealand
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Bottini SB, Morton HE, Buchanan KA, Gould K. Moving from Disorder to Difference: A Systematic Review of Recent Language Use in Autism Research. AUTISM IN ADULTHOOD 2024; 6:128-140. [PMID: 39144072 PMCID: PMC11319857 DOI: 10.1089/aut.2023.0030] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/16/2024]
Abstract
Background The neurodiversity paradigm positions autism as a neurological difference that is disabling in the societal context, shifting away from the traditional medical view of a disorder. Several recent publications recommend use of alternative neuro-affirming language (ANL) instead of traditional medical language (TML) with the aim to increase acceptance of autistic people and reduce prejudice. Examining language use within recent autism literature, including by journal and study characteristics, may offer insight into the influence of these recommendations and current disability discourse. Methods A systematic review was conducted using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines in autism research from 2021 (n = 2322 articles; 394 journals). Articles were coded according to topic, participants, and use of self-report. Journals were coded by topic, geographic region, and language guidelines. Terminology use was extracted using QDA Miner software. Results Many articles primarily used TML with a smaller subset primarily using ANL. There was a positive correlation between ANL use and publication date. More ANL was associated with articles on topics of autistic traits, diversity, equity, and inclusion (DEI), or lifespan and that included autistic adults or autistic self-report. More ANL was also found in journals from Australasia or Europe or those that had identify-first language (IFL) guidelines. Less ANL (more TML) was associated with articles on biology/causes or treatment and that included autistic or non-autistic parents, autistic youth, siblings, or other clinical groups, and were published in medical journals. Conclusion TML continues to largely dominate language choices in autism research, with an emerging shift toward ANL in recent literature. Increased ANL may be facilitated by journal and article language recommendations. Neuro-affirming language was also more likely in articles on topics prioritized by the autistic community, that included autistic adults, and may also be driven by cultural differences. Researchers and practitioners should consider the potential for their language use to impact individual and societal views of autistic people.
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Affiliation(s)
- Summer B. Bottini
- Marcus Autism Center, Atlanta, Georgia, USA
- Emory University School of Medicine, Atlanta, Georgia, USA
| | | | | | - Kait Gould
- The College of Saint Rose, Albany, New York, USA
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Walton KM, Borowy AR, Gordon RA, Wainer AL. Enhancing stakeholder roles in autism early interventions in the United States: A stakeholder-driven research agenda. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:1120-1134. [PMID: 37679945 PMCID: PMC10918025 DOI: 10.1177/13623613231195743] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/09/2023]
Abstract
LAY ABSTRACT In this article, we outline a stakeholder-driven research agenda to guide future early intervention research for children with autism. Our research team collaborated with autism service providers, parents of individuals with autism, and autistic people to create this research agenda by (1) conducting workshops with community members and (2) distributing a survey to a larger number of community members around the country. The finalized research agenda includes (1) Guiding Principles for current and future research, (2) Research Priorities focused on early intervention for individuals with autism, and (3) Systems Implications to consider in future clinical, research, and policy efforts for early intervention. The full version of the research agenda is available in Supplemental Material. This article lists the main points of the research agenda and discusses unique themes highlighted by the community members. One main conclusion is that researchers need to include community members in decision-making and consultant positions throughout the research process to best meet the needs of the broader autism community. We have created a researcher workbook which we hope may facilitate these community consultation efforts. This workbook is available in Supplemental Material.
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Britsch ER, Iverson JM. Adding to the Conversation: Language Delays and Parent-Child Interactions in the Younger Siblings of Children With Autism. J Autism Dev Disord 2024:10.1007/s10803-024-06331-4. [PMID: 38564064 DOI: 10.1007/s10803-024-06331-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/25/2024] [Indexed: 04/04/2024]
Abstract
In their first three years, children begin to maintain topics and add new information in conversation. In turn, caregivers create opportunities for language learning. Compared to children with no family history of autism (typical likelihood, TL), the younger siblings of children with autism spectrum disorder (ASD) are at elevated likelihood (EL) for both ASD and language delays. This study asked: (1) Do profiles of spoken language and conversational skills differ across groups? (2) Does spoken language relate to conversational skills? and (3) How does parent speech relate to child spoken language and conversational skills? Child spoken language, conversational skills, and parent speech were examined during toy play at home with three-year-old TL (n = 16) and EL children with ASD (EL-ASD, n = 10), non-ASD language delay (EL-LD, n = 21), and no delays or diagnoses (EL-ND, n = 37). EL-ASD children produced fewer intelligible utterances, and EL-LD and EL-ASD children produced shorter utterances than TL and EL-ND children. When utterances were intelligible, all groups were highly contingent to the topic. EL-ASD children were less likely than all other groups to add new information, and adding new information was positively associated with utterance length. Parents of EL-ASD children had fewer opportunities to respond contingently. However, all parents were highly topic-contingent when child speech was intelligible, and parent speech complexity varied with child language and conversational skills. Findings highlight strengths in conversational skills for EL-ASD children during toy play with parents and show that children and caregivers together shape opportunities for developing language and conversation.
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Affiliation(s)
- Emily Roemer Britsch
- Department of Psychology, University of Washington, Seattle, WA, USA.
- Department of Psychology, The University of Pittsburgh, Pittsburgh, PA, USA.
| | - Jana M Iverson
- Department of Physical Therapy, Boston University, Boston, MA, USA
- Department of Psychology, The University of Pittsburgh, Pittsburgh, PA, USA
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Dey I, Chakrabarty S, Nandi R, Shekhar R, Singhi S, Nayar S, Ram JR, Mukerji S, Chakrabarti B. Autism community priorities in diverse low-resource settings: A country-wide scoping exercise in India. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:187-198. [PMID: 36999343 PMCID: PMC10771024 DOI: 10.1177/13623613231154067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/01/2023]
Abstract
LAY ABSTRACT It is vital to directly engage with the autism community in order to develop better services and drive the research agenda. While some studies in high-income countries have mapped the priorities of the autism community, there is a severe dearth of such efforts in the global south. Five million autistic individuals are estimated to live in India alone, and there has been little effort to map their priorities. Moreover, studies in high-income countries focused largely on research priorities, and not so much on skills training and interventions. Keeping these needs in mind, we conducted an online survey followed by an in-depth conversation with parents of autistic children and autistic adults drawn from across India. We found that the respondents reported self-help skills to be the most important for training, as they considered it fundamental for every other aspect of life. Speech and language therapy was considered to be the highest intervention priority for this group, highlighting the importance of social communication. Mental health counselling was also considered to be a high priority, but several parents identified it as being more relevant for themselves rather than for their children. Within research, the topmost priority was to understand ways in which the community can better support autistic people. We hope that these findings will help researchers, policymakers and service providers to be able to make well-informed decisions, develop relevant services and shape future research.
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Affiliation(s)
| | | | | | | | | | - Shoba Nayar
- Auckland University of Technology, New Zealand
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Antony N, Roy A, Chakraborty S, Balsavar A, Sahay A, Brar JS, Iyengar S, Bhatia T, Nimgaonkar VL, Deshpande SN. Feasibility and acceptability of the Indian Autism Screening Questionnaire in clinical and community settings. PLoS One 2023; 18:e0292544. [PMID: 38032983 PMCID: PMC10688706 DOI: 10.1371/journal.pone.0292544] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Accepted: 09/22/2023] [Indexed: 12/02/2023] Open
Abstract
We developed and tested the Indian Autism Screening Questionnaire (IASQ), which was reported to be reliable and valid as compared to the Indian Scale for Assessment of Autism (ISAA) and the Childhood Autism Rating Scale -2 (CARS2). The present study describes the feasibility, acceptability, sociodemographic and developmental details of IASQ study participants in 5 settings- a psychiatry outpatients' clinic (n = 145), a specialised paediatric clinic (n = 24), a speciality disability centre (n = 174), a primary school (n = 41) and a government housing colony (n = 255). The IASQ could be easily administered and understood. Consistent with prior reports, the male-female ratio of participants with autism was 3.8:1. Developmental complications were reported more frequently in clinical settings, while delivery by Caesarean section was commoner among community-dwelling higher socioeconomic status mothers (53% of the officers' sample). Mothers of participants with autism more frequently reported Caesarean section birth for the proband (χ2 = 41.61, p < .0001) and prenatal and postnatal complications. Binary logistic regression confirmed that perinatal complications in the mother and father's (older) age at birth of the participant were associated with autism. The IASQ is a reliable, practical tool for screening for autism in clinical and non-clinical settings in India.
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Affiliation(s)
- Nitin Antony
- ICMR Project ‘Development and Validation of the Screening Version of Indian Scale for Assessment of Autism’, Centre of Excellence in Mental Health, Dept. of Psychiatric Social Work, ABVIMS-Dr. RML. Hospital, New Delhi, India
| | - Aratrika Roy
- ICMR Project ‘Development and Validation of the Screening Version of Indian Scale for Assessment of Autism’, Centre of Excellence in Mental Health, Dept. of Psychiatric Social Work, ABVIMS-Dr. RML. Hospital, New Delhi, India
| | - Satabdi Chakraborty
- Dept. of Psychiatric Social Work, Institute of Human Behaviour and Allied Sciences, New Delhi, India
| | - Aparajita Balsavar
- Bidar Institute of Medical Sciences, Rajiv Gandhi University of Health Sciences, Bengaluru, Karnataka, India
| | - Amrita Sahay
- National Institute for the Empowerment of Persons with Intellectual Disabilities (NIEPID), Noida, UP, India
| | - Jaspreet S. Brar
- Department of Psychiatry and Consultant, Community Care Behavioural Health Organization, Western Psychiatric Hospital of UPMC, Pittsburgh, Pennsylvania, United States of America
| | - Satish Iyengar
- Department of Statistics, University of Pittsburgh, Pittsburgh, Pennsylvania, United States of America
| | - Triptish Bhatia
- Indo-US Projects and NCU-ICMR, Centre of Excellence in Mental Health, Department of Psychiatry and De-addiction, ABVIMS-Dr. RML Hospital, New Delhi, India
| | - Vishwajit L. Nimgaonkar
- Department of Psychiatry and Department of Human Genetics, University of Pittsburgh School of Medicine and Graduate School of Public Health, Pittsburgh, Pennsylvania, United States of America
| | - Smita Neelkanth Deshpande
- Centre of Excellence in Mental Health, Department of Psychiatry, ABVIMS-Dr. RML Hospital, New Delhi, India
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Vanaken GJ, Noens I, Steyaert J, van Esch L, Warreyn P, Hens K. The Earlier, the Better? An In-Depth Interview Study on the Ethics of Early Detection with Parents of Children at an Elevated Likelihood for Autism. J Autism Dev Disord 2023:10.1007/s10803-023-06139-8. [PMID: 37751101 DOI: 10.1007/s10803-023-06139-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/12/2023] [Indexed: 09/27/2023]
Abstract
Autism is increasingly viewed as an expression of neurodiversity deserving accommodation, rather than merely as a disorder in need of remediation or even prevention. This reconceptualization has inspired calls to broaden the ethical debate on early autism care beyond matters of efficient screenings and effective interventions. We conducted 14 in-depth interviews with 26 parents of infants at an increased likelihood for autism (siblings, preterms and children with persistent feeding difficulties) to understand which benefits and risks these parents see for the implementation of a systematic, early autism detection program in our region. With this study, we aim to contribute empirically to the ethical debate on good and just early autism care in the age of neurodiversity. Data were analyzed according to the QUAGOL-methodology. Three main themes emerged from our analysis. In their evaluation of early autism detection, parents discussed how a diagnosis helps gain a different perspective fostering understanding and recognition for both child and parent. Second, a diagnosis supports parents in adjusting their parenting practices, to justify this deviation from "normal" parenting and to strive for such adjusted environments beyond the nuclear family. Third, an autism diagnosis induces ambiguities parents need to navigate, involving questions on whether and when to mobilize the diagnostic label and which language to use to talk about autism. We discuss the complex position of parents of a (potentially) autistic child in terms of moving back and forth across the ab/normal binary and describe implications for the ethical debate on early autism detection.
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Affiliation(s)
- Gert-Jan Vanaken
- Centre for Ethics, Department of Philosophy, University of Antwerp, Antwerp, Belgium.
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leopold Vanderkelenstraat 32, Leuven, 3000, Belgium.
- Leuven Autism Research (LAuRes), KU Leuven, Leuven, Belgium.
| | - Ilse Noens
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leopold Vanderkelenstraat 32, Leuven, 3000, Belgium
- Leuven Autism Research (LAuRes), KU Leuven, Leuven, Belgium
| | - Jean Steyaert
- Leuven Autism Research (LAuRes), KU Leuven, Leuven, Belgium
- Centre for Developmental Psychiatry, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Lotte van Esch
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leopold Vanderkelenstraat 32, Leuven, 3000, Belgium
- Leuven Autism Research (LAuRes), KU Leuven, Leuven, Belgium
| | - Petra Warreyn
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
| | - Kristien Hens
- Centre for Ethics, Department of Philosophy, University of Antwerp, Antwerp, Belgium
- Leuven Autism Research (LAuRes), KU Leuven, Leuven, Belgium
- Institute of Philosophy, KU Leuven, Leuven, Belgium
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8
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Bottema-Beutel K, Kapp SK, Sasson N, Gernsbacher MA, Natri H, Botha M. Anti-ableism and scientific accuracy in autism research: a false dichotomy. Front Psychiatry 2023; 14:1244451. [PMID: 37743979 PMCID: PMC10514488 DOI: 10.3389/fpsyt.2023.1244451] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Accepted: 08/25/2023] [Indexed: 09/26/2023] Open
Abstract
It was recently argued that autism researchers committed to rejecting ableist frameworks in their research may sacrifice "scientifically accurate" conceptualizations of autism. In this perspective piece, we argue that: (a) anti-ableism vs. scientific accuracy is a false dichotomy, (b) there is no ideology-free science that has claim to scientific accuracy, and (c) autism science has a history of false leads in part because of unexamined ableist ideologies that undergird researcher framings and interpretations of evidence. To illustrate our claims, we discuss several avenues of autism research that were promoted as scientific advances, but were eventually debunked or shown to have much less explanatory value than initially proposed. These research programs have involved claims about autism etiology, the nature of autism and autistic characteristics, and autism intervention. Common to these false leads have been ableist assumptions about autism that inform researcher perspectives. Negative impacts of this work have been mitigated in some areas of autism research, but these perspectives continue to exert influence on the lives of autistic people, including the availability of services, discourses about autism, and sociocultural conceptualizations of autistic people. Examining these false leads may help current researchers better understand how ableism may negatively influence their areas of inquiry. We close with a positive argument that promoting anti-ableism can be done in tandem with increasing scientific accuracy.
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Affiliation(s)
- Kristen Bottema-Beutel
- Lynch School of Education and Human Development, Boston College, Boston, MA, United States
| | - Steven K. Kapp
- Department of Psychology, University of Portsmouth, Portsmouth, United Kingdom
| | - Noah Sasson
- School of Behavioral and Brain Sciences, University of Texas at Dallas, Dallas, TX, United States
| | | | - Heini Natri
- The Translational Genomics Research Institute, Phoenix, AZ, United States
| | - Monique Botha
- Psychology Department, Stirling University, Stirling, United Kingdom
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Natri HM, Chapman CR, Heraty S, Dwyer P, Walker N, Kapp SK, Dron HA, Martinez-Agosto JA, Mikkola L, Doherty M. Ethical challenges in autism genomics: Recommendations for researchers. Eur J Med Genet 2023; 66:104810. [PMID: 37478903 DOI: 10.1016/j.ejmg.2023.104810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 07/07/2023] [Accepted: 07/19/2023] [Indexed: 07/23/2023]
Abstract
Equitable and just genetic research and clinical translation require an examination of the ethical questions pertaining to vulnerable and marginalized communities. Autism research and advocate communities have expressed concerns over current practices of genetics research, urging the field to shift towards paradigms and practices that ensure benefits and avoid harm to research participants and the wider autistic community. Building upon a framework of bioethical principles, we provide the background for the concerns and present recommendations for ethically sustainable and justice-oriented genetic and genomic autism research. With the primary goal of enhancing the health, well-being, and autonomy of autistic persons, we make recommendations to guide priority setting, responsible research conduct, and informed consent practices. Further, we discuss the ethical challenges particularly pertaining to research involving highly vulnerable individuals and groups, such as those with impaired cognitive or communication ability. Finally, we consider the clinical translation of autism genetics studies, including the use of genetic testing. These guidelines, developed by an interdisciplinary working group comprising autistic and non-autistic individuals, will aid in leveraging the potential of genetics research to enhance the quality of life of autistic individuals and are widely applicable across stigmatized traits and vulnerable communities.
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Affiliation(s)
- Heini M Natri
- Translational Genomics Research Institute (TGen), Phoenix, AZ, 85004, USA.
| | - Carolyn R Chapman
- Department of Population Health (Division of Medical Ethics), NYU Grossman School of Medicine, New York, NY, 10016, USA; Center for Human Genetics and Genomics, NYU Grossman School of Medicine, New York, NY, 10016, USA
| | - Síofra Heraty
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, University of London, Birkbeck, London, WC1E 7HX, UK
| | - Patrick Dwyer
- Center for Mind and Brain, UC Davis, Davis, CA, 95618, USA; Department of Psychology, UC Davis, Davis, CA, 95618, USA; MIND Institute, UC Davis Health, Sacramento, CA, 95817, USA
| | - Nick Walker
- California Institute of Integral Studies, San Francisco, CA, 94103, USA
| | - Steven K Kapp
- Department of Psychology, University of Portsmouth, Portsmouth, Hampshire, PO1 2UP, UK
| | - Heather A Dron
- Sterilization and Social Justice Lab, UCLA Institute for Genetics and Society, Los Angeles, CA, 90095, USA
| | | | - Lea Mikkola
- Turku Bioscience Center, InFLAMES Research Flagship Center, University of Turku, Turku, 20520, Finland
| | - Mary Doherty
- Department of Neuroscience, Brighton and Sussex Medical School, Brighton, BN1 9PX, UK
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Del Rosario C, Nixon E, Quigley J, Whitehouse AJO, Maybery MT. Parent-child interaction and developmental outcomes in children with typical and elevated likelihood of autism. Infant Behav Dev 2023; 71:101830. [PMID: 36848788 DOI: 10.1016/j.infbeh.2023.101830] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 02/20/2023] [Accepted: 02/21/2023] [Indexed: 02/27/2023]
Abstract
BACKGROUND Early parent-child interactions have a critical impact on the developmental outcomes of the child. It has been reported that infants with a family history of autism and their parents may engage in different patterns of behaviours during interaction compared to those without a family history of autism. This study investigated the association of parent-child interactions with child developmental outcomes of those with typical and elevated likelihood of autism. METHOD This longitudinal study investigated the relationship between global attributes of parent-child interaction and the developmental outcomes of infant siblings with elevated likelihood (EL: n = 29) or typical likelihood (TL: n = 39) of developing autism. Parent-child interactions were recorded during a session of free-play when the infants were six months of age. Developmental assessments were carried out when the children were 12 and 24 months of age. RESULTS The intensity of mutuality was significantly higher in the TL group than in the EL group, and developmental outcomes were poorer in the EL group when compared to the TL group. Positive associations between parent-child interaction scores at six months and developmental outcomes at 12 months were observed only in the TL group. However, in the EL group, higher levels of infant positive affect and attentiveness paid to the caregiver is associated with lower autism symptoms. Due to the sample size and design of the study, the findings must be viewed as indicative. CONCLUSION This preliminary investigation demonstrated differences in the association between parent-child interaction quality and developmental outcomes for children with typical and elevated likelihood for autism. Future studies should combine micro-analytic and macro-analytic approaches to parent-child interaction to further examine the nature of this relationship.
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Affiliation(s)
- Chelo Del Rosario
- School of Psychology, Trinity College Dublin, Áras an Phiarsaigh, Dublin 2, Ireland.
| | - Elizabeth Nixon
- School of Psychology, Trinity College Dublin, Áras an Phiarsaigh, Dublin 2, Ireland
| | - Jean Quigley
- School of Psychology, Trinity College Dublin, Áras an Phiarsaigh, Dublin 2, Ireland
| | - Andrew J O Whitehouse
- Telethon Kids Institute, University of Western Australia, Perth Children's Hospital, 15 Hospital Avenue, Nedlands, Australia
| | - Murray T Maybery
- School of Psychological Science, University of Western Australia, 35 Stirling Highway, Perth, Australia
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MacDuffie KE. The Right Tool for the Job: A Taxonomy for Stakeholder Engagement. THE AMERICAN JOURNAL OF BIOETHICS : AJOB 2023; 23:33-35. [PMID: 36595004 PMCID: PMC9901417 DOI: 10.1080/15265161.2022.2146803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
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12
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Monk R, Whitehouse AJO, Waddington H. The use of language in autism research. Trends Neurosci 2022; 45:791-793. [PMID: 36184384 DOI: 10.1016/j.tins.2022.08.009] [Citation(s) in RCA: 37] [Impact Index Per Article: 18.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2022] [Accepted: 08/30/2022] [Indexed: 12/21/2022]
Abstract
The past three decades have seen a major shift in our understanding of the strong links between autism and identity. These developments have called for careful consideration of the language used to describe autism. Here, we briefly discuss some of these deliberations and provide guidance to researchers around language use in autism research.
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Affiliation(s)
- Ruth Monk
- Autism New Zealand Community Advisory Group, New Zealand/School of Medical Sciences, University of Auckland, Auckland, New Zealand
| | | | - Hannah Waddington
- School of Education, Victoria University of Wellington, Wellington, New Zealand
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Randomized Study of Survey Recruitment Strategies for Parents of Autistic Children. J Pediatr Health Care 2022; 36:470-473. [PMID: 35705390 PMCID: PMC9813947 DOI: 10.1016/j.pedhc.2022.05.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Revised: 05/09/2022] [Accepted: 05/12/2022] [Indexed: 01/11/2023]
Abstract
INTRODUCTION This study aimed to compare phone, email, or text message recruitment strategies for engaging parents of autistic children in an online survey. METHOD In this randomized study, a sample of 1,624 parents of autistic children spectrum disorder (autism) from an integrated health system in Southern California were sent an initial mailed letter and email simultaneously for baseline survey outreach. Then, participants were randomly assigned to one of three follow-up recruitment groups: phone, email, or text message. We compared the efficacy of recruitment strategies in multivariate models. RESULTS All three follow-up methods were equally effective for eliciting a survey response. Parents of girls were less likely to respond to survey outreach attempts than parents of boys. DISCUSSION Multiple modalities of survey recruitment, including digital and mobile approaches, effectively recruit parents of children in research.
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Autism Screening Practices in Preschools and Early Childcare Centers: A Systematic Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00323-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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15
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Dwyer P, Ryan JG, Williams ZJ, Gassner DL. First Do No Harm: Suggestions Regarding Respectful Autism Language. Pediatrics 2022; 149:e2020049437N. [PMID: 35363298 PMCID: PMC9066426 DOI: 10.1542/peds.2020-049437n] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/09/2021] [Indexed: 11/24/2022] Open
Affiliation(s)
- Patrick Dwyer
- Center for Mind and Brain, University of California Davis, Davis, California
- Department of Psychology, University of California Davis, Davis, California
| | - Jacalyn G Ryan
- Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
| | - Zachary J Williams
- Medical Scientist Training Program, Vanderbilt University School of Medicine, Nashville, Tennessee
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, Tennessee
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee
- Frist Center for Autism and Innovation, Vanderbilt University, Nashville, Tennessee
| | - Dena L Gassner
- School of Social Work, Adelphi University, Garden City, New York
- Department of Health Sciences, Towson University, Towson, Maryland
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16
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Iverson JM, West KL, Schneider JL, Plate SN, Northrup JB, Roemer Britsch E. Early development in autism: How developmental cascades help us understand the emergence of developmental differences. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2022; 64:109-134. [PMID: 37080666 DOI: 10.1016/bs.acdb.2022.10.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Many theories of autism spectrum disorder (ASD) focus on a single system or factor as an explanatory mechanism for autism symptoms and behavior. However, there is growing recognition that ASD is a complex, multisystem neurodevelopmental condition with origins in prenatal life. Researchers therefore need a conceptual framework that allows examination of the interplay between multiple interacting domains and systems and the ways in which they extend their influence beyond the individual into the surrounding environment. The developmental cascades perspective suggests that even relatively small perturbations in early emerging behaviors in domains that are not traditionally linked may influence subsequent achievements across these areas. In this chapter, we illustrate how a developmental cascades framework can be used to inform the study of developmental differences. The developmental cascades perspective provides us with conceptual and methodological tools for considering how variation in children's real time behavior can provide new insights into sources of variation in their developmental trajectories and outcomes. It also suggests approaches for intervention that leverage targeted skills in novel ways, creating opportunities to support development in other domains and fine-tune caregiver behavior to create powerful moments for infant learning.
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17
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Van Goidsenhoven L. Early interventions for children with an increased likelihood of autism: opportunities and challenges. Dev Med Child Neurol 2021; 63:1366. [PMID: 34247398 DOI: 10.1111/dmcn.14986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/02/2021] [Indexed: 11/28/2022]
Affiliation(s)
- Leni Van Goidsenhoven
- Department of Philosophy, Antwerp University, Antwerp, Belgium.,Department of Cultural Studies, KU Leuven, Leuven, Belgium
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18
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Manzini A, Jones EJ, Charman T, Elsabbagh M, Johnson MH, Singh I. Ethical dimensions of translational developmental neuroscience research in autism. J Child Psychol Psychiatry 2021; 62:1363-1373. [PMID: 34405894 PMCID: PMC7611913 DOI: 10.1111/jcpp.13494] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/16/2021] [Indexed: 12/18/2022]
Abstract
BACKGROUND Since the 1990s, increasing research has been devoted to the identification of biomarkers for autism to help attain more objective diagnosis; enable early prediction of prognosis; and guide individualized intervention options. Early studies focused on the identification of genetic variants associated with autism, but more recently, research has expanded to investigate neurodevelopmental markers. While ethicists have extensively discussed issues around advances in autism genomics, much less ethical scrutiny has focused on research on early neurodevelopment and on the interventions being developed as a result. OBJECTIVES We summarize the current state of the science on the identification of early markers for autism and its potential clinical applications, before providing an overview of the ethical issues arising from increasing understanding of children's neurodevelopment in very early life. RESULTS Advances in the understanding of brain and behavioral trajectories preceding later autism diagnosis raise ethical concerns around three themes: (a) New models for understanding autism; (b) Risks and benefits of early identification and intervention; and (c) Communication of early concerns to families. These ethical issues should be further investigated in research conducted in partnership with autistic people and their families. CONCLUSIONS This paper highlights the need for ethical scrutiny of early neurodevelopmental research in autism. Scrutiny requires expertise and methods from the basic sciences and bioethics, as well as constructive collaborations among autistic people, their parents, and autism researchers to anticipate early interventions that serve the community's interests and accommodate the varied experiences and preferences of people on the spectrum and their families.
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Affiliation(s)
- Arianna Manzini
- Centre for Ethics in Medicine, University of Bristol, Bristol, UK
- Radcliffe Department of Medicine, MRC Weatherall Institute of Molecular Medicine, University of Oxford, Oxford, UK
| | - Emily J.H. Jones
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Tony Charman
- Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, UK
| | - Mayada Elsabbagh
- Azrieli Centre for Autism Research, Montreal Neurological Institute-Hospital, McGill University, Montreal, Canada
- Research Institute of the McGill University Health Centre, Montreal, Canada
| | - Mark H. Johnson
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Department of Psychology, University of Cambridge, UK
| | - Ilina Singh
- Department of Psychiatry and Wellcome Centre for Ethics and Humanities, University of Oxford, Oxford, UK
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19
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Ginnell L, Boardman JP, Reynolds RM, Fletcher-Watson S. Parent priorities for research and communication concerning childhood outcomes following preterm birth. Wellcome Open Res 2021; 6:151. [PMID: 34746441 PMCID: PMC8546737 DOI: 10.12688/wellcomeopenres.16863.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/27/2021] [Indexed: 11/20/2022] Open
Abstract
Background: Children born preterm (before 37 weeks of gestation) are at risk for several adverse childhood outcomes. Parent priorities for research into these outcomes, and preferences for receiving information about these risks, have not previously been established. Here we report the results of an online survey designed to understand parent priorities for research and their preferences for receiving information about childhood outcomes. Methods: An online survey was circulated through social media and was completed by 148 parents of preterm children between the ages of 0 and 12 years from around the United Kingdom (UK). Survey questions were in the form of rating scale, multiple choice, ranking or open-ended free text questions. Descriptive analysis was applied to the quantitative data. Illustrative quotes were extracted from the qualitative free text data and a subset of these questions were analysed using framework analysis. Results: Parent priorities for research centre around identification of factors which can protect against or improve adverse cognitive or developmental outcomes. The majority of parents would prefer for communication to begin within the first year of the child's life. Parents reported a knowledge gap among health visitors, early years educators and schools. Conclusions: In order to align with parent preferences, research should prioritise identification of protective factors and the development of effective interventions to improve outcomes. Training for health visitors and educational professionals could improve the experiences of families and children.
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Affiliation(s)
- Lorna Ginnell
- Salvesen Mindroom Research Centre, University of Edinburgh, Edinburgh, UK
| | - James P. Boardman
- MRC Centre for Reproductive Health, University of Edinburgh, Edinburgh, UK
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20
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Burrows CA, Bodfish JW, Wolff JJ, Vollman EP, Altschuler MR, Botteron KN, Dager SR, Estes AM, Hazlett HC, Pruett JR, Schultz RT, Zwaigenbaum L, Piven J, Elison JT. Cataloguing and characterizing interests in typically developing toddlers and toddlers who develop ASD. Autism Res 2021; 14:1710-1723. [PMID: 34021722 PMCID: PMC8714188 DOI: 10.1002/aur.2543] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 04/16/2021] [Accepted: 05/03/2021] [Indexed: 11/06/2022]
Abstract
Intense interests are common in children with and without autism spectrum disorder (ASD), and little research has characterized aspects of interests that are unique to or shared among children with and without ASD. We aimed to characterize interests in a sample of infants at high-familial-risk (HR) and low-familial-risk (LR) for ASD using a novel interview. Participants included HR siblings who were diagnosed with ASD at 24 months (HR-ASD, n = 56), HR siblings who did not receive an ASD diagnosis at 24 months (HR-Neg, n = 187), and a LR comparison group (n = 109). We developed and collected data with the Intense Interests Inventory at 18- and 24-months of age, a semi-structured interview that measures intensity and peculiarity of interests in toddlers and preschool-aged children. Intensity of interests differed by familial risk at 24 months, with HR-ASD and HR-Neg groups demonstrating equivalent intensity of interests that were higher than the LR group. By contrast, peculiarity of interest differed by ASD diagnosis, with the HR-ASD group showing more peculiar interests than the HR-Neg and LR groups at 24 months. At 18 months the HR-ASD group had more peculiar interests than the LR group, though no differences emerged in intensity of interests. This measure may be useful in identifying clinically-relevant features of interests in young children with ASD. We also replicated previous findings of males showing more intense interests at 18 months in our non-ASD sample. These results reveal new information about the nature of interests and preoccupations in the early autism phenotype. LAY SUMMARY: Intense interests are common in young children with autism and their family members. Intense interests are also prevalent among typically-developing children, and especially boys. Here we catalog interests and features of these interests in a large sample of toddlers enriched for autism risk. Children who had family members with autism had more intense interests, and those who developed autism themselves had more unusual interests at 24 months. These results highlight the importance of different aspects of interest in autism.
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Affiliation(s)
- Catherine A Burrows
- Department of Pediatrics, University of Minnesota, Minneapolis, Minnesota, USA
| | - James W Bodfish
- Department of Hearing & Speech Sciences, Department of Psychiatry & Behavioral Sciences, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Jason J Wolff
- Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USA
| | - Elayne P Vollman
- Department of Psychology and Comparative Human Development, University of Chicago, Chicago, Illinois, USA
| | - Melody R Altschuler
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
| | - Kelly N Botteron
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, Missouri, USA
| | - Stephen R Dager
- Department of Radiology, University of Washington, Seattle, Washington, USA
| | - Annette M Estes
- Center on Human Development and Disability, University of Washington, Seattle, Washington, USA
| | - Heather C Hazlett
- Department of Psychiatry, University of North Carolina, Chapel Hill, North Carolina, USA
| | - John R Pruett
- Department of Psychiatry, Washington University in St. Louis School of Medicine, St. Louis, Missouri, USA
| | - Robert T Schultz
- Children's Hospital of Philadelphia, Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Lonnie Zwaigenbaum
- Autism Research Centre, Department of Pediatrics, University of Alberta, Edmonton, Canada
| | - Joseph Piven
- Department of Psychiatry, University of North Carolina, Chapel Hill, North Carolina, USA
| | - Jed T Elison
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, USA
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21
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Vanaken GJ, Noens I, Roeyers H, van Esch L, Warreyn P, Steyaert J, Hens K. Ethics of returning children's individual research findings: from principles to practice. Eur Child Adolesc Psychiatry 2021; 30:1163-1171. [PMID: 32715320 DOI: 10.1007/s00787-020-01606-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/16/2020] [Accepted: 07/20/2020] [Indexed: 10/23/2022]
Abstract
Little ethical recommendations on returning children's individual research findings are available for researchers in behavioral sciences, especially when compared to genetic research. Anecdotic evidence suggests that since parents are often interested in their child's individual research findings, researchers tend to offer this information as a form of compensation for research participation. Despite good intentions, these practices are not without potential harmful consequences for children. We were confronted with these difficulties and with the paucity of available guidance on this topic, being involved in a longitudinal, infant development study, i.e. tracking infants at risk for autism (TIARA). First, we review current ethical recommendations and discuss their limitations in the light of the TIARA study. Second, we will suggest to revise these recommendations, by identifying and applying the relevant bioethical principles and concepts at hand. Third, as an example of practical implementation, the adopted 'return of research findings'-policy for the TIARA-study is presented. The principles and concepts we engage with are the ancillary care responsibilities of the researcher, non-maleficence and beneficence, the right to an open future of the child, and the avoidance of therapeutic misconception. Ultimately, we present the concrete return of research findings policy implemented in the TIARA-study. Here, we suggest restricting the systematic return of children's individual research findings to cases where findings are considered clinically significant and actionable for the child. We discuss the broader implications for designing and conducting research in behavioral sciences with children.
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Affiliation(s)
- Gert-Jan Vanaken
- Parenting and Special Education Research Unit, Faculty of Educational Sciences, KU Leuven, Leopold Vanderkelenstraat 32, 3000, Leuven, Belgium. .,Leuven Autism Research (LAuRes), Leuven, Belgium. .,Department of Philosophy, Centre for Ethics, University of Antwerp, Antwerp, Belgium.
| | - Ilse Noens
- Parenting and Special Education Research Unit, Faculty of Educational Sciences, KU Leuven, Leopold Vanderkelenstraat 32, 3000, Leuven, Belgium.,Leuven Autism Research (LAuRes), Leuven, Belgium
| | - Herbert Roeyers
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
| | - Lotte van Esch
- Parenting and Special Education Research Unit, Faculty of Educational Sciences, KU Leuven, Leopold Vanderkelenstraat 32, 3000, Leuven, Belgium.,Leuven Autism Research (LAuRes), Leuven, Belgium
| | - Petra Warreyn
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Ghent, Belgium
| | - Jean Steyaert
- Leuven Autism Research (LAuRes), Leuven, Belgium.,Department of Neurosciences, Centre for Developmental Psychiatry, KU Leuven, Leuven, Belgium
| | - Kristien Hens
- Leuven Autism Research (LAuRes), Leuven, Belgium.,Department of Philosophy, Centre for Ethics, University of Antwerp, Antwerp, Belgium.,Institute of Philosophy, KU Leuven, Leuven, Belgium
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22
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Ginnell L, Boardman JP, Reynolds RM, Fletcher-Watson S. Parent priorities for research and communication concerning childhood outcomes following preterm birth. Wellcome Open Res 2021; 6:151. [PMID: 34746441 PMCID: PMC8546737 DOI: 10.12688/wellcomeopenres.16863.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/03/2021] [Indexed: 04/05/2024] Open
Abstract
Background: Children born preterm (before 37 weeks of gestation) are at risk for several adverse childhood outcomes. Parent priorities for research into these outcomes, and preferences for receiving information about these risks, have not previously been established. Here we report the results of an online survey designed to understand parent priorities for research and their preferences for receiving information about childhood outcomes. Methods: An online survey was circulated through social media and was completed by 148 parents of preterm children between the ages of 0 and 12 years from around the United Kingdom (UK). Survey questions were in the form of rating scale, multiple choice, ranking or open-ended free text questions. Descriptive analysis was applied to the quantitative data. Illustrative quotes were extracted from the qualitative free text data and a subset of these questions were analysed using framework analysis. Results: Parent priorities for research centre around identification of factors which can protect against or improve adverse cognitive or developmental outcomes. The majority of parents would prefer for communication to begin within the first year of the child's life. Parents reported a knowledge gap among health visitors, early years educators and schools. Conclusions: In order to align with parent preferences, research should prioritise identification of protective factors and the development of effective interventions to improve outcomes. Training for health visitors and educational professionals could improve the experiences of families and children.
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Affiliation(s)
- Lorna Ginnell
- Salvesen Mindroom Research Centre, University of Edinburgh, Edinburgh, UK
| | - James P. Boardman
- MRC Centre for Reproductive Health, University of Edinburgh, Edinburgh, UK
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23
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Bejarano-Martín Á, Canal-Bedia R, Magán-Maganto M, Hernández Fabián A, Calvarro Castañeda AL, Manso de Dios S, Malmierca García P, Díez Villoria E, Jenaro Río C, Posada de la Paz M. Effect of a Focused Social and Communication Intervention on Preterm Children with ASD: A Pilot Study. J Autism Dev Disord 2021; 52:1725-1740. [PMID: 33991290 DOI: 10.1007/s10803-021-05068-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/30/2021] [Indexed: 11/26/2022]
Abstract
While advances in intensive neonatal care have greatly improved survival rates among preterm infants, incidence of neurodevelopmental disorders in this group is still high, with autism spectrum disorder (ASD) being one of the most frequent. To this end, we conducted a social-communication intervention aimed at investigating efficacy in social-communicative skills. Eighteen children (preterm and full-term with ASD and preterm children) aged 18 through 20 months participated in the study. Our findings indicate that most participants in the intervention groups registered significant improvements in terms of socio-communicative skills, cognitive development, and language. Accordingly, these pilot data underscore the need for further research and implementation of early interventions in young preterm children with ASD.
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Affiliation(s)
- Álvaro Bejarano-Martín
- INICO, Instituto Universitario de Integración en La Comunidad, Universidad de Salamanca, 37008, Salamanca, Spain
| | - Ricardo Canal-Bedia
- INICO, Instituto Universitario de Integración en La Comunidad, Universidad de Salamanca, 37008, Salamanca, Spain.
- Centro de Atención Integral Al Autismo (INFOAUTISMO), Facultad de Educación, Universidad de Salamanca, Paseo Canalejas, 169, 37008, Salamanca, España.
| | - María Magán-Maganto
- INICO, Instituto Universitario de Integración en La Comunidad, Universidad de Salamanca, 37008, Salamanca, Spain
| | | | | | - Sara Manso de Dios
- INICO, Instituto Universitario de Integración en La Comunidad, Universidad de Salamanca, 37008, Salamanca, Spain
| | - Patricia Malmierca García
- INICO, Instituto Universitario de Integración en La Comunidad, Universidad de Salamanca, 37008, Salamanca, Spain
| | - Emiliano Díez Villoria
- INICO, Instituto Universitario de Integración en La Comunidad, Universidad de Salamanca, 37008, Salamanca, Spain
| | - Cristina Jenaro Río
- INICO, Instituto Universitario de Integración en La Comunidad, Universidad de Salamanca, 37008, Salamanca, Spain
| | - Manuel Posada de la Paz
- Instituto de Investigación de Enfermedades Raras, Instituto de Salud Carlos III, 28029, Madrid, Spain
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24
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Iverson JM. Developmental Variability and Developmental Cascades: Lessons from Motor and Language Development in Infancy. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2021; 30:228-235. [PMID: 34194130 DOI: 10.1177/0963721421993822] [Citation(s) in RCA: 49] [Impact Index Per Article: 16.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The first year of life is punctuated by explosions of growth in motor and language abilities. This is not a coincidence. The notion of developmental cascades provides a conceptual framework for considering ways in which advances in one component of a developing system can exert far-reaching and lasting change in other domains. In this article, I review evidence for the cascading effects of early motor advances on the developing communication and language system and describe how variability in the timing of these advances may alter the nature of these effects.
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Fletcher-Watson S, Brook K, Hallett S, Murray F, Crompton CJ. Inclusive Practices for Neurodevelopmental Research. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2021. [DOI: 10.1007/s40474-021-00227-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Abstract
Purpose of Review
Inclusive research practice is both a moral obligation and a practical imperative. Here we review its relevance to the study of neurodevelopmental diversity in particular, briefly describing a range of inclusive research models and justifying their use. The review itself is inclusively co-authored with three autistic collaborators and community leaders who all have extensive experience of research involvement.
Recent Findings
Drawing on theoretical arguments and specific exemplar projects, we describe six key considerations in the delivery of inclusive research. These are the following: taking the first steps towards inclusive practice; setting expectations; community-specific inclusion measures; inclusion and intersectionality; the role of empowerment; and knowledge exchange for inclusion. Together, these sections provide an illustrated guide to the principles and process of inclusive research.
Summary
Inclusive research practice is both beneficial to and a requirement of excellence in neurodevelopmental research. We call for greater engagement in this participatory research agenda from grant-awarding bodies to facilitate not just inclusive but also emancipatory research.
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26
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Bottema-Beutel K, Kapp SK, Lester JN, Sasson NJ, Hand BN. Avoiding Ableist Language: Suggestions for Autism Researchers. AUTISM IN ADULTHOOD 2021; 3:18-29. [PMID: 36601265 PMCID: PMC8992888 DOI: 10.1089/aut.2020.0014] [Citation(s) in RCA: 351] [Impact Index Per Article: 117.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
In this commentary, we describe how language used to communicate about autism within much of autism research can reflect and perpetuate ableist ideologies (i.e., beliefs and practices that discriminate against people with disabilities), whether or not researchers intend to have such effects. Drawing largely from autistic scholarship on this subject, along with research and theory from disability studies and discourse analysis, we define ableism and its realization in linguistic practices, provide a historical overview of ableist language used to describe autism, and review calls from autistic researchers and laypeople to adopt alternative ways of speaking and writing. Finally, we provide several specific avenues to aid autism researchers in reflecting on and adjusting their language choices. Lay summary Why is this topic important?: In the past, autism research has mostly been conducted by nonautistic people, and researchers have described autism as something bad that should be fixed. Describing autism in this way has negative effects on how society views and treats autistic people and may even negatively affect how autistic people view themselves. Despite recent positive changes in how researchers write and speak about autism, "ableist" language is still used. Ableist language refers to language that assumes disabled people are inferior to nondisabled people.What is the purpose of this article?: We wrote this article to describe how ableism influences the way autism is often described in research. We also give autism researchers strategies for avoiding ableist language in their future work.What is the perspective of the authors?: We believe that ableism is a "system of discrimination," which means that it influences how people talk about and perceive autism whether or not they are aware of it, and regardless of whether or not they actually believe that autistic people are inferior to nonautistic people. We also believe that language choices are part of what perpetuates this system. Because of this, researchers need to take special care to determine whether their language choices reflect ableism and take steps to use language that is not ableist.What is already known about this topic?: Autistic adults (including researchers and nonresearchers) have been writing and speaking about ableist language for several decades, but nonautistic autism researchers may not be aware of this work. We have compiled this material and summarized it for autism researchers.What do the authors recommend?: We recommend that researchers understand what ableism is, reflect on the language they use in their written and spoken work, and use nonableist language alternatives to describe autism and autistic people. For example, many autistic people find terms such as "special interests" and "special needs" patronizing; these terms could be replaced with "focused interests" and descriptions of autistic people's specific needs. Medicalized/deficit language such as "at risk for autism" should be replaced by more neutral terms such as "increased likelihood of autism." Finally, ways of speaking about autism that are not restricted to particular terms but still contribute to marginalization, such as discussion about the "economic burden of autism," should be replaced with discourses that center the impacts of social arrangements on autistic people.How will these recommendations help autistic people now or in the future?: Language is a powerful means for shaping how people view autism. If researchers take steps to avoid ableist language, researchers, service providers, and society at large may become more accepting and accommodating of autistic people.
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Affiliation(s)
- Kristen Bottema-Beutel
- Lynch School of Education and Human Development, Boston College, Chestnut Hill, Massachusetts, USA
| | - Steven K Kapp
- Department of Psychology, University of Portsmouth, Portsmouth, United Kingdom
| | - Jessica Nina Lester
- School of Education, Indiana University at Bloomington, Bloomington, Indiana, USA
| | - Noah J Sasson
- School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, Texas, USA
| | - Brittany N Hand
- School of Health and Rehabilitation Sciences at The Ohio State University, Columbus, Ohio, USA
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27
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Gibson JL, Pritchard E, de Lemos C. Play-based interventions to support social and communication development in autistic children aged 2-8 years: A scoping review. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2021; 6:23969415211015840. [PMID: 36381525 PMCID: PMC9620698 DOI: 10.1177/23969415211015840] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
BACKGROUND AND AIMS Play is used by practitioners from across disciplinary backgrounds as a natural and enjoyable context for providing intervention and support in early childhood. In the case of autism interventions, many therapies are based on the association between social play and the development of social skills, language development, and communication skills, as these are often particular areas of challenge for autistic children. However, play is a wide-ranging concept and the extant literature on play-based interventions is large and heterogeneous. This means it is challenging for practitioners and families to navigate the evidence base and make choices about differing intervention strategies. This review aims to provide a comprehensive map of the research on this topic and to develop a conceptual framework to inform clinical decision-making. METHODS An initial stakeholder consultation confirmed the relevance of the topic to practitioners and autistic people. A scoping review methodology (preregistered) was used to identify relevant literature. We systematically searched seven databases to find peer-reviewed primary intervention studies of play-based approaches targeting language, social and communication outcomes for autistic children aged 2-8 years. We then summarised the literature using narrative synthesis and Evidence Gap Maps (EGMs). The literature was summarised according to a range of characteristics, including study design, population characteristics, agent of intervention and outcomes measured, among others. These summaries were then used to develop a framework for some key considerations for practitioners appraising play-based approaches. RESULTS 388 studies met inclusion criteria. Approximately 21% of studies were RCTs, and over 50% had ≤10 participants. Over 45% of studies reported multiple relevant outcomes, with social play skills being the most common single intervention target. Girls and minority background groups are under-represented. A range of intervention types were identified, and some high-level categorisations are proposed.Main contribution: On the basis of the evidence synthesis we suggest important dimensions for appraisal of play-based interventions, including the role of play within an intervention (as a context, a key developmental mechanism, or a component of a larger approach), the underpinning philosophy (e.g. behaviourist or developmental), and the role of the practitioner (providing parent feedback, 1:1 intervention, group facilitation). CONCLUSIONS The wide range of approaches uncovered by this review is a testament to the wonderful diversity inherent to both play and autism. However, research could usefully focus on consolidating the evidence base for existing approaches, rather than aiming for further diversification. Implications: The conceptual framework proposed in this review can help practitioners appraise the literature and aid their advice to families when making shared intervention decisions.
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Affiliation(s)
- Jenny L Gibson
- Jenny L Gibson, Play & Communication
Lab, Play in Education Development and Learning Research Centre, Faculty of
Education, University of Cambridge, Cambridge, UK.
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McGill O, Robinson A. “Recalling hidden harms”: autistic experiences of childhood applied behavioural analysis (ABA). ADVANCES IN AUTISM 2020. [DOI: 10.1108/aia-04-2020-0025] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This paper aims to investigate the long-term impacts autistic adults experienced from childhood participation in the applied behavioural analysis (ABA).
Design/methodology/approach
Possible participants were recruited through advertisements on social media and autism and ABA organisations. Possible participants were given the choice between an online or face-to-face interview or an anonymised online questionnaire.
Findings
Reflections from 10 participants were indicative of a predominantly detrimental impact of ABA. Reflections gave rise to a core theme “recalling hidden harms of childhood experiences of ABA”. Outcomes are discussed in relation to the impact on autistic identity, current research and progressing understanding of the impacts of early intervention from the autistic perspective.
Research limitations/implications
The practical implications of ABA are discussed alongside recommendations for future practice and research with the involvement of autistic individuals within interventive processes.
Originality/value
This is the first paper to take an in-depth, qualitative approach to autistic experiences of ABA. The findings themselves are driven to conceptualise and give voice to the core impacts which carried through participants’ exploration and understanding of self.
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Braithwaite EK, Gui A, Jones EJH. Social attention: What is it, how can we measure it, and what can it tell us about autism and ADHD? PROGRESS IN BRAIN RESEARCH 2020; 254:271-303. [PMID: 32859292 DOI: 10.1016/bs.pbr.2020.05.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
Neurodevelopmental disorders like autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) affect 2-10% of children worldwide but are still poorly understood. Prospective studies of infants with an elevated familial likelihood of ASD or ADHD can provide insight into early mechanisms that canalize development down a typical or atypical course. Such work holds potential for earlier identification and intervention to support optimal outcomes in individuals with neurodevelopmental disorders. Disrupted attention may be involved in developmental trajectories to ASD and ADHD. Specifically, altered attention to social stimuli has been suggested as a possible endophenotype of ASD, lying between genetic factors impacting brain development and later symptoms. Similarly, changes in domain-general aspects of attention are commonly seen in ADHD and emerging evidence suggests these may begin in infancy. Could these patterns point to a common risk factor for both disorders? Or does social attention reflect the activity of a particular network of brain systems that is distinct to those underpinning general attention skills? One challenge to addressing such questions is our lack of understanding of the relation between social and general attention. In this chapter we review evidence from infants with later ASD and ADHD that illuminates this question.
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Affiliation(s)
- Eleanor K Braithwaite
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom
| | - Anna Gui
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom
| | - Emily J H Jones
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom.
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Mohammed Taresh S, Aniza Ahmad N, Roslan S, Ma’rof AM, Mohammed Zaid S. Mainstream Preschool Teachers' Skills at Identifying and Referring Children with Autism Spectrum Disorder (ASD). INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17124284. [PMID: 32560042 PMCID: PMC7344551 DOI: 10.3390/ijerph17124284] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 05/15/2020] [Accepted: 05/22/2020] [Indexed: 12/04/2022]
Abstract
Background: Early intervention will help children with autism spectrum disorder (ASD) to attain early learning reinforcement. This study focuses on exploring the ability of preschool teachers to identify children with ASD and their referral decision-making process. Method: This is a mixed-method study (qualitative and quantitative methods) involving 20 respondents. The qualitative study is based on an open question case study, while the quantitative study consists of questionnaire with demographic variables to identify the effect of the demographic variables on the preschool teachers’ ability to identify children with ASD. Sample: The sample was selected via convenience sampling among mainstream preschool teachers. The data was analyzed using SPSS software and thematic analysis. Results: The findings show that preschool teachers did not have skills at identifying children with ASD, and the majority of them labelled children with ASD as spoilt or hyperactive children. They also viewed children with ASD as having other disorders such as attention deficit hyperactivity disorder (ADHD) or communication disorders such as introversion. Moreover, preschool teachers expressed that the reason for the child’s behaviour could be due to the parents’ inability to properly educate their child. Additionally, the demographic variables of the preschool teachers, such as age, education level and teaching experience, were found not to affect their ASD identification skills. Conclusion: Preschool teachers need to improve their skills in identifying ASD among children via training.
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Affiliation(s)
- Sahar Mohammed Taresh
- Department of Foundations of Education, Faculty of Educational Studies, University Putra Malaysia, Serdang 43400, Malaysia; (S.M.T.); (S.R.); (A.M.M.)
| | - Nor Aniza Ahmad
- Department of Foundations of Education, Faculty of Educational Studies, University Putra Malaysia, Serdang 43400, Malaysia; (S.M.T.); (S.R.); (A.M.M.)
- Correspondence:
| | - Samsilah Roslan
- Department of Foundations of Education, Faculty of Educational Studies, University Putra Malaysia, Serdang 43400, Malaysia; (S.M.T.); (S.R.); (A.M.M.)
| | - Aini Marina Ma’rof
- Department of Foundations of Education, Faculty of Educational Studies, University Putra Malaysia, Serdang 43400, Malaysia; (S.M.T.); (S.R.); (A.M.M.)
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Herbrecht E, Lazari O, Notter M, Kievit E, Schmeck K, Spiegel R. Short-Term and Highly Intensive Early Intervention FIAS: Two-Year Outcome Results and Factors of Influence. Front Psychiatry 2020; 11:687. [PMID: 32765322 PMCID: PMC7381178 DOI: 10.3389/fpsyt.2020.00687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Accepted: 06/30/2020] [Indexed: 12/03/2022] Open
Abstract
BACKGROUND Comprehensive behaviorally or developmentally based early intervention programs have been shown to be effective in improving cognitive, social communicative, and adaptive skills of children with autism spectrum disorder (ASD). Besides the definition of relevant outcome predictors, the question of whether early intensive intervention positively changes core autism symptoms in children, as well as their long-term outcome, is an important issue for current research. The primary objective of the current study was to examine whether symptomatic and behavioral changes in children up to 4.5 years with ASD were sustained one and two years after an initial 18 days of intensive FIAS (Frühintervention bei autistischen Störungen) intervention. METHODS We analyzed the data of 32 young children with moderately severe to severe ASD who had been treated at the FIAS center between January 2011 and July 2017 and who had completed their 2-year follow-up in summer 2019. RESULTS ADOS total scores decreased significantly from baseline to the 1-year follow-up and from baseline to the 2-year follow-up (p < 0.01), with the most prominent change being from baseline to 2-year follow-up. The DD-C-GAS, a global scale used to assess four areas of everyday functioning, showed highly significant improvements on all subdomains. We found mostly significant correlations between results on both rating instruments at all time points, yet mostly no meaningful correlation between their changes over time. There was a close and statistically significant relationship between parents' treatment adherence and ADOS scores, indicating that the better parents' treatment adherence, the lower the children scored on the ADOS at 1- and 2-year follow-up. Overall, improvement on both scales was virtually independent of age and autism symptom severity at baseline, suggesting that older (>43 months) and more severely affected children (ADOS total score >20) may benefit from the FIAS intervention to the same extent as younger children do. CONCLUSIONS The results of the study indicate that the FIAS approach of providing an initial highly intensive 18-day intervention period, followed by 2 years of less intensive follow-up care had an impact on the core autism symptoms as well as the adaptive functioning of children with ASD.
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Affiliation(s)
- Evelyn Herbrecht
- Child and Adolescent Psychiatry, Psychiatric University Hospitals, University of Basel, Basel, Switzerland
| | - Olga Lazari
- Child and Adolescent Psychiatry, Psychiatric University Hospitals, University of Basel, Basel, Switzerland
| | - Marianne Notter
- Child and Adolescent Psychiatry, Psychiatric University Hospitals, University of Basel, Basel, Switzerland
| | - Esther Kievit
- Child and Adolescent Psychiatry, Psychiatric University Hospitals, University of Basel, Basel, Switzerland
| | - Klaus Schmeck
- Child and Adolescent Psychiatry, Psychiatric University Hospitals, University of Basel, Basel, Switzerland
| | - René Spiegel
- Child and Adolescent Psychiatry, Psychiatric University Hospitals, University of Basel, Basel, Switzerland
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Pasco G, Davies K, Ribeiro H, Tucker L, Allison C, Baron-Cohen S, Johnson MH, Charman T. Comparison of Parent Questionnaires, Examiner-Led Assessment and Parents' Concerns at 14 Months of Age as Indicators of Later Diagnosis of Autism. J Autism Dev Disord 2019; 51:804-813. [PMID: 31845131 PMCID: PMC7954743 DOI: 10.1007/s10803-019-04335-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Parents participating in a prospective longitudinal study of infants with older siblings with autism completed an autism screening questionnaire and were asked about any concerns relating to their child’s development, and children were administered an interactive assessment conducted by a researcher at 14 months. Scores on the parent questionnaire were highest for children later diagnosed with autism. Parental concerns and scores from the examiner-led assessment distinguished children with later developmental difficulties (both autism and other developmental atypicalities) from those who were developing typically. Children about whom parents expressed concern scored higher on both the questionnaire and the interactive assessment than those without concerns. There were no significant associations between total or individual item scores from the questionnaire and interactive assessment.
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Affiliation(s)
- Greg Pasco
- Department of Psychology, King's College London, Institute of Psychiatry, Psychology and Neuroscience, Henry Wellcome Building, 16 De Crespigny Park, London, SE5 8AF, UK.
| | - Kim Davies
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London, UK
| | - Helena Ribeiro
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London, UK
| | - Leslie Tucker
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London, UK
| | - Carrie Allison
- Department of Psychiatry, Autism Research Centre, University of Cambridge, Cambridge, UK
| | - Simon Baron-Cohen
- Department of Psychiatry, Autism Research Centre, University of Cambridge, Cambridge, UK
| | - Mark H Johnson
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London, UK.,Department of Psychology, University of Cambridge, Cambridge, UK
| | - Tony Charman
- Department of Psychology, King's College London, Institute of Psychiatry, Psychology and Neuroscience, Henry Wellcome Building, 16 De Crespigny Park, London, SE5 8AF, UK
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Bejarano-Martín Á, Canal-Bedia R, Magán-Maganto M, Fernández-Álvarez C, Cilleros-Martín MV, Sánchez-Gómez MC, García-Primo P, Rose-Sweeney M, Boilson A, Linertová R, Roeyers H, Van der Paelt S, Schendel D, Warberg C, Cramer S, Narzisi A, Muratori F, Scattoni ML, Moilanen I, Yliherva A, Saemundsen E, Loa Jónsdóttir S, Efrim-Budisteanu M, Arghir A, Papuc SM, Vicente A, Rasga C, Rogé B, Guillon Q, Baduel S, Kafka JX, Poustka L, Kothgassner OD, Kawa R, Pisula E, Sellers T, Posada de la Paz M. Early Detection, Diagnosis and Intervention Services for Young Children with Autism Spectrum Disorder in the European Union (ASDEU): Family and Professional Perspectives. J Autism Dev Disord 2019; 50:3380-3394. [DOI: 10.1007/s10803-019-04253-0] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
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Jones EJH, Mason L, Begum Ali J, van den Boomen C, Braukmann R, Cauvet E, Demurie E, Hessels RS, Ward EK, Hunnius S, Bolte S, Tomalski P, Kemner C, Warreyn P, Roeyers H, Buitelaar J, Falck-Ytter T, Charman T, Johnson MH. Eurosibs: Towards robust measurement of infant neurocognitive predictors of autism across Europe. Infant Behav Dev 2019; 57:101316. [PMID: 31128517 PMCID: PMC6891238 DOI: 10.1016/j.infbeh.2019.03.007] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2018] [Revised: 02/04/2019] [Accepted: 03/22/2019] [Indexed: 12/27/2022]
Abstract
The Eurosibs consortium is a nine-site European neurocognitive study of infants with an older sibling with ASD. Data quality assessments show that that neurocognitive measures hold promise for cross-site consistency in diverse populations. We present robust data analysis pipelines and highlight challenges and opportunities for future multisite research efforts.
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects social communication skills and flexible behaviour. Developing new treatment approaches for ASD requires early identification of the factors that influence later behavioural outcomes. One fruitful research paradigm has been the prospective study of infants with a first degree relative with ASD, who have around a 20% likelihood of developing ASD themselves. Early findings have identified a range of candidate neurocognitive markers for later ASD such as delayed attention shifting or neural responses to faces, but given the early stage of the field most sample sizes are small and replication attempts remain rare. The Eurosibs consortium is a European multisite neurocognitive study of infants with an older sibling with ASD conducted across nine sites in five European countries. In this manuscript, we describe the selection and standardization of our common neurocognitive testing protocol. We report data quality assessments across sites, showing that neurocognitive measures hold great promise for cross-site consistency in diverse populations. We discuss our approach to ensuring robust data analysis pipelines and boosting future reproducibility. Finally, we summarise challenges and opportunities for future multi-site research efforts.
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Affiliation(s)
- E J H Jones
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, WC1E 7HX, UK.
| | - L Mason
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, WC1E 7HX, UK
| | - J Begum Ali
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, WC1E 7HX, UK
| | - C van den Boomen
- Department of Psychiatry, Brain Center Rudolf Magnus, University Medical Center Utrecht, Universiteitsweg 100, 3584 CG Utrecht, the Netherlands
| | - R Braukmann
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen Medical Centre, Kapittelweg 29, 6525 EN Nijmegen, the Netherlands
| | - E Cauvet
- Center for Neurodevelopmental Disorders at Karolinska Institutet (KIND), Stockholm, Sweden
| | | | - R S Hessels
- Department of Psychiatry, Brain Center Rudolf Magnus, University Medical Center Utrecht, Universiteitsweg 100, 3584 CG Utrecht, the Netherlands
| | - E K Ward
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen Medical Centre, Kapittelweg 29, 6525 EN Nijmegen, the Netherlands
| | - S Hunnius
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen Medical Centre, Kapittelweg 29, 6525 EN Nijmegen, the Netherlands
| | - S Bolte
- Center for Neurodevelopmental Disorders at Karolinska Institutet (KIND), Stockholm, Sweden
| | | | - C Kemner
- Department of Psychiatry, Brain Center Rudolf Magnus, University Medical Center Utrecht, Universiteitsweg 100, 3584 CG Utrecht, the Netherlands
| | | | | | - J Buitelaar
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen Medical Centre, Kapittelweg 29, 6525 EN Nijmegen, the Netherlands
| | - T Falck-Ytter
- Center for Neurodevelopmental Disorders at Karolinska Institutet (KIND), Stockholm, Sweden; Department of Neuroscience, Uppsala University, Uppsala, Sweden
| | - T Charman
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, De Crespigny Park, Denmark Hill, London, SE5 8AF, UK
| | - M H Johnson
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, WC1E 7HX, UK
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Fletcher-Watson S, Adams J, Brook K, Charman T, Crane L, Cusack J, Leekam S, Milton D, Parr JR, Pellicano E. Making the future together: Shaping autism research through meaningful participation. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2018; 23:943-953. [PMID: 30095277 PMCID: PMC6512245 DOI: 10.1177/1362361318786721] [Citation(s) in RCA: 216] [Impact Index Per Article: 36.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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 example 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.
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Affiliation(s)
| | | | | | | | | | | | | | - Damian Milton
- 8 Participatory Autism Research Collective, UK.,9 University of Kent, UK
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Frazier TW, Dawson G, Murray D, Shih A, Sachs JS, Geiger A. Brief Report: A Survey of Autism Research Priorities Across a Diverse Community of Stakeholders. J Autism Dev Disord 2018; 48:3965-3971. [DOI: 10.1007/s10803-018-3642-6] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
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Fletcher-Watson S, Larsen K, Salomone E. What do parents of children with autism expect from participation in research? A community survey about early autism studies. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2017; 23:175-186. [DOI: 10.1177/1362361317728436] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Engagement with stakeholders is an essential part of the research process. This is particularly the case for early autism research with infant cohorts and their families, where a range of ethical issues are pertinent. Here, we report on a large survey of parents who have a child on the autism spectrum (n = 1040) which specifically probed attitudes to early autism research. The large majority of parents showed positive attitudes overall, and these were associated with greater access to services, higher service quality ratings and higher rates of intellectual disability among their children. Parents valued the scientific goals of research, but half of parents also reported that an intervention component would be an essential prerequisite for them to participate in research. If enrolled in a study, parents were positive about most commonly used measures though less favourably disposed towards brain scans for children. They valued direct contact with the research team and openness in data sharing. We interpret our findings in terms of lessons for the early autism research community and for stakeholder engagement projects.
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Franz L, Chambers N, von Isenburg M, de Vries PJ. Autism spectrum disorder in sub-saharan africa: A comprehensive scoping review. Autism Res 2017; 10:723-749. [PMID: 28266791 PMCID: PMC5512111 DOI: 10.1002/aur.1766] [Citation(s) in RCA: 83] [Impact Index Per Article: 11.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2016] [Revised: 01/17/2017] [Accepted: 01/30/2017] [Indexed: 12/18/2022]
Abstract
Autism spectrum disorder (ASD) is recognized as a global public health concern, yet almost everything we know about ASD comes from high-income countries. Here we performed a scoping review of all research on ASD ever published in sub-Saharan Africa (SSA) in order to identify ASD knowledge gaps in this part of the world. Fifty-three publications met inclusion criteria. Themes included the phenotype, genetics and risk factors for ASD in SSA, screening and diagnosis, professional knowledge, interventions for ASD, parental perceptions, and social-cognitive neuroscience. No epidemiological, early intervention, school-based or adult studies were identified. For each identified theme, we aimed to summarize results and make recommendations to fill the knowledge gaps. The quality of study methodologies was generally not high. Few studies used standardized diagnostic instruments, and intervention studies were typically small-scale. Overall, findings suggest a substantial need for large-scale clinical, training, and research programmes to improve the lives of people who live with ASD in SSA. However, SSA also has the potential to make unique and globally-significant contributions to the etiology and treatments of ASD through implementation, interventional, and comparative genomic science. Autism Res 2017, 10: 723-749. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.
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Affiliation(s)
- Lauren Franz
- Division of Child and Family Mental Health and Developmental Neuroscience, Duke Global Health Institute, Duke University, Durham, North Carolina
| | - Nola Chambers
- Division of Child and Adolescent Psychiatry, University of Cape Town, Cape Town, South Africa
| | | | - Petrus J de Vries
- Division of Child and Adolescent Psychiatry, University of Cape Town, Cape Town, South Africa
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Gillespie-Lynch K, Kapp SK, Brooks PJ, Pickens J, Schwartzman B. Whose Expertise Is It? Evidence for Autistic Adults as Critical Autism Experts. Front Psychol 2017; 8:438. [PMID: 28400742 PMCID: PMC5368186 DOI: 10.3389/fpsyg.2017.00438] [Citation(s) in RCA: 94] [Impact Index Per Article: 13.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2016] [Accepted: 03/09/2017] [Indexed: 11/19/2022] Open
Abstract
Autistic and non-autistic adults’ agreement with scientific knowledge about autism, how they define autism, and their endorsement of stigmatizing conceptions of autism has not previously been examined. Using an online survey, we assessed autism knowledge and stigma among 636 adults with varied relationships to autism, including autistic people and nuclear family members. Autistic participants exhibited more scientifically based knowledge than others. They were more likely to describe autism experientially or as a neutral difference, and more often opposed the medical model. Autistic participants and family members reported lower stigma. Greater endorsement of the importance of normalizing autistic people was associated with heightened stigma. Findings suggest that autistic adults should be considered autism experts and involved as partners in autism research.
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Affiliation(s)
- Kristen Gillespie-Lynch
- Psychology, College of Staten Island and The Graduate Center, City University of New York New York, NY, USA
| | - Steven K Kapp
- College of Social Sciences and International Studies, University of Exeter Exeter, UK
| | - Patricia J Brooks
- Psychology, College of Staten Island and The Graduate Center, City University of New York New York, NY, USA
| | - Jonathan Pickens
- Psychology, College of Staten Island and The Graduate Center, City University of New York New York, NY, USA
| | - Ben Schwartzman
- Educational Psychology, University of California at Los Angeles Los Angeles, CA, USA
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