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A systematic review will be conducted to compare diagnostic guidelines for autism spectrum disorder and attention deficit hyperactivity disorder from different countries, states/provinces and/or cultural groups.

Physical Education (PE) in the mainstream school environment and organised physical activity programs provide much needed physical activity (PA) for youth. Only 30% of Australian children are meeting the daily recommended exercise guidelines. Structured Physical Activity (SPA) plays an important role in improving these outcomes. Autistic youth are at a greater disadvantage, with participation in PA lower than their non-autistic peers. Motivation to actively engage in PA directly impacts participation levels for typically developing youth. It is unclear in current literature how much consideration has been given to the influence of motivation on participation in organised PA (including PE) for autistic youth. Motivation can be investigated through the lens of Self-Determination Theory (SDT) which considers the three psychological needs that underly human motivation (autonomy, competence, relatedness).

IntroductionFacial emotion recognition (FER) requires the integration of multi-dimensional information across various brain regions. Autistic individuals commonly experience difficulties in FER, a phenomenon often attributed to differences in brain connectivity. The nature of task-induced functional brain networks could provide insight into the neuromechanisms underlying FER difficulties in autism, however, to date, these mechanisms remain poorly understood.MethodsIn this study, the task induced functional brain networks of 19 autistic and 19 gender, age, and IQ matched non-autistic individuals were examined during a complex FER task. Electroencephalogram (EEG)-based functional brain networks were examined, including the investigation of differences in the time-varying whole-brain functional networks and the exploration of the task induced small-world properties.ResultsThe results showed statistically significant differences in the task-induced functional networks between autistic and non-autistic adults. Autistic adults compared to non-autistic adults showed a significant shift in the connectivity-based FER processing from the lower to the higher EEG frequency bands.DiscussionThese findings may provide evidence at a neural level for the notion that autistic individuals have a preference for bottom-up lower-level processing, or alterations in top-down global processing, potentially contributing to the FER difficulties observed in this population. Results also suggest that functional brain networks in autism show significantly altered task-induced whole-brain small-world properties as compared to non-autistic individuals during complex FER. This study motivates further investigation of the underlying networks-basis of altered emotion processing in autism.

Supplemental material, sj-docx-1-aut-10.1177_13623613221102753 for Considerations of the built environment for autistic individuals: A review of the literature by Melissa Heather Black, Sarah McGarry, Lynn Churchill, Emily D’Arcy, Julia Dalgleish, Isabelle Nash, Alisala Jones, Tin Yan Tse, Jane Gibson, Sven Bölte and Sonya Girdler in Autism

Supplemental material, sj-docx-5-aut-10.1177_13623613211036809 for Content validation of common measures of functioning for young children against the International Classification of Functioning, Disability and Health and Code and Core Sets relevant to neurodevelopmental conditions by Emily D’Arcy, Kerry Wallace, Angela Chamberlain, Kiah Evans, Benjamin Milbourn, Sven Bölte, Andrew JO Whitehouse and Sonya Girdler in Autism

Supplemental material, sj-docx-1-aut-10.1177_13623613211036809 for Content validation of common measures of functioning for young children against the International Classification of Functioning, Disability and Health and Code and Core Sets relevant to neurodevelopmental conditions by Emily D’Arcy, Kerry Wallace, Angela Chamberlain, Kiah Evans, Benjamin Milbourn, Sven Bölte, Andrew JO Whitehouse and Sonya Girdler in Autism

Supplemental material, sj-docx-4-aut-10.1177_13623613211036809 for Content validation of common measures of functioning for young children against the International Classification of Functioning, Disability and Health and Code and Core Sets relevant to neurodevelopmental conditions by Emily D’Arcy, Kerry Wallace, Angela Chamberlain, Kiah Evans, Benjamin Milbourn, Sven Bölte, Andrew JO Whitehouse and Sonya Girdler in Autism

Supplemental material, sj-docx-4-aut-10.1177_13623613211036809 for Content validation of common measures of functioning for young children against the International Classification of Functioning, Disability and Health and Code and Core Sets relevant to neurodevelopmental conditions by Emily D’Arcy, Kerry Wallace, Angela Chamberlain, Kiah Evans, Benjamin Milbourn, Sven Bölte, Andrew JO Whitehouse and Sonya Girdler in Autism

Supplemental material, sj-docx-2-aut-10.1177_13623613211036809 for Content validation of common measures of functioning for young children against the International Classification of Functioning, Disability and Health and Code and Core Sets relevant to neurodevelopmental conditions by Emily D’Arcy, Kerry Wallace, Angela Chamberlain, Kiah Evans, Benjamin Milbourn, Sven Bölte, Andrew JO Whitehouse and Sonya Girdler in Autism

Supplemental material, sj-docx-3-aut-10.1177_13623613211036809 for Content validation of common measures of functioning for young children against the International Classification of Functioning, Disability and Health and Code and Core Sets relevant to neurodevelopmental conditions by Emily D’Arcy, Kerry Wallace, Angela Chamberlain, Kiah Evans, Benjamin Milbourn, Sven Bölte, Andrew JO Whitehouse and Sonya Girdler in Autism

Supplemental material, sj-docx-3-aut-10.1177_13623613211036809 for Content validation of common measures of functioning for young children against the International Classification of Functioning, Disability and Health and Code and Core Sets relevant to neurodevelopmental conditions by Emily D’Arcy, Kerry Wallace, Angela Chamberlain, Kiah Evans, Benjamin Milbourn, Sven Bölte, Andrew JO Whitehouse and Sonya Girdler in Autism

Supplemental material, sj-docx-5-aut-10.1177_13623613211036809 for Content validation of common measures of functioning for young children against the International Classification of Functioning, Disability and Health and Code and Core Sets relevant to neurodevelopmental conditions by Emily D’Arcy, Kerry Wallace, Angela Chamberlain, Kiah Evans, Benjamin Milbourn, Sven Bölte, Andrew JO Whitehouse and Sonya Girdler in Autism

Supplemental material, AUT856969_Supplemental_material for Complex facial emotion recognition and atypical gaze patterns in autistic adults by Melissa H Black, Nigel TM Chen, Ottmar V Lipp, Sven Bölte and Sonya Girdler in Autism

Additional file 1. Social skills group training programmes for adolescents with autism spectrum disorder: a literature review. This is the literature review and tables of it discussed in the background section.

Supplemental material, AUT856969_Lay_Abstract for Complex facial emotion recognition and atypical gaze patterns in autistic adults by Melissa H Black, Nigel TM Chen, Ottmar V Lipp, Sven Bölte and Sonya Girdler in Autism

Additional file 2. Standard Protocol Items: Recommendations for Interventional Trials (SPIRIT). This is a recommended item to address in a clinical trial protocol.

Background: Despite recognition of the challenges faced by students with autism spectrum disorders (ASD) there is limited understanding of the barriers and facilitators to participation in major life areas, such as being a university student. Aim/Objective: This research aimed to examine viewpoints on what affects the success of Australian university students with ASD. Material and Method: Q-methodology was used to describe the viewpoints of university students with ASD, their parents and their mentors, on success at university for students with ASD. A total of 57 participants completed the Q-sort. Results/Findings: Three viewpoints emerged; Individualised Support, Contextual Support and Social Support. Conclusions: This study highlighted that supports need to be individualized to the barriers and facilitators faced by Australian students with ASD. Supports also need to be contextualized to the built and social environments of universities. Significance: This study supports the premise that environmental interventions can be effective in facilitating participation in major life areas, such as university education. Peer mentoring for students with ASD may have utility for this group, but should be extended to include social, emotional and psychological support.

Supplemental material, AUT787789_Lay_Abstract for Factors impacting employment for people with autism spectrum disorder: A scoping review by Melissa Scott, Ben Milbourn, Marita Falkmer, Melissa Black, Sven Bӧlte, Alycia Halladay, Matthew Lerner, Julie Lounds Taylor and Sonya Girdler in Autism

Supplemental material, AUT787789_supplementary_material for Factors impacting employment for people with autism spectrum disorder: A scoping review by Melissa Scott, Ben Milbourn, Marita Falkmer, Melissa Black, Sven Bӧlte, Alycia Halladay, Matthew Lerner, Julie Lounds Taylor and Sonya Girdler in Autism

Syftet med denna studie var således att undersöka visuella avsökningsstrategier hos fotgängare med intellektuell funktionsnedsättning och AST i en Shared space samt hur de uppfattade denna trafikmiljö i jämförelse med - och i kontrast till - fotgängare utan någon funktionsnedsättning. Som kontrollmiljö användes ett icke ljusreglerat övergångställe. Studien hade också till uppgift att avge rekommendationer avseende fortsatt utbyggnad av Shared spaces utifrån dessa specifika användargruppers perspektiv.

Occupational therapists need to be cognizant of evidence-based role balance advice and strategies that women with multigenerational caring responsibilities can implement independently or with minimal assistance, as role balance may not be the primary goal during many encounters with this population. Hence, this study aimed to identify the viewpoints on the most helpful role balance strategies for working sandwich generation women, both from their own perspectives and from the perspective of occupational therapists. This was achieved through a Q methodology study, where 54 statements were based on findings from interviews, sandwich generation literature and occupational therapy literature. In total, 31 working sandwich generation women and 42 occupational therapists completed the Q sort through either online or paper administration. The data were analysed using factor analysis with varimax rotation and were interpreted through collaboration with experts in the field. The findings revealed similarities between working sandwich generation women and occupational therapists, particularly in terms of advocating strategies related to sleep, rest and seeking practical assistance from support networks. Differences were also present, with working sandwich generation women viewpoints tending to emphasize strategies related to coping with a busy lifestyle attending to multiple responsibilities. In contrast, occupational therapy viewpoints prioritized strategies related to the occupational therapy process, such as goal setting, activity focused interventions, monitoring progress and facilitating sustainable outcomes.

Interview guide. (DOCX 16 kb)

The results leading to this publication have received funding from the Innovative Medicines Initiative 2 Joint Undertaking under grant agreement No 777394 for the project AIMS-2-TRIALS. This Joint Undertaking receives support from the European Union's Horizon 2020 research and innovation programme and EFPIA and AUTISM SPEAKS, Autistica, SFARI. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results. Any views expressed are those of the author(s) and not necessarily those of the funders.