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While Extended Reality (XR) autism research, ranging from Augmented to Virtual Reality, focuses on socio-emotional abilities and autistic children requiring low support, common interventions address the entire spectrum and focus on other abilities, including perceptual abilities. Based on these observations, this paper first addresses common practitioners' interventions, and then suggests XR use cases and guidelines to better support them. To do so, 34 interviews were conducted with stakeholders, mainly including practitioners, and then analyzed. Emerging XR use cases were compared with the findings from two former systematic literature reviews, and emerging design guidelines were compared with the findings from a literature survey that we conducted. Findings suggest that collaborative XR sensory-based and mediation approaches could benefit the entire spectrum. [ABSTRACT FROM AUTHOR]

A global pandemic has significantly impacted the ability to conduct diagnostic evaluations for autism spectrum disorder (ASD). In the wake of the coronavirus, autism centers and providers quickly needed to implement innovative diagnostic processes to adapt in order to continue serve patient needs while minimizing the spread of the virus. The International Collaborative for Diagnostic Evaluation of Autism (IDEA) is a grassroots organization that came together to discuss standards of care during the pandemic and to provide a forum wherein providers communicated decisions. This white paper is intended to provide examples of how different centers adjusted their standard approaches to conduct diagnostic evaluations for ASD during the pandemic and to provide insight to other centers as they go through similar challenges. [ABSTRACT FROM AUTHOR]

The coronavirus (COVID-19) pandemic has caused widespread disturbances in many human and social service programs. Several studies have examined special education programming adaptations since the onset of the pandemic; however, there has yet to be documentation of pandemic-related changes to transition programming and the impact of these changes for autistic youth. The purpose of this qualitative study was to examine changes in transition programming for autistic youth amid the changing educational landscape. We conducted 12 interviews with caregivers (n = 5) and school providers (n = 7) about transition programming for autistic youth and the COVID-19 impact to these services. The pandemic had positive and negative effects on many aspects of transition programming, including student-focused planning, student development, interagency and interdisciplinary collaboration, family involvement, and program structure and attributes. Elucidation of the ways that the COVID-19 pandemic impacted transition programming from the perspectives of multiple stakeholders has important implications for school personnel and can help to inform the future directions for the field of transition programming research. [ABSTRACT FROM AUTHOR]

Coordinating a physical movement in time and space with social and nonsocial partners to achieve a shared goal – "joint action" (JA) – characterizes many peer-engagement situations that pose challenges for individuals with autism spectrum disorder (ASD). This cross-sectional study examined development of JA capabilities comparing ASD versus typically developing (TD) groups in early childhood, preadolescence, and adolescence while performing mirroring and complementing JA tasks with social (peer) and nonsocial (computer) partners. Results indicated better motor coordination abilities on computerized tasks than in peer dyads, with larger peer-dyad deficits shown by the ASD group. Developmental growth in JA abilities emerged, but the ASD group lagged behind same-age peers with TD. Socio-motor interventions may offer new channels to facilitate peer engagement in ASD. [ABSTRACT FROM AUTHOR]

Parents of children with disabilities are an important part of their child's special education team. However, parents often have limited involvement in school-based therapies that are provided as part of a child's Individualized Education Program. The field lacks tools to assess the domain and extent of parent needs for optimal engagement in their child's special education therapies. Study one assessed the Parent-Therapist Partnership Survey's (PTPS) (formerly known as the Needs of Parents Questionnaire -School-Based Therapy Version) measure's clarity, fit, and comprehensiveness. Study two assessed the factor structure and internal consistency. Two factors emerged – Need to Be an Informed, Engaged Member of Their Child's Team, and Need for Support and Guidance. Internal consistency was 0.93 for the overall scale. The PTPS can serve as a powerful measure to better identify opportunities to engage parents in school therapeutic goals while improving parent-provider collaboration in school-based therapies. [ABSTRACT FROM AUTHOR]

Effective parent-teacher partnerships improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different backgrounds. We conducted interviews with 17 Chinese parents of autistic children attending Australian kindergartens/schools to understand their experiences. Parents appreciated the acceptance, opportunities and supports they received in Australia. They had high expectations of children; expectations not often shared by educators. Parents were respectful of teachers' expertise and polite and undemanding in interactions. Nevertheless, parents were frustrated by inconsistent teaching quality and inadequate communication. Navigating systems was also challenging and parents faced discrimination from teachers and their community. Recommendations include fostering open home-school communication, proactively seeking parents' expertise about children and explicitly scaffolding parents' self-advocacy. [ABSTRACT FROM AUTHOR]

The aim of this study was to find out about attitudes toward inclusion and benefits perceived by families with children enrolled in schools attended by students with ASD at different educational stages (from kindergarten to high school). 323 families of classmates of students with ASD from different educational stages of 16 mainstream schools participated. The analysis of the attitudes, perceived benefits, relationship with the teacher, and relationship with the school was carried out through questionnaires. The results show positive attitudes toward the inclusive education of students with ASD in all families, but especially among families of children with SEN. All the families identified the benefit of inclusion. Attitudes are related to collaboration with the school and satisfaction with teachers. [ABSTRACT FROM AUTHOR]

Parents of children with ASD (N = 86; mean age 44.8 months; 67 boys) were randomized to either WHO Caregiver Skills Training (CST) delivered in public health settings in Italy or enhanced treatment-as-usual. Primary blinded outcomes were 3-months post-intervention change scores of autism severity and engagement during caregiver-child interaction. CST was highly acceptable to caregivers and feasibly delivered by trained local clinicians. Intention-to-treat analysis showed a large and significant effect on parent skills supporting joint engagement and a smaller significant effect on flow of interaction. Expected changes in child autism severity and joint engagement did not meet statistical significance. Analysis of secondary outcomes showed a significant effect on parenting stress, self-efficacy, and child gestures. Strategies to improve the effectiveness of CST are discussed. [ABSTRACT FROM AUTHOR]

Few instruments have been developed that measure impairments in reciprocity, a defining feature of autism. We introduce a new test assessing the quality of reciprocal behaviour: the interactive drawing test (IDT). Children and adolescents (n = 49) with and without high functioning autism spectrum disorders (HFASD) were invited to collaborate with an experimenter in making a joint drawing. Within both groups the performance on collaborative reciprocity improved with age. However, compared to the control group, HFASD participants showed less collaborative and more basic reciprocal behaviour and preferred to draw their own objects. They were less tolerant of the experimenter's input as well. Performance on the IDT was independent of estimated verbal IQ. Reciprocal behaviour in self-initiated objects corresponded with more parental reported autistic traits, while reciprocal behaviour in other-initiated objects corresponded with less autistic traits. The findings of this study suggest that IDT is a promising instrument to assess reciprocity. [ABSTRACT FROM AUTHOR]

The aims of this study were to describe the practice patterns for early screening and evaluation for ASD diagnosis in Bulgaria, as well as to identify potential barriers and facilitators in this process. We surveyed a sample of pediatricians and pediatric psychiatrists to analyze the use of standardized instruments, application of biomarkers, parental collaboration and future policy prospects. We found a significant support for the idea of a national program for ASD in Bulgaria. These insights provide an evidence-based analysis that could help improve services, guide research and inform policies in regard to ASD. Further work is necessary to better understand other stakeholders' opinions and perspectives, especially those of patients and their families. [ABSTRACT FROM AUTHOR]

Early school transitions are exciting, yet challenging, experiences for children with special needs, such as autism spectrum disorder (ASD), and their families. Transition to school support practices can help facilitate this difficult process for key stakeholders. The purpose of this systematic review was to synthesize the literature on transition to kindergarten support practice use for children with ASD and other developmental disabilities. Qualitative and quantitative studies were analyzed using textual narrative synthesis, following the guidelines from the Centre for Reviews and Dissemination. Overall, 39 individual studies were included. Results highlighted particular parent, child, and support staff needs during the transition to school, while also emphasizing the importance of collaborative practices in facilitating successful school beginnings. [ABSTRACT FROM AUTHOR]

Existing literature regarding social communication outcomes of interventions in autism spectrum disorder (ASD) depends upon human raters, with limited generalizability to real world settings. Technological innovation, particularly virtual reality (VR) and collaborative virtual environments (CVE), could offer a replicable, low cost measurement platform when endowed with intelligent agent technology and peer-based interactions. We developed and piloted a novel collaborative virtual environment and intelligent agent (CRETA) for the assessment of social communication and collaboration within system and peer interactions. The system classified user statements with moderate to high accuracies. We found moderate to high agreement in displayed communication and collaboration skills between human–human and human–agent interactions. CRETA offers a promising avenue for future development of autonomous measurement systems for ASD research. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) impacts various developmental domains, requiring interventions by professionals from multiple disciplines. In Israel, ASD community preschools' multidisciplinary teams aim to provide each child with an integrative intervention program. The current study focused on the working experience of 21 professionals from multidisciplinary teams in ASD-preschools, with special emphasis on their perceptions of the intra-staff dialogue in their teams. Interviews were transcribed verbatim and analyzed through grounded theory. Arising themes covered: challenges characterizing the delivery of intervention to children with ASD in a community setting; challenges met by professionals when attempting to navigate multidisciplinary teamwork; and factors that facilitate multidisciplinary work. Practices that support multidisciplinary team cohesion at the team, the organizational, and the policy-making levels are discussed. [ABSTRACT FROM AUTHOR]

Providing support for the educational needs of students on the autism spectrum continues to be challenging. Findings from this survey of parents, teachers and specialist staff highlight the need for collaboration between stakeholders who support the education of these students. The main themes to emerge were for school staff to be equipped with the knowledge and expertise to support each student in their learning, and for support with social/emotional needs. Findings highlighted the need for a transparent process for building school capacity to translate research and knowledge into practice by all stakeholders. This collective voice is important to ensure the needs of these students are identified and that appropriate support is implemented to maximise the educational success of these students. [ABSTRACT FROM AUTHOR]

The study describes the latest recommended and adopted clinical and management practice for children and adults with autistic spectrum disorder (ASD) in Russia and discusses the most recent research work by Russian clinicians and neuroscientists in the field. The study also presents data from the first epidemiological studies on ASD prevalence and explores the latest recommendations for clinical–biological assessments for ASD diagnosis and management in Russia. The authors call for collaboration of experts in ASD field to exchange clinical and research ideas between professionals from Russia and Western European countries and expand our mutual knowledge about ASD. This should include clinical and neurobiological studies aiming to develop differential rational approaches for ASD individual management throughout lifespan of these affected individuals. [ABSTRACT FROM AUTHOR]

The school, student and family factors underlying poor postsecondary outcomes of students with autism spectrum disorder (ASD) are not well understood. The potential impact of school [e.g., transition planning quality (TPQ)], family (e.g., parent activation), and student factors (e.g., adaptive functioning) and their interaction (e.g., parent-teacher alliance) on student outcomes were examined. Student IQ and adaptive behavior, TPQ, and alliance correlated with IEP progress, with postsecondary goal attainment generally and with student participation in training/education, specifically. However, only parent activation and student externalizing behavior correlated with employment. Families and students, rather than school personnel, were the primary persons in charge and in control of the implementation of postsecondary plans and required help across multiple coaching sessions to implement plans fully. [ABSTRACT FROM AUTHOR]

Gaps in research knowledge exist regarding patient-provider interactions with individuals with autism in healthcare settings. To address this, a scoping review was conducted focusing on the experiences of healthcare professionals working with individuals with autism. A systematic search and screen of the literature resulted in 27 relevant studies. Six key themes were found across these 27 studies including (1) complexity beyond usual role, (2) limited knowledge and resources, (3) training/prior experience, (4) communication and collaboration, (5) need for information and training, and (6) need for care coordination and systemic changes. The results of this review have implications for future research and practice and should be considered when reflecting on opportunities to enhance research and service provision with individuals with autism. [ABSTRACT FROM AUTHOR]

The prevalence of autism in children with blindness is much higher than in the general population. There are many challenges regarding the school situation for children with this complex dual disability. This study explored challenges and successful strategies in school for a sample of six Swedish children with blindness and autism, with and without intellectual disability, through qualitative interviews with students, teachers and parents. All students displayed executive functioning deficits, and the teaching situation entailed several challenges. Our research points to the importance of adopting evidence-based practices for ASD, but adapted according to the students lack of vision. For this to be possible, close collaboration between teachers, parents and specialists in the field of visual impairment and autism is necessary. [ABSTRACT FROM AUTHOR]

This study presents a conceptual understanding of how mentorship is experienced by the participants of a mentorship program for university students with Autism Spectrum Disorder. We interviewed the participants of the Autism Mentorship Initiative at Simon Fraser University. A grounded theory approach was used to systematically organize data from interviews and documents to reveal themes that were salient to the mentees (students with autism; n = 9) and mentors (neurotypical students; n = 9). The following five main themes were identified and interrelated under the core theme of A Mentee-centered Approach: (1) The Natural Progression of the Relationship, (2) The Supportive Mentor, (3) The Meeting Process, (4) Identifying and Implementing Goals, and (5) Learning Together. An in-depth analysis of a mentorship process is described. [ABSTRACT FROM AUTHOR]

The current significantly high prevalence rates of autism spectrum disorder (ASD) coupled with the paradigm shift from exclusive to inclusive education warrants research on inclusion of children with ASD in mainstream classrooms in Zimbabwe. A qualitative methodology was used to interview 21 regular primary school teachers regarding social barriers and enablers of inclusion of 6-12 year old children with ASD in mainstream classrooms in Harare educational province of Zimbabwe. Data analysis comprised pattern coding and cross-case analysis. Social rejection, communication impairments and behavioural challenges of children with ASD interfered with inclusion in mainstream classrooms. Regular teachers' training, stakeholder collaboration and institutionalization of social support services and programmes would facilitate the inclusion of children with ASD in mainstream classrooms. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate the effectiveness of a brief robot-mediated intervention based on Lego therapy on improving collaborative behaviors (i.e., interaction initiations, responses, and play together) between children with ASD and their siblings during play sessions, in a therapeutic setting. A concurrent multiple baseline design across three child-sibling pairs was in effect. The robot-intervention resulted in no statistically significant changes in collaborative behaviors of the children with ASD. Despite limited effectiveness of the intervention, this study provides several practical implications and directions for future research. [ABSTRACT FROM AUTHOR]

The International Collaboration for Autism Registry Epidemiology (iCARE) is the first multinational research consortium (Australia, Denmark, Finland, Israel, Norway, Sweden, USA) to promote research in autism geographical and temporal heterogeneity, phenotype, family and life course patterns, and etiology. iCARE devised solutions to challenges in multinational collaboration concerning data access security, confidentiality and management. Data are obtained by integrating existing national or state-wide, population-based, individual-level data systems and undergo rigorous harmonization and quality control processes. Analyses are performed using database federation via a computational infrastructure with a secure, web-based, interface. iCARE provides a unique, unprecedented resource in autism research that will significantly enhance the ability to detect environmental and genetic contributions to the causes and life course of autism. [ABSTRACT FROM AUTHOR]

Collaborative problem solving (CPS) requires sharing goals/attention and coordinating actions-all deficient in HFASD. Group differences were examined in CPS (HFASD/typical), with a friend versus with a non-friend. Participants included 28 HFASD and 30 typical children aged 3-6 years and their 58 friends and 58 non-friends. Groups were matched on CA, MA, IQ, and maternal education. The CPS task was placing pairs of blocks to balance scales. HFASD preschoolers solved the problem slower, showed more irrelevant behaviors, shared less, and used fewer coordinative gestures than TYP. But they were more responsive and had more fun with friends versus non-friends. In addition, they solved the problem more efficiently during their second attempt. Implications are discussed, regarding the social deficit of HFASD. [ABSTRACT FROM AUTHOR]