| 11. |
- Billstedt, Eva, 1961, et al.
(författare)
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Aspects of quality of life in adults diagnosed with autism in childhood: a population-based study.
- 2011
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Ingår i: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 15:1, s. 7-20
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Tidskriftsartikel (refereegranskat)abstract
- The present study is a long-term prospective follow-up study of a population-based cohort of 120 individuals diagnosed with autism in childhood, followed into late adolescence/early adulthood. Specific aims of the study were to attempt to measure and study social aspects/quality of life in those 108 individuals with autism alive and available for study at the time of follow-up (13-22 years after original diagnosis). A newly constructed scale for rating 'autism-friendly environment'/quality of life was used alongside a structured parent/carer interview assessing current occupation, educational history, services provided, accommodation type, and recreational activities. The majority of the group with autism remained dependent on parents/caregivers for support in education, accommodation and occupational situations. In spite of this, the estimation of the study group's general quality of life was encouragingly positive. Nevertheless, there was an obvious need for improvements in the areas of occupation and recreational activities. Future studies need to look in more depth at the concept of an autism-friendly environment and develop more detailed quality of life assessment tools relevant for people in the autism spectrum.
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| 12. |
- Black, MH, et al.
(författare)
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Complex facial emotion recognition and atypical gaze patterns in autistic adults
- 2020
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Ingår i: Autism : the international journal of research and practice. - : SAGE Publications. - 1461-7005. ; 24:1, s. 258-262
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Tidskriftsartikel (refereegranskat)abstract
- While altered gaze behaviour during facial emotion recognition has been observed in autistic individuals, there remains marked inconsistency in findings, with the majority of previous research focused towards the processing of basic emotional expressions. There is a need to examine whether atypical gaze during facial emotion recognition extends to more complex emotional expressions, which are experienced as part of everyday social functioning. The eye gaze of 20 autistic and 20 IQ-matched neurotypical adults was examined during a facial emotion recognition task of complex, dynamic emotion displays. Autistic adults fixated longer on the mouth region when viewing complex emotions compared to neurotypical adults, indicating that altered prioritization of visual information may contribute to facial emotion recognition impairment. Results confirm the need for more ecologically valid stimuli for the elucidation of the mechanisms underlying facial emotion recognition difficulty in autistic individuals.
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| 13. |
- Black, MH, et al.
(författare)
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Considerations of the built environment for autistic individuals: A review of the literature
- 2022
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Ingår i: Autism : the international journal of research and practice. - : SAGE Publications. - 1461-7005. ; 26:8, s. 1904-1915
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Tidskriftsartikel (refereegranskat)abstract
- Until recently, built environments have been designed exclusively to meet the needs of neurotypical populations; however, there is increasing recognition of the need to make built environments more accommodating for neurodiverse populations, including autistic individuals. This scoping review aims to comprehensively explore and synthesise this literature on the internal built environment for autistic individuals providing recommendations for designers, policymakers and clinicians. Five electronic databases were searched, resulting in a total of 28 studies being reviewed. Recommendations are provided for design and construction, lighting, sound, aesthetics, temperature and air quality. While in its early stages, evidence demonstrating the impact that particular qualities of light, colour, sound and spatial planning have on the human sensorium is emerging. In turn, this new knowledge is informing design decisions that are progressing interior environments towards inclusivity. Understanding the positive and negative impacts of decisions made in the design of the built environment has the potential to facilitate the participation and inclusion of autistic individuals. Factors related to the interiors of buildings, including the layout of rooms, colours, smells, noises, temperature, ventilation, colour and clutter, among other things, can change the way we interact with our environment and the people around us. Autistic individuals can have differences in processing sensory information and may find aspects of the built environment (BE) over-whelming and difficult to navigate. We reviewed the existing literature exploring the BE and autism. This study found that it is possible to make changes to the BE to create more inclusive and friendly environments for everyone, including autistic individuals. Findings from this study provide clear recommendations that can be used by interior designers, architects, builders, and clinical practitioners to make a positive difference. Key recommendations include using simple spatial layouts, compartmentalising and zoning spaces into specific activity sections and providing retreat spaces. The thoughtful placement of windows and blinds and the installation of dimmable lights, for example, will allow users to manage or reduce sensory over-stimulation caused by lights. Similarly, we recommend creating soundproofing and sound absorbent materials to reduce background noise and sound levels. We also recommend using neutral or simple colour palettes and restrained use of patterns. Finally, and most importantly, the BE needs to be flexible and adaptable to meet the unique needs of each person. This study provides a starting point for design guidelines and recommendations towards making a difference to the everyday experiences of the interiors of buildings.
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| 14. |
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| 15. |
- Bolic, Vedrana, et al.
(författare)
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Support for learning goes beyond academic support : Voices of students with Asperger’s disorder and attention deficit hyperactivity disorder
- 2016
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Ingår i: Autism. - : Sage Publications. - 1362-3613 .- 1461-7005. ; 20:2, s. 183-195
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people’s experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger’s disorder and attention deficit hyperactivity disorder.
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| 16. |
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| 17. |
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| 18. |
- Bolte, S
(författare)
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Autism spectrum disorders (ASD)
- 2012
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Ingår i: Autism : the international journal of research and practice. - : SAGE Publications. - 1461-7005. ; 16:6, s. 555-556
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 19. |
- Bolte, S, et al.
(författare)
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Hard talk: Does autism need philosophy?
- 2019
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Ingår i: Autism : the international journal of research and practice. - : SAGE Publications. - 1461-7005. ; 23:1, s. 3-7
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 20. |
- Bolte, S, et al.
(författare)
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Sex differences in cognitive domains and their clinical correlates in higher-functioning autism spectrum disorders
- 2011
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Ingår i: Autism : the international journal of research and practice. - : SAGE Publications. - 1461-7005. ; 15:4, s. 497-511
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Tidskriftsartikel (refereegranskat)abstract
- Despite the skewed sex ratio, few studies have addressed possible cognitive sex differences in autism spectrum disorders (ASDs). This study compared visual attention to detail (ATTD) and selected executive functions (EF) in 35 males and 21 females with higher-functioning ASD and unaffected sibling controls. Females with ASD outperformed males on EF as assessed by the Trail Making Test B-A. Males with ASD showed superior performance for ATTD as measured by the Block Design Test (BD) when compared with females. EF difficulties in males were correlated with more stereotypic behaviours and interests on the Autism Diagnostic Interview-Revised or the Autism Diagnostic Observation Schedule. The results indicated clinically meaningful cognitive sex differences in ASD, particularly an association between EF and stereotypic behaviours and interests. ATTD as a potential basis for specific cognitive strengths (e.g. scientific/savant skills) might be more pronounced in males with ASD.
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