Community priorities for outcomes targeted during professional supports for autistic children and their families

Added on 09/11/2024

Type de contenu

Journal article of the type Scientific research ( ; english)

Rhylee Sulek , Chris Edwards * , Ruth Monk * , Lee Patrick * , Sarah Pillar , Hannah Waddington
Community priorities for outcomes targeted during professional supports for autistic children and their families published in the journal "Journal of autism and developmental disorders" Preprint, 12 pages , doi: 10.1007/s10803-024-06333-2

*Three co-authors had publicly identified as autistic. [Learn more about this mention]

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Summary/Presentation

Purpose. Professional supports play an important role in aiding autistic children’s learning, participation, and overall wellbeing. Yet, limited research exists on stakeholders’ perspectives and preferences regarding targeted outcomes for children undergoing support facilitated by professionals. This study investigated stakeholder views on the priority and appropriateness of outcomes intentionally targeted during the provision of supports to autistic children.
Method. A survey of 181 participants (including 72 autistic adults, 85 parents, and 69 professionals) from Australia and New Zealand was conducted. Participants rated the appropriateness and priority of 47 potential child and parent outcomes within the context of support.
Results. The highest priority outcome was improving child mental wellbeing, with the lowest being reducing sensory seeking or avoidant behaviours. Priority ratings for certain outcomes differed based on the child’s age. Over half of the participants rated reducing sensory seeking/avoidant behaviours and reducing focused interests as inappropriate outcomes of supports. Further, variations in the appropriateness of outcomes differed among participant groups.
Conclusion. Reflecting the growing acceptance of neurodiversity-affirming practices, these results underscore support for targeting outcomes that are meaningful to the autistic and autism communities, with less emphasis on those which reflect neurotypical behavioural standards.

For your information:

(1) References in blue are resources listed on our site.

(2) Authors listed in this bibliography whose names are in color have published other resources referenced on the site. Clicking on the name allows you to see the list of resources they have published and shared on the site.

(3) Authors whose names are followed by an asterisk have publicly disclosed being autistic.

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