Apprendre de la communauté: co-production itérative d'un programme pour soutenir le développement des compétences d'attention, de régulation et de réflexion chez les tout-petits présentant une probabilité accrue d'autisme ou de TDAH

Ajouté le 25/01/2025

Type de contenu

Article de revue du type Compte-rendu ( ; anglais)

Alexandra Hendry , Victoria Hulks , Shona Murphy * , Holly Radford * , Sally Smith , Tony Charman , Sandra Mathers , Sinead Rhodes , Gaia Scerif
Learning from the community: iterative co-production of a programme to support the development of attention, regulation and thinking skills in toddlers at elevated likelihood of autism or ADHD publié dans la revue "Research involvement and engagement" n°11, vol.1, 18 pages , doi: 10.1186/s40900-025-00674-7

*Deux co-auteur·rices se sont publiquement identifié·es comme autistes. [En savoir plus sur cette mention]

- 4% des auteur·rices cités dans la bibliographie de cette ressource se sont publiquement identifié·es comme autistes (20 sur 448 auteur·rices).
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Résumé/Présentation

Les programmes conçus pour soutenir les enfants présentant un diagnostic confirmé ou une probabilité accrue d'autisme ou de TDAH se concentrent souvent sur la réduction des comportements centraux au diagnostic clinique. Cependant, aider les enfants à poursuivre leurs propres objectifs et à faire face à la vie quotidienne en favorisant le développement des fonctions exécutives (FE), sans imposer des normes neurotypiques, pourrait être plus acceptable pour les personnes neurodivergentes et plus bénéfique. Le processus de co-production de ce programme affirmant la neurodiversité a impliqué: une revue des priorités de recherche identifiées lors de consultations publiées entre le public et les cliniciens ; un développement itératif du programme à travers deux phases pilotes avec un échantillon communautaire général ; et une consultation avec les parties prenantes (parents liés à l'autisme ou au TDAH, ainsi que des spécialistes de la petite enfance, des psychologues et des thérapeutes) pour vérifier l'acceptabilité de la proposition et affiner le modèle logique et les supports. Le modèle logique du programme résultant — Soutenir les Tout-petits liés à l'autisme ou au TDAH pour développer des compétences solides en Attention, Régulation et Réflexion (START) — repose sur trois mécanismes de changement : l'enfant bénéficie d'opportunités appropriées, basées sur le jeu, pour pratiquer les compétences en FE ; les comportements parentaux liés à des FE solides sont encouragés ; les parents sont habilités à améliorer l'adéquation environnementale pour leur enfant afin de réduire les facteurs de stress liés aux FE.

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