Jul 2026· Autism in Adulthood· 0 citations· 41 references
TL;DR
The results demonstrate that the MOOC has potential significance for supporting the well-being of autistic individuals by upskilling autistic people, their families, and the professionals supporting them.
Abstract
Autistic individuals experience higher rates of depression and anxiety compared with nonautistic individuals; however, there are few services and programs specifically tailored toward the needs of autistic adults. This study explored the feasibility of the free, globally available, co-designed “Autism and Mental Health” MOOC (Massive Open Online Course) as a potential tool to help reduce poor mental health outcomes, using the Bowen framework. Autistic researchers and community members co-produced the MOOC using strengths-based content exploring how cognitive and sensory processing affect mental health while accommodating challenges faced by autistic individuals. The researchers employed a multi-methods research design. Analysis of post-course survey data used descriptive statistics and thematic analysis of survey participant responses to open-ended questions. Between May 2023 and November 2024, 4350 learners enrolled in the MOOC, with 160 participating in the post-course survey. The results indicated that 94% of participants found the course useful, 96% reported that their skills and knowledge had increased, and 99% found the course engaging. Qualitative analysis of open-ended comments identified three themes: importance of autistic voice, need for understanding autism, and the importance of mode of delivery. The researchers determined that the MOOC meets the feasibility criteria to recommend the MOOC for further efficacy testing. The results demonstrate that the MOOC has potential significance for supporting the well-being of autistic individuals by upskilling autistic people, their families, and the professionals supporting them.
Evidence is offered for the feasibility of delivering the psychoeducation CFT-based program within U.K. health care services and perceived benefits in social support, well-being, and self-efficacy, which reflects the perceived usefulness and appropriateness of the program to the participants.
Jessica Stacey, Hayley S Thompson, Chris Ashwin· Families, Systems & Health· 0 citations
The feasibility of yoga nidra as a complementary intervention for autistic children is supported and directions for future research are suggested, including larger trials and further co-design with the autistic community.
Tundi Loftus, Shu H Yau, Sophia Soares et al.· Research in Developmental Di...· 1 citation
Our understanding of psychological experiences of anxiety in autism could be improved if it were shaped by autistic individuals. However, anxiety research in autism often begins with cognitive conceptualisations drawn from neurotypical or non-autistic individuals. This qualitative study aimed to explore psychological experiences of anxiety using semi-structured one-to-one interviews with a diverse sample of 20 U.K.-based, autistic adults, aged 18–55 years. Transcripts were analysed using two complementary methods: conceptual content analysis, where existing theories were tested against the data with predefined codes; and reflexive thematic analysis, where meaning was constructed from the data while considering research subjectivity. Our sample highly endorsed existing cognitive constructs: intolerance of uncertainty (100% of participants), repetitive negative thinking (100%), attentional biases (70%) and intrusive mental imagery (70%). Some autism-specific characteristics were indicated. The endorsement of imagery is particularly striking given claims that autism is often associated with weak imagery. Autistic adults described the way in which being autistic interacted with anxiety, through psychological and lived experiences. Existing support for anxiety problems was deemed insufficient and may be improved by further refining our understanding of anxiety in autism through future quantitative and qualitative research. Lay Abstract Anxiety is a top priority for research for the autistic community. We could increase our understanding of what might contribute to anxiety problems in autism by speaking to autistic people and learning about the different experiences they have had. We interviewed 20 U.K.-based autistic adults (aged 18–55 years) and asked them about their anxiety problems, including how they felt about well-known ideas of what might be involved in anxiety in autism. We looked at the answers to the interviews in two ways. The first way considers what autistic people think about the well-known ideas. The second way looks at similarities in the answers that autistic people gave. All participants’ anxiety problems involved repeated negative thoughts and struggling with uncertain situations. Most also said that they tend to focus on noises or other sensory experiences within their environment and imagine situations in their mind when they are anxious. Being autistic came with challenges that could make them more anxious, including struggling with changes to routine and being bullied. Autistic people described how anxiety made their life difficult and ways in which current support for anxiety is not helpful enough. We discuss ways that we could better understand anxiety in autism and improve the support given to autistic people.
Rebecca J Roberts-Davis, Franscesca Happé, A. Lau-Zhu· Autism· 1 citation
Abstract Background Autistic adults typically experience greater daily stress than their non-autistic counterparts, but professional mental health care is not always accessible or fitting. This qualitative study explored the user experiences of the Stress Autism Mate (SAM), a free co-created mobile application designed to reduce stress, among autistic adults not receiving mental health care. Methods A total of 15 autistic users (8 satisfied, 7 dissatisfied; aged 27–70; 4 men, 10 women, 1 non-binary) were recruited through a prior SAM trial database and autism-related social media groups for semi-structured online interviews. Interview questions were informed by the User Experience Technology Acceptance Model (UX-TAM), whereas themes were developed inductively through thematic analysis. Results Participants generally appreciated the SAM app’s focus on enhancing stress recognition and its non-coercive, intuitive, and minimalist interface. Nevertheless, they found the app’s stress tips insufficiently tailored to their context and the repeated login requirement frustrating. Satisfied users expressed a stronger need for stress-reducing support and greater trust in the app’s developers and its scientific foundations. Dissatisfied users perceived the app’s features as superficial and reported greater strain from attempting to adhere to its demands. Conclusions Despite the diverse user experiences, the findings highlight various avenues to improve the SAM app and similar standalone mHealth tools for autistic adults. Future adaptations should carefully balance the provision of structure and support with the risk of inducing technostress.
A. van Asselt, Y. Roke, K. Hoeberichts et al.· Health Psychology and Behavi...· 1 citation
PURPOSE
Adaptive educational technologies are increasingly used to support emotional engagement in students with autism spectrum disorder (ASD), yet their overall effectiveness remains uncertain. This meta-analysis aimed to estimate the impact of adaptive technologies on emotional engagement outcomes and to examine methodological and study-level moderators.
METHODS
Fourteen independent samples from 14 studies published between 2011 and 2024 were included, comprising 524 participants aged 4-17 years (Mage = 10.6, SD = 2.9; 21.7% female).
RESULTS
Random-effects models with restricted maximum-likelihood (REML) estimation were used to calculate pooled effect sizes. The overall pooled effect size was Hedges' g = 0.47 (95% CI 0.36-0.58), reflecting a moderate positive effect of adaptive technologies on emotional engagement. Significant heterogeneity was observed (I2 = 69.22%), and moderator analyses indicated that intervention type (e.g., VR/AR vs. gamified or tablet-based platforms) significantly influenced outcomes (p = .049). Effect sizes were highest for VR/AR-based tools (g = 0.53). No significant differences emerged by age, geographical region, or study design. Studies with high risk of bias reported larger effect sizes than low-risk studies.
CONCLUSIONS
Overall, findings support the potential of adaptive technologies to improve emotional engagement in students with ASD. Methodological consistency and the use of validated outcome measures are recommended to enhance future evidence synthesis.
Sofia Mastrokoukou, Angelos Chalkiadakis, Xanthippi Dima et al.· Journal of Autism and Develo...· 0 citations
The number of autistic students entering higher education (HE) has increased, yet many continue to face systemic barriers that can hinder their academic success. Despite their unique cognitive strengths, such as hyperfocus, attention to detail, and strong analytical skills, many autistic students report challenges with academic learning experiences. This study aimed to develop and validate the Academic Learning Experiences Questionnaire (ALEQ), a tool designed to assess specific learning experiences and inform autism-inclusive educational practices.
We cocreated the ALEQ with autistic and nonautistic students to assess learning experiences across five academic contexts: small and large group teaching, examinations, coursework, and self-directed study. A total of 829 university students (formally diagnosed autistic:
n
= 106; self-diagnosed autistic:
n
= 112; nonautistic:
n
= 611) completed an online survey comprising the ALEQ and an autism screening measure (Social Responsiveness Scale-2). To establish the ALEQ’s psychometric properties, we conducted exploratory and confirmatory factor analyses and tested for measurement invariance between the autistic and nonautistic groups.
The ALEQ produced seven theoretically relevant factors with good local and global fit: Microtransitions, Social Anxiety, Sensory Reactivity, Planning and Prioritizing, Monotropic Focus, Group Work, and Global Comprehension. Configural and metric invariance were supported across autistic and nonautistic groups, indicating a common factor structure and comparable factor loadings. However, scalar invariance was not achieved, meaning that observed mean differences may not reflect pure differences in the underlying latent constructs. Using the final 34-item version of the ALEQ, autistic students reported significantly more challenges than nonautistic students across all seven subscales, with the greatest disparities in Sensory Reactivity and Microtransitions.
The ALEQ provides a structured way to understand the academic challenges that autistic students face in different learning contexts. By identifying key learning experiences, it offers both a practical tool for educators and a measurement instrument for researchers that can identify adjustment needs and, ultimately, enhance accessibility and inclusion in HE.
S. Anns, Clare Davis, Jess Millington et al.· Autism in Adulthood· 0 citations
