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To explore the project-specific information-seeking pathways of Chinese parents of children with autism spectrum disorder (ASD) and understand the information seeking in their daily lives.

This study utilized the interview, critical incident technique and information horizon mapping to gather data from 27 Chinese parents of children with ASD during project-specific information seeking. These data were then examined using content analysis and descriptive statistics methods.

First, the information-seeking pathways of parents of children with ASD show the significant importance of both interpersonal and online sources, characterized by the combined use of multiple types of information sources. Second, information-seeking pathways considerably vary across project contexts. For diagnosis and school selection, parents had fewer pathways and primarily relied on interpersonal sources. Meanwhile, they utilized interpersonal and online sources combined for selecting rehabilitation institutions and methods, with the most information-seeking pathways for rehabilitation methods.

This study presents novel insights into the information-seeking pathways of Chinese parents of children with ASD in seeking project-specific information. It provides valuable references for relevant governments and rehabilitation institutions in building information service platforms, strengthening information quality regulation and providing information resources for parents of children with ASD.

In this study, the research question posed was: What are the defining characteristics, limitations, and potential opportunities in the research on heterogeneity within ASD?

This scoping review used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses methodology to address the research question: “What are the defining characteristics, limitations, and potential opportunities in the research on heterogeneity within ASD?” A comprehensive literature search was conducted across databases including MEDLINE/PubMed, SciVerse Scopus and Springer Link, with keywords such as autism, autism spectrum disorder (ASD), heterogeneity and neurodevelopment. Inclusion criteria covered original research, reviews and protocols published since 1990, while irrelevant or out-of-date works were excluded. Thematic analysis was applied to collected data to identify common patterns, trends and key characteristics, leading to a narrative synthesis. Ethical review board approval was not required due to the nature of the review.

The scoping review underscored the multifaceted nature of ASD, emphasizing its clinical, methodological and investigational complexities. ASD’s diverse behavioral, social and biological characteristics challenged its classification as a uniform entity. To address this, the review examined strategies like stricter clinical criteria, categorization into functional subgroups, and larger, diverse sample sizes. Moreover, it highlighted the transformative role of Big Data and machine learning in advancing the comprehension of ASD’s manifold manifestations. This research contributed valuable insights and innovative approaches for addressing the intrinsic heterogeneity of ASD, reshaping the understanding of this complex condition.

One limitation of this scoping review is that it primarily relied on existing literature and did not involve primary data collection. While the review synthesized and analyzed a substantial body of research, the absence of original data collection may limit the depth of insights into specific aspects of ASD heterogeneity. Future research could benefit from incorporating primary data collection methods, such as surveys or interviews with individuals with ASD and their families, to gain more nuanced perspectives on the condition’s heterogeneity.

The reliance on existing literature in this scoping review highlights the need for further empirical studies exploring ASD’s heterogeneity. Researchers should consider conducting primary data collection to capture real-world experiences and variations within the ASD population. This approach could provide more comprehensive and context-specific insights, ultimately informing the development of tailored interventions and support strategies for individuals with ASD and their families.

This paper offers a fresh perspective on understanding ASD by examining its clinical, methodological and investigational implications in light of its inherent heterogeneity. Rather than viewing ASD as a uniform condition, this study explores strategies such as stricter clinical criteria, subcategorization based on functionality and diverse sample sizes to address its complexity. In addition, this study highlights the innovative use of Big Data and machine learning to gain deeper insights into ASD’s diverse manifestations. This approach contributes new insights and promising directions for future research, challenging the conventional understanding of ASD as a singular entity.

This study aims to examine the relationship between teacher ideals and attitudes toward peers with autism spectrum disorder (ASD) among teacher college students, and the effect of knowledge of ASD identification on this relationship.

This study used a quantitative approach and included 341 teacher college students. A vignette was used to assess social and professional attitudes toward peers with ASD. The participants were divided into identification and nonidentification groups based on how accurately they identified the peer depicted in the vignette as having ASD. A teacher ideals questionnaire consisting of two subscales indicating different ideal teachers − a dedicated/engaging teacher (e.g. a teacher who can work with enthusiasm) and a skillful teacher (e.g. a teacher who is knowledgeable) − was developed and administered to evaluate the participants’ teacher ideals and self-perceptions of a teacher.

In the nonidentification group, ideals of a skillful teacher were significantly correlated with social attitudes toward peers with ASD. The identification group exhibited no significant correlations between ideals and social attitudes. Furthermore, the self-perceptions of being a dedicated/engaging teacher was significantly correlated with professional attitudes toward peers with ASD in the identification group.

To the best of the authors’ knowledge, this study is the first to examine the relationship between teacher ideals and attitudes toward peers with ASD. Teacher ideals were related to negative social attitudes toward peers with ASD. While knowledge of ASD identification weakens this relationship, it may drive the relationship between self-perceptions of a teacher and professional attitudes toward peers with ASD. Therefore, ASD education is important for reducing the stigma toward ASD in teacher education.

The purpose of this study is to assess psychological distress among parents of children with autism spectrum disorder (ASD), self-esteem as a predictor of such distress and the effect of coping strategies.

A descriptive correlational study design was conducted using a convenient sample of parents of ASD children (N = 93).

This study revealed that the parents of an ASD child experienced a high level of anxiety (M = 15.89), a moderate level of depression (M = 15.85) and a mild level of stress (M = 16.86). Parents of ASD children also reported a low self-esteem score (M= 13.27). Mothers of ASD children reported higher levels of psychological distress, lower levels of self-esteem and more frequent utilisation of maladaptive coping strategies than fathers of ASD children.

Parents of children with ASD experience a significant level of psychological distress; however, this may be improved by developing programmes and psychological interventions focused on improving parents’ self-esteem and using more active coping strategies.

To the best of the authors’ knowledge, this is the first study conducted in Saudi Arabia that predict the psychological status among family caregivers of an autistic child.

To reveal the emotions and information needs expressed by Chinese parents of children with autism spectrum disorder (ASD) in an online forum, and their relationship.

The 10,062 data were from “Yi Lin”, China’s largest online forum for ASD. Open coding identified parents’ emotions and information needs, and a chi-squared test explored the correlation.

First, parents’ emotions were categorized into four themes: emotions about coping with their child’s care, emotions about the parents’ own behavior, emotions about social support with other parents and emotions about anticipating the future. Parents’ overall emotions were negative (72.47%), while the tendency of emotions varied among the four themes. Second, five information needs topics were expressed: intervention and training of ASD, parenting experiences, schooling issues, social interaction and support and future development. Different information needs topics contained different themes of emotions. Third, the tendency of emotions and expression of information needs were significantly correlated. Negative emotions had a statistically significant correlation in expression of information needs.

This study reveals the relationship between the emotions and information needs expressed by parents of children with ASD. The ASD forum could develop emotional support modules and functions for parents and facilitate emotional communication between parents.

The aim of this study is to evaluate the impact of a trampoline intervention program on motor and behavioral characteristics of adolescents with autism spectrum disorder (ASD).

Twenty-six male students aged 15–18 years with ASD participated in the study. They were equally divided into two groups of 13 students. The intervention group followed an individualized trampoline exercise program that was applied three times a week for 30 min for 12 weeks. Before the intervention program and after the end of this, the motor performance was evaluated through the recording of the total number of jumps. The behavioral characteristics were evaluated with the Behavior Problem Inventory questionnaire.

According to the findings, there were statistically significant differences between the intervention group and the control group across all variables. In conclusion, it seems that an intervention program with the use of a trampoline, adapted to the needs and capabilities of adolescents with ASD can improve their motor performance and behavioral characteristics.

The authors report on the impact of a trampoline exercise program on motor skills and behavioral traits in adolescents diagnosed with ASD. This is significant because our research focused on investigating the effects of a structured trampoline exercise program both on motor skills and behavioral characteristics. The findings contribute to the growing body of evidence supporting targeted exercise programs as effective interventions for addressing motor and behavioral challenges in adolescents with ASD. The authors believe the research aligns closely with the aims and scope of research in developmental disabilities, and the authors hope that it will make a meaningful impact on the field of autism research and intervention.

The purpose of this case study is to discuss the development of a Video-Based Instruction (VBI) intervention in supporting a learner with Autism Spectrum Disorder (ASD) to independently complete a coffee preparation task in a community work setting.

The participant was a student with ASD enrolled in a public high school transition program with work experiences. The VBI was fully developed using an iPad’s built in camera and photos app to develop a sequence of video prompts (VP) demonstrating each step of the coffee preparation task. Baseline and intervention performance data were collected with the use of a 19-step task analysis.

The VBI intervention improved the student’s independent task completion, eliminating the need for external prompts. The student used the iPad to navigate the VP clips and completed all 19 task steps without errors, demonstrating increased independence and task proficiency.

The findings suggest that VBI with the iPad photos app can be an effective instructional strategy for career development individuals with ASD. Future research should explore using VBI with readily accessible technology applications for tasks essential to paid employment for learners with ASD. Additionally, it should examine the involvement of relevant stakeholders in the development and implementation of VBI.

This study uniquely utilized the existing iPad camera and photos app to develop and deliver VBI, highlighting its potential as an accessible tool for developing individualized VBI. The use of widely available technology simplifies the implementation process and may be easily adopted in various career development contexts for learners with ASD.

Deficiencies or imbalances in dietary fat intake may influence on mental and neurological functions of children with autism spectrum disorders (ASD). This study aims to compare body mass index (BMI) and the amount of fatty acids intake in the autistic patients with the comparison group.

This case-control was carried out on 200 randomly selected children from 5 to 15 years old (100 autistic patients as the case group and 100 healthy children as the comparison group) in Tehran, Iran. The food frequency questionnaire (FFQ) was used to assess the intake of calorie, macronutrients and different types of dietary fatty acids including saturated fatty acids (SFA), monounsaturated fatty acids (MUFAs), poly unsaturated fatty acids (PUFAs), linoleic acid (LA), α-Linolenic acid (ALA), eicosapentaenoic acid (EPA), docosahexaenoic acid (DHA) and trans fatty acids.

The autistic patients had higher BMI, birth weight and mother’s BMI compared to the comparison group (All p < 0.01). No significant difference was found in the amount of dietary calorie, protein, carbohydrate and total fat intake between two groups. The risk of ASD was associated with higher intake of MUFAs (OR: 3.18, CI%:1.13–4.56, p = 0.04), PUFAs (OR: 4.12, CI95%: 2.01–6.25, p < 0.01) and LA (OR: 4.76, CI95%: 1.34–14.32, p < 0.01).

The autistic children had higher BMI and higher intake of unsaturated fatty acids except for omega-3 fatty acids. Further longitudinal studies are warranted.

The prevalence of autism spectrum disorders (ASD) surpasses 2% in some regions. However, there is a lack of manualized programs targeting the social skills of adolescents with these disorders, particularly in the Spanish language context. This study aims to introduce PROSEAR, an innovative social skills program for adolescents with ASD implemented in a Day Hospital setting.

The evaluation used the Strengths and Difficulties Questionnaire (SDQ) and the Social Skills Scale (EHS) as measures, administering pre- and postintervention tests for each patient.

SDQ exhibited the most significant improvement in the domain of peer problems. In terms of EHS, it demonstrated beneficial effects across all evaluated domains, with statistically significant improvements observed specifically in the expression of anger or disagreement. Limitations include a small sample size and lack of a randomized control group.

The outcomes align with existing literature supporting the intervention as positive in clinical practice. Overall, the PROSEAR intervention shows promise for enhancing social skills in adolescents with ASD. Further research is needed to improve therapeutic approaches for this population.

The purpose of this study is to determine the psychological features of providing initial psychotherapeutic assistance to victims, in particular to military servants.

Theoretical analysis of scientific works; observation of servicemen in hospital conditions; conversations with servicemen and doctors; and interviews with foreign colleagues.

As a result of theoretical and empirical research, it was found that initial psychological assistance is more effective if it is provided in a timely and comprehensive manner in cooperation with medical assistance, if the recommended exercises are performed systematically by the victim and if a certain algorithm for providing initial psychotherapeutic assistance is used.

The authors present their own algorithm for providing initial psychological assistance to military servants: psychophysiological stabilization; adjustment of emotional balance; restoration of cognitive processes and acquisition of constructive coping strategies; and formation of life meanings that provide an opportunity to survive the crisis period of life. In this paper, the authors also note the importance of providing psychological first aid to victims of extreme situations in a timely manner, which helps reduce the intensity of symptoms of acute stress disorder and reduces the likelihood of post-traumatic stress disorder.