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Clinically, it is often observed that autistic people may have a heightened need for rules and may find rule violations very distressing. It is clinically plausible that autistic individuals may be prone to hyper-morality and greater reactivity and adverse experiences arising from moral threats and violations. Such adverse experiences may, in some instances, lead to moral distress (MD) or in more extreme cases moral injury. Thus, this study aims to examine how MD can operate in the context of autism.

The authors explore clinical hypotheses on how MD can intersect with different features of autism by drawing on clinical and research knowledge of autism spectrum disorder and how it contextualises experiences of morality.

Based on a review of the literature and theory, the authors hypothesise that autistic individuals may be more prone to MD where they have a lower threshold for MD. As a result of this lower threshold, they may have more frequent exposure to MD, experience more immediate and intense subjective reactions to moral transgressions, for more protracted periods. Also, they may find it more difficult to over-ride and neutralise moral outrage. As a result, they may be more susceptible to mental health sequelae and impaired social and occupational functioning. Practical recommendations are made for clinicians supporting people with autism with a propensity for MD or moral injury, to improve their quality of life.

Practical recommendations are made for clinicians supporting people with autism with a propensity for MD or moral injury, to improve their quality of life.

Understanding MD in an autistic context is important for detecting and treating the adverse impacts of MD on autistic individuals. Importantly, erroneous preconceptions about moral reasoning in autism need to be mitigated to fully understand the moral experiences and harness the many strengths of people with autism.

This study aims to investigate the experiences of frontline managers supervising and developing staff to support autistic adults living in two types of residential housing in the community.

A qualitative approach used semi-structured interviews with 14 frontline managers. Audio-taped material was transcribed and analysed using thematic analysis.

Two main themes emerged. Theme 1 “autism in practice” illustrates commonalities observed to affect autistic adults with learning disabilities receiving staff support; whilst one sub-theme illustrated the diversity in how these commonalities may be experienced and expressed, another focused on participants’ experiences of staff concerns regarding behaviours described as challenging. Theme two, “what’s important in autism-informed support” reflected participants’ perceptions of the features of successful person-centred staff support for autistic service users.

The “rich” experiences of these managers may not be readily generalised.

Features of good staff support for autistic adults who may show behaviours of concern included attending to individuals’ specific communication and sensory needs and for predictability within their environments. Developing staff skills and confidence to implement skilled approaches in the context of often high risk behaviour of concern took time and frontline managers “on site” to observe, coach, mentor and demonstrate good practice. More intellectually (verbally) able service-users were perceived as more “difficult” to support.

Staff supporting autistic adults in ordinary housing need frontline managers to act as practice leaders rather than administrators.

This study is the first to report, to the best of the authors’ knowledge, on management for staff supporting autistic adults living in community housing.

The purpose of this case report is to report the clinical experience of the use of gabapentin in the management of problem behaviors in a person with autism spectrum disorder and comorbid intellectual disability. Autism spectrum disorder is a neurodevelopmental disorder with a high prevalence of intellectual disability. Challenging behaviors in autism spectrum disorder are very common. In recent years, the hypothesis that the symptoms of autism derive from a deficiency of the inhibitory neurotransmission of gamma-aminobutyric acid is gaining considerable weight.

Exploring behavioral symptoms improvement in an adult man with ASD and severe intellectual disability taking gabapentin.

The rating scales used show improvement in challenging behaviors and aggressions. No side effects were observed.

Currently, there are no authorized drugs for the treatment of the symptomatic features of autism spectrum disorder, but drugs are used for comorbid psychopathological aspects. The authors want to speculate on a hypothetical function of gabapentin in remodeling the expression of alpha-2-delta subunits in people with autism and the processing of neural information.

Autism spectrum disorder (ASD) and borderline personality disorder (BPD) are complex disorders characterized by pervasive symptoms of rigidity, emotion dysregulation and social cognitive difficulties. Comorbid ASD and BPD are recognized emerging clinical problem that may be challenging to treat.

The authors present a case study of a young person in the authors’ assessment clinic diagnosed with BPD and ASD who had received standard dialectical behavior therapy (DBT) with modest effects. The authors provide ASD-informed recommendations for continued DBT treatment.

The de-identified patient described in this case report met full criteria for ASD and BPD. The patient’s cognitive, behavioral, social and personality functioning are described in detail.

Other practitioners seeking to treat this complex comorbidity may make use of the authors’ treatment recommendations for their patients. The authors underscore the importance of individualized treatment planning and hope the authors’ exemplar will be useful to others.

Several evidence-based treatments exist for ASD and BPD symptom reduction. However, to the best of the authors’ knowledge, no current treatments exist for comorbid ASD and BPD to target emotion dysregulation in individuals with restricted and repetitive interests and behaviors and disturbances in social and communication domains.

Factors that may influence risk and/or vulnerability to radicalisation or involvement in terrorism by individuals with autism spectrum disorder (ASD) are currently undetermined. The purpose of this rapid evidence assessment (REA) was to identify and review studies which consider the association between ASD and terrorism to explore potential risk or vulnerability factors and the implications for intervention.

The REA method was used to review the literature, with 16 papers meeting inclusion criteria.

Ten factors were identified as relevant to ASD and terrorism which were combined into four overarching themes: cognitive, social, psychological and ASD traits.

This REA presents a novel review of literature relating to ASD and terrorism. The findings are valuable to practitioners working with individuals with ASD who may present with the identified risk and/or vulnerability factors. The implications of these factors for intervention are discussed, along with directions for future research.

Previous research found that when exercise partners provided social support to each other, both participants engaged in higher levels of activity (Gellert et al., 2011). These results suggest that there may be benefits to providing inclusive physical activity (PA) programming to individuals with autism; however, little research has explored specific strategies. The purpose of this study is to explore the use of a behavioral intervention consisting of visual social stories and additional intervention components (i.e. prompting, checklists) to teach adolescents/young adults with autism and their workout partners without disabilities to provide social support to one another during partnered PA.

A multiple probe across dyads was used to explore the effects of the intervention on social support (i.e. verbal encouragement and feedback).

The results indicate the treatment was effective during the intervention phase. When partners and settings changed during generalization, results were maintained in all but one participant.

Areas for future research and implications for practice to support inclusive PA for autistics are discussed.

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.

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.

This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community.

This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities.

The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators.

Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment.

This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.

The purpose of this paper was to establish how the phenomenon of mental health issues among young people has translated into the reality of Irish schools through the lens of Irish teachers.

This wholly qualitative study adopted a post-positivist and phenomenological approach to gathering data by way of semi-structured interviews of 16 participants, 8 from primary backgrounds and 8 from post-primary backgrounds. Analysis of the data highlighted what teachers perceive to be ongoing issues with the mental health and well-being of pupils and the challenges that both teachers and pupils must overcome.

Interviewing the participants unearthed three sub-themes with regard to mental health in Irish schools, namely, the prevalence of psychiatric disorders/symptoms of mental ill-health among Irish children and adolescents, the barriers preventing help-seeking and the role of mental health support services in Irish schools.

One limitation in this study was that a wider variety in sample could have yielded a more in-depth volume of results. Furthermore, the study by semi-structured interview presented challenges, such as the use of other people’s viewpoints to support the perceptions of the participants, which could not be validated.

Among the recommendations made by the participants were that schools engage in policy development to combat mental health and well-being issues, that teachers engage in continuous professional development in the area and that mental health support services are sufficiently staffed and funded.

The general public should engage more in activities that promote a healthy dialogue around the topic of mental health to reduce stigma. It is recommended that campaigns to raise awareness are continued and bolstered.

Irish teachers are being confronted by a contemporary discourse that has materialised as a by-product of an evolving society. Cultural development has led to increased focus on mental health and well-being in recent years, with this body of research exploring its emergence into school life from teachers’ perspectives.