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Non-native pests, climate change, and their interactions are likely to alter relationships between trees and tree-associated organisms with consequences for forest health. To understand and predict such changes, factors structuring tree-associated communities need to be determined. Here, we analysed the data consisting of records of insects and fungi collected from dormant twigs from 155 tree species at 51 botanical gardens or arboreta in 32 countries. Generalized dissimilarity models revealed similar relative importance of studied climatic, host-related and geographic factors on differences in tree-associated communities. Mean annual temperature, phylogenetic distance between hosts and geographic distance between locations were the major drivers of dissimilarities. The increasing importance of high temperatures on differences in studied communities indicate that climate change could affect tree-associated organisms directly and indirectly through host range shifts. Insect and fungal communities were more similar between closely related vs. distant hosts suggesting that host range shifts may facilitate the emergence of new pests. Moreover, dissimilarities among tree-associated communities increased with geographic distance indicating that human-mediated transport may serve as a pathway of the introductions of new pests. The results of this study highlight the need to limit the establishment of tree pests and increase the resilience of forest ecosystems to changes in climate.

Background: Low participation in youth with autism spectrum disorder (ASD) has been reported, but age-related and contextual information is rare. Objective: This study aimed to describe, from parental perspectives, two patterns of participation and parental desires for change of children (age: 5–11) and adolescents (age: 12–17) with ASD in Switzerland. Method: A cross-sectional design used the German version of the Participation and Environment Measure-Child and Youth to describe and juxtapose the participation results of 60 children and 55 adolescents with ASD in 45 activities at home, school and in the community and parental desires for change. Results: Participation patterns differed between settings and age groups. Both groups were found to participate most at home, followed by school, whereas community participation was either low or nonexistent. Children were more involved at home than adolescents, while school involvement was higher than participation frequency in both age groups. Community participation frequency was generally low but higher in children than in adolescents, while involvement was similarly low in both groups. Half the parents expressed desire for change with three tendencies: (1) widespread desire for change at home due to high support needs, (2) parents of adolescents expressed more desire for change in all settings than those of children and (3) all parents mainly desired to increase participation frequency and involvement. Conclusions: This study informs research and social, health and community service providers to further reshape their programmes to meet parental needs and increase the participation of youth with ASD.

Partizipation (Teilhabe) ist neben Wohlbefinden eines der wichtigsten Outcomeparameter für die die medizinische, pädagogische und therapeutische Unterstützung von Menschen mit ASS. Trotzdem gibt es im Deutschsprachigen Raum wenig Daten zur aktuellen Partizipation von Kindern und Jugendlichen aus dem autistischen Spektrum. Ziel der vorliegenden Querschnittstudie war es, die Partizipationsmuster von Kindern und Jugendlichen mit ASS mit der neuen, für den deutschsprachigen Raum adaptierten PEM-CY (Participation and Environment Measure - Child and Youth Version), zu beschreiben. 115 in der Schweiz lebende Eltern von Kindern (5-11 Jahren) und Jugendlichen (12-17 Jahren) mit ASS füllten eine online Version des PEM-CY (G) (deutschsprachige Version) aus. Die Daten wurden deskriptiv analysiert und lieferten damit einen detailreichen Einblick zur Partizipation der Kinder und Jugendlichen mit ASS in drei lebensrelevanten Settings (zuhause, in der Schule und der Gesellschaft). Der Vortrag zeigt neben den Partizipationsmustern, das die Diversität, die Häufigkeit und das Engagement in Alltagsaktivitäten in den drei Settings umfasst, auch die von den Eltern genannten Veränderungswünsche auf. Zusätzlich werden auch Unterschiede zwischen den beiden Altersgruppen deutlich. Die vorliegende Studie zeigt eine räumlich zwar begrenztes, aber in ihrem Muster auch auf andere deutschsprachige Regionen übertragbare Zustand der Partizipation von Kindern und Jugendlichen mit ASS. Daraus lassen sich die Bedürfnisse der Betroffenen und ihre Familien und Hinweise für die Veränderungen der Versorgungschwerpunkte ableiten.

Gemäss der ICF (Internationalen Klassifikation der Funktionsfähigkeit, Behinderung und Gesundheit) der WHO wird die Partizipation (Teilhabe) und die Ausführung von Aktivitäten auch von Kontextfaktoren beeinflusst. Umwelt und soziales Umfeld können diese behindern oder unterstützen. Für die Partizipation von Jugendlichen mit Autismus Spektrum Störung (ASS) ausserhalb der Schule und des häuslichen Umfeldes ist wenig zu diesen Umwelt-und Umfeldfaktoren bekannt. Mit einer qualitativen Fallstudie in Kanton Zürich als definierter Kontext wurde untersucht, wo, wie und warum Jugendliche mit ASS bei der Partizipation ausserhalb von zuhause und der Schule die Umwelt und das Umfeld als unterstützend oder belastend/hemmend erfahren. Acht Jugendliche zwischen 14 und 21 Jahren nahmen an dieser qualitativen Studie teil. Fotos der Jugendlichen und Transkripte von vertiefenden Interviews wurden im sieben Schritte Prozess nach Ying analysiert und die Resultate in acht Themenbereichen beschrieben. Die Jugendlichen beschreiben eine Vielzahl von unterschiedlichen Partizipationsfeldern wie z.B. das Einkaufen, Tramfahren, Spaziergänge oder das Volleyballspiel. Diese Erfahrungen wurden immer als soziale Aktivitäten von den Jugendlichen wahrgenommen. Der Vortrag stellt diese anhand von fünf die Partizipation vorbereitende Umfeldaspekten und drei die Partizipation unterstützende Aspekte vor. Die acht auf die Umwelt und das Umfeld fokussierte Prinzipien könnten die Partizipation von Jugendlichen mit ASS ausserhalb von zuhause und der Schule nachhaltig erleichtern und verbessern, wenn sie bei den Unterstützungsmassnahmen beachtet würden.

Introduction: Adolescents with Autism Spectrum Disorder (ASD) are an established client group of occupational therapists. Our profession embraced the implementation of the bio-social-medical view of the ICF and shifted the focus from function to participation and environment. However, the paradigm shift to understand participation patterns of adolescents with ASD through an environment-focused perception and construct interventions based on this is yet to come. Objectives: The goal of this presentation is to elaborate novel ways for occupational therapy practice by focusing on environmental aspects during interventions with adolescents with ASD. Method: We conducted a series of studies with multiple methods (scoping review, case study, qualitative study, and cross-sectional study) and looked at how the environment can be changed to present a more inviting world to adolescents with ASD. Results: Security and connection represent meaningful, subjectively relevant, and feasible aspects of how the environment shapes participation. Adolescents with ASD express different needs before attending participation domains than while engaging in these. Getting together with other adolescents remains one of the biggest desires. Environmental barriers as consistent throughout all settings. Application to Practice: Environmental-focused interventions to support the participation of adolescents with ASD address hindering environmental features and strengthen those which are experienced by adolescents and their parents as inviting. Conclusion: Interventions should focus on strategies to make the environment more inviting and on understanding how the inclusion of adolescents with Autism Spectrum Disorder can be supported.

Non-native pests, climate change, and their interactions are likely to alter relationships between trees and tree-associated organisms with consequences for forest health. To understand and predict such changes, factors structuring tree-associated communities need to be determined. Here, we analysed the data consisting of records of insects and fungi collected from dormant twigs from 155 tree species at 51 botanical gardens or arboreta in 32 countries. Generalized dissimilarity models revealed similar relative importance of studied climatic, host-related and geographic factors on differences in tree-associated communities. Mean annual temperature, phylogenetic distance between hosts and geographic distance between locations were the major drivers of dissimilarities. The increasing importance of high temperatures on differences in studied communities indicate that climate change could affect tree-associated organisms directly and indirectly through host range shifts. Insect and fungal communities were more similar between closely related vs. distant hosts suggesting that host range shifts may facilitate the emergence of new pests. Moreover, dissimilarities among tree-associated communities increased with geographic distance indicating that human-mediated transport may serve as a pathway of the introductions of new pests. The results of this study highlight the need to limit the establishment of tree pests and increase the resilience of forest ecosystems to changes in climate.

International trade in plants and climate change are two of the main factors causing damaging tree pests (i.e. fungi and insects) to spread into new areas. To mitigate these risks, a large-scale assessment of tree-associated fungi and insects is needed. We present records of endophytic fungi and insects in twigs of 17 angiosperm and gymnosperm genera, from 51 locations in 32 countries worldwide. Endophytic fungi were characterized by high-throughput sequencing of 352 samples from 145 tree species in 28 countries. Insects were reared from 227 samples of 109 tree species in 18 countries and sorted into taxonomic orders and feeding guilds. Herbivorous insects were grouped into morphospecies and were identified using molecular and morphological approaches. This dataset reveals the diversity of tree-associated taxa, as it contains 12,721 fungal Amplicon Sequence Variants and 208 herbivorous insect morphospecies, sampled across broad geographic and climatic gradients and for many tree species. This dataset will facilitate applied and fundamental studies on the distribution of fungal endophytes and insects in trees.

International trade in plants and climate change are two of the main factors causing damaging tree pests (i.e. fungi and insects) to spread into new areas. To mitigate these risks, a large-scale assessment of tree-associated fungi and insects is needed. We present records of endophytic fungi and insects in twigs of 17 angiosperm and gymnosperm genera, from 51 locations in 32 countries worldwide. Endophytic fungi were characterized by high-throughput sequencing of 352 samples from 145 tree species in 28 countries. Insects were reared from 227 samples of 109 tree species in 18 countries and sorted into taxonomic orders and feeding guilds. Herbivorous insects were grouped into morphospecies and were identified using molecular and morphological approaches. This dataset reveals the diversity of tree-associated taxa, as it contains 12,721 fungal Amplicon Sequence Variants and 208 herbivorous insect morphospecies, sampled across broad geographic and climatic gradients and for many tree species. This dataset will facilitate applied and fundamental studies on the distribution of fungal endophytes and insects in trees.

Background: Concepts such as participation and environment may differ across cultures. Consequently, to use a measure like the Participation and Environment Measure for Children and Youth (PEM-CY) in other than the original English-speaking contexts, cultural adaptation needs to be assured. The aim of this study was to cross-culturally translate and adapt the PEM-CY into German as it is used in Germany, Austria and Switzerland. Methods: Fifteen parents of children and adolescents with disabilities from three German speaking countries participated in three rounds of think-aloud interviews. We followed the procedure of cultural equivalence guidelines including two additional steps. Data was analyzed by content analysis using semantic, idiomatic, experiential and conceptual equivalence. Results: Results show adaptations mainly focused on experiential and conceptual equivalence, with conceptual equivalence being the most challenging to reach. Examples of experiential equivalence included adapting the examples of activities in the PEM-CY to reflect those typical in German speaking countries. Conceptual equivalence mainly addressed aspects of “involvement” and “environment” of children and adolescents and was reached through adaptations such as enhanced instructions and structures, and additional definitions. Conclusion: This study presents a cross-cultural translation and adaptation process to develop a German version of the PEM-CY that is suitable for Germany, Austria and Switzerland. Using a modified cultural adaptation process, a culturally adapted version of PEM-CY (German) is now available for research, practice and further validation.

Aim: Participation of adolescents with autism spectrum disorder hardly occurs in settings outside of home and school. Little is known about how their participation is influenced by environmental factors. This study explored how and why adolescents with autism spectrum disorder perceive aspects of their environment as facilitators or barriers to their participation outside of home and school. Method: This explanatory case study explored the participation experiences of adolescents with autism spectrum disorder (15-21 years) from Zurich and surroundings with in-depth interviews and photo-elicitation, using photos made by the participants during activities outside of home and school. Data was analysed with a 7-step procedure. Result: The presence of two main themes seemed necessary to facilitate participation outside of home and school: "environmental prerequisites to attend activities", which consists of five subthemes, such as "the company of trusted persons" and "the provision of knowledge and information", and "social interchange and engagement", which consists of three subthemes and describes how actual involvement can be supported. Conclusion: Our findings highlight the influence of trusted persons on adolescents with autism spectrum disorder, and the need to extend the support network for these adolescents to other individuals, services and society so that their participation in activities can be encouraged. IMPLICATIONS FOR REHABILITATION: Adolescents with autism spectrum disorder perceive every kind of participation outside of home and school as social. We recommend using the company of trusted persons to encourage adolescents with autism spectrum disorder to actively participate outside of home and school. Rehabilitation professionals should promote environment-based approaches to achieve participation of adolescents with autism spectrum disorder. Rehabilitation professionals should actively approach, acknowledge and gently guide adolescents with autism spect

Background: Concepts such as participation and environment may differ across cultures. Consequently, to use a measure like the Participation and Environment Measure for Children and Youth (PEM-CY) in other than the original English-speaking contexts, cultural adaptation needs to be assured. The aim of this study was to cross-culturally translate and adapt the PEM-CY into German as it is used in Germany, Austria and Switzerland. Methods: Fifteen parents of children and adolescents with disabilities from three German speaking countries participated in three rounds of think-aloud interviews. We followed the procedure of cultural equivalence guidelines including two additional steps. Data was analyzed by content analysis using semantic, idiomatic, experiential and conceptual equivalence. Results: Results show adaptations mainly focused on experiential and conceptual equivalence, with conceptual equivalence being the most challenging to reach. Examples of experiential equivalence included adapting the examples of activities in the PEM-CY to reflect those typical in German speaking countries. Conceptual equivalence mainly addressed aspects of “involvement” and “environment” of children and adolescents and was reached through adaptations such as enhanced instructions and structures, and additional definitions. Conclusion: This study presents a cross-cultural translation and adaptation process to develop a German version of the PEM-CY that is suitable for Germany, Austria and Switzerland. Using a modified cultural adaptation process, a culturally adapted version of PEM-CY (German) is now available for research, practice and further validation.

Aim: Participation of adolescents with autism spectrum disorder hardly occurs in settings outside of home and school. Little is known about how their participation is influenced by environmental factors. This study explored how and why adolescents with autism spectrum disorder perceive aspects of their environment as facilitators or barriers to their participation outside of home and school. Method: This explanatory case study explored the participation experiences of adolescents with autism spectrum disorder (15-21 years) from Zurich and surroundings with in-depth interviews and photo-elicitation, using photos made by the participants during activities outside of home and school. Data was analysed with a 7-step procedure. Result: The presence of two main themes seemed necessary to facilitate participation outside of home and school: "environmental prerequisites to attend activities", which consists of five subthemes, such as "the company of trusted persons" and "the provision of knowledge and information", and "social interchange and engagement", which consists of three subthemes and describes how actual involvement can be supported. Conclusion: Our findings highlight the influence of trusted persons on adolescents with autism spectrum disorder, and the need to extend the support network for these adolescents to other individuals, services and society so that their participation in activities can be encouraged. IMPLICATIONS FOR REHABILITATION: Adolescents with autism spectrum disorder perceive every kind of participation outside of home and school as social. We recommend using the company of trusted persons to encourage adolescents with autism spectrum disorder to actively participate outside of home and school. Rehabilitation professionals should promote environment-based approaches to achieve participation of adolescents with autism spectrum disorder. Rehabilitation professionals should actively approach, acknowledge and gently guide adolescents with autism spect

Introduction: Participation of adolescents with autism spectrum disorder (ASD) in activities out-of-home and out-of-school like doing sports, attending events or socializing is reported to be low. In a developmental stage, where other adolescents experience peers, community and own strengths and preferences, these adolescents face challenges because of their vulnerabilities and environments, they often experience as frightening and exhausting. Little is known how and why adolescents perceive environmental barriers and facilitators and the nuances, when a barrier becomes a facilitator or vice versa. The goal of this presentation is to provide insights into their participation experience and the role of the environment. Patients and methods: Six adolescents with ASD (age 15-21) participated in a single-case-study design located in Zurich (Switzerland). Data were collected by a combination of documentation of the socio-political context with photo-elicitation and in-depth interviews of adolescents with ASD. They explained their perception of environments in the actual moments of attending and involving themselves in participation out-of-school and out-of-home. Data was analysed using a 7-step iterative analysis. Results: The preliminary findings show two consecutive patters were essential: (1) environmental based pre-requisites to overcome inhibitions and withdraw and attend participation such as providing company or ensuring savvy, and (2) strategies of social environment to support reciprocity and social interchange like being approached. Conclusion: The study is the one of the first to examine the enacted interaction between environments and participation out-of-home and out-of-school in adolescents with ASD contextually. It provides insights how to influence participation of adolescents with ASD environmentally.

Introduction: Participation of adolescents with autism spectrum disorder (ASD) in activities out-of-home and out-of-school like doing sports, attending events or socializing is reported to be low. In a developmental stage, where other adolescents experience peers, community and own strengths and preferences, these adolescents face challenges because of their vulnerabilities and environments, they often experience as frightening and exhausting. Little is known how and why adolescents perceive environmental barriers and facilitators and the nuances, when a barrier becomes a facilitator or vice versa. The goal of this presentation is to provide insights into their participation experience and the role of the environment. Patients and methods: Six adolescents with ASD (age 15-21) participated in a single-case-study design located in Zurich (Switzerland). Data were collected by a combination of documentation of the socio-political context with photo-elicitation and in-depth interviews of adolescents with ASD. They explained their perception of environments in the actual moments of attending and involving themselves in participation out-of-school and out-of-home. Data was analysed using a 7-step iterative analysis. Results: The preliminary findings show two consecutive patters were essential: (1) environmental based pre-requisites to overcome inhibitions and withdraw and attend participation such as providing company or ensuring savvy, and (2) strategies of social environment to support reciprocity and social interchange like being approached. Conclusion: The study is the one of the first to examine the enacted interaction between environments and participation out-of-home and out-of-school in adolescents with ASD contextually. It provides insights how to influence participation of adolescents with ASD environmentally.

The influence of a person’s environment and its modifying potential on participation is well recognized for most childhood disabilities. However, such environmental contributions to participation have scarcely been identified for adolescents with autism spectrum disorders (ASDs). Objectives: The aim of this scoping review was to map the existing literature (2001-2014) about supporting and hindering environments for the participation of adolescents with ASDs.

One aim of scoping studies or scoping reviews is to identify and outline the extent and nature of current literature of interest, in particular when the area is complex, spread across multiple disciplines or has not been reviewed comprehensively before. During the (still on-going) systematic and rigorous procedure of the scoping study, various insights in the field of autism specific research in combination with participation and environment were gained.

The influence of a person's environment and its modifying potential on participation is well recognized for most childhood disabilities, but scarcely studied for adolescents with autism spectrum disorder (ASD). A scoping review was conducted, the aim of which was to map the existing literature about supporting and hindering environments for the participation of adolescents with ASD. Sources of scientific evidence were searched for in four databases. Inclusion criteria were the perspectives of adolescents between 12 and 21, families, peers, or significant others; ecologic validity; and a clear connection between environment and participation. The publication dates ranged from 2001 to 2014 and partly up to 2018. The International Classification of Functioning, Disability and Health (ICF) served as the guiding framework for inclusion/exclusion during the selection process. Thematic analysis was performed by five independent reviewers. Results were additionally validated by stakeholders. This scoping review identified 5528 articles, and finally included 31 studies. Two main themes were found: "providing security" indicates how the environment, and specifically the parental, physical, and informational environments, have a securing or intimidating effect. The second theme, "helping to connect", indicates which environments support or hinder social relationships or social activities, and hence participation. An additional third main theme, "tension in participation", relates to ambiguities that seem essential to understand participation or isolation of adolescents with ASD. Results show that participation is a value-laden concept. This research widens the field of dealing with adolescents with ASD, as it directs attention towards the responsibility of the environment regarding participation.

Participation of adolescents with autism spectrum disorder (ASD)in activities outside home and school is quantitatively and qualitatively reduced. In a developmental stage, where others experience peers, community and their own strengths and preferences, these adolescents are hindered by their vulnerabilities and environments, that less fit their needs. It is rarely known, how and why adolescents perceive barriers and facilitators and the nuances of the in-between(tension) of environments for their participation. As environment is locally bound, this study examines experiences of adolescents with ASD between 15 and 21 in the canton of Zurich with a case-study-design. A variety of data like public documents, photos made by adolescents, and in depth-interviews were used to find similar and contrasting patterns of environmental contributions influencing participation.

The influence of a person’s environment and its modifying potential on participation is well recognized for most childhood disabilities. However, such environmental contributions to participation have scarcely been identified for adolescents with autism spectrum disorders (ASDs). Objectives: The aim of this scoping review was to map the existing literature (2001-2014) about supporting and hindering environments for the participation of adolescents with ASDs.

One aim of scoping studies or scoping reviews is to identify and outline the extent and nature of current literature of interest, in particular when the area is complex, spread across multiple disciplines or has not been reviewed comprehensively before. During the (still on-going) systematic and rigorous procedure of the scoping study, various insights in the field of autism specific research in combination with participation and environment were gained.

Participation of adolescents with autism spectrum disorder (ASD)in activities outside home and school is quantitatively and qualitatively reduced. In a developmental stage, where others experience peers, community and their own strengths and preferences, these adolescents are hindered by their vulnerabilities and environments, that less fit their needs. It is rarely known, how and why adolescents perceive barriers and facilitators and the nuances of the in-between(tension) of environments for their participation. As environment is locally bound, this study examines experiences of adolescents with ASD between 15 and 21 in the canton of Zurich with a case-study-design. A variety of data like public documents, photos made by adolescents, and in depth-interviews were used to find similar and contrasting patterns of environmental contributions influencing participation.

The influence of a person's environment and its modifying potential on participation is well recognized for most childhood disabilities, but scarcely studied for adolescents with autism spectrum disorder (ASD). A scoping review was conducted, the aim of which was to map the existing literature about supporting and hindering environments for the participation of adolescents with ASD. Sources of scientific evidence were searched for in four databases. Inclusion criteria were the perspectives of adolescents between 12 and 21, families, peers, or significant others; ecologic validity; and a clear connection between environment and participation. The publication dates ranged from 2001 to 2014 and partly up to 2018. The International Classification of Functioning, Disability and Health (ICF) served as the guiding framework for inclusion/exclusion during the selection process. Thematic analysis was performed by five independent reviewers. Results were additionally validated by stakeholders. This scoping review identified 5528 articles, and finally included 31 studies. Two main themes were found: "providing security" indicates how the environment, and specifically the parental, physical, and informational environments, have a securing or intimidating effect. The second theme, "helping to connect", indicates which environments support or hinder social relationships or social activities, and hence participation. An additional third main theme, "tension in participation", relates to ambiguities that seem essential to understand participation or isolation of adolescents with ASD. Results show that participation is a value-laden concept. This research widens the field of dealing with adolescents with ASD, as it directs attention towards the responsibility of the environment regarding participation.