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The present study aimed to merge expertise from evidence-based practice and user-centered design to develop a rating scale for considering user input and other sources of information about end-users in studies reporting on the design of technology-based support for autism. We conducted a systematic review of the relevant literature to test the reliability and validity of the scale. The scale demonstrated acceptable reliability and validity based on a randomized sample of 211 studies extracted from the output of the systematic review. The scale can help provide a more complete assessment of the quality of the design process of technology-based supports for autism and be beneficial to autistic people, their families, and related professionals in making informed decisions regarding such supports.

BACKGROUND Recent years have highlighted the increasing need to promote mental well-being in the general population. This has led to a rapidly growing market of fully automated digital mental well-being tools. Although many individuals have started using these tools in their daily lives, evidence on the effectiveness of digital mental well-being tools is currently lacking. OBJECTIVE The objective of the current study was therefore to review the currently available evidence on the effectiveness of fully automated digital interventions to promote mental well-being in the general population. METHODS Following preregistration of the systematic review protocol on PROSPERO (registration: CRD42022310702), searches were carried out in: Medline, Web of Science, Cochrane, PsychINFO, PsychEXTRA, Scopus and ACM Digital (initial searches in February 2022; updated in October 2022). Studies were included if they contained a general population sample and a fully automated digital intervention that exclusively employed mental well-being promotion activities. Two reviewers, blinded to each other’s decisions, conducted data selection, extraction and quality assessment of the included studies. A narrative synthesis and a random-effects model of Per Protocol (PP) data were adopted. RESULTS A total of 7,243 participants in 19 studies were included. These studies contained 24 fully automated digital mental well-being interventions of which 15 were included in the meta-analysis. Compared with no intervention, there was a significant small effect of fully automated digital mental well-being interventions on mental well-being in the general population (SMD = 0.19, 95% CI ranging from 0.04 to 0.33). Specifically, mindfulness, acceptance & commitment, and compassion-based interventions significantly promoted mental well-being in the general population; evidence was lacking on positive psychology and Cognitive Behavioural Therapy-based interventions; and contraindications were found for integrative approaches. Overall, there was substantial heterogeneity which could partially be explained by the intervention duration, comparator and study outcome. Risk of bias was high and confidence in quality of the evidence very low (GRADE), primarily due to the high rates of dropout (averaging 37%, ranging from 0-85%) and suboptimal intervention adherence (averaging 57%). CONCLUSIONS In conclusion, this study provides a novel contribution to knowledge regarding the effectiveness, as well as the strengths and weaknesses of fully automated digital mental well-being interventions in the general population. Future research and practice should take these findings into account when developing fully automated digital mental well-being tools. Additionally, research should aim to investigate further strategies to improve adherence and reduce dropout in fully automated digital mental well-being interventions and aim to understand when and for whom these interventions are particularly beneficial. CLINICALTRIAL PROSPERO registration: CRD42022310702

We conducted two studies to examine gender differences in in response to Facebook status updates. The first study surveyed 600 undergraduate students (388 females and 207 males), and analysed males’ and females’ responses to Facebook status updates. Females were significantly more likely to post a public reply than males, and female public replies also contained higher levels of emotional support. There were no significant gender differences in private replies to Facebook status updates. Males showed significantly higher levels of emotional support in private messages than in public replies. There was no significant difference in terms of level of emotional support between females’ public replies and private messages. The second study investigated gender differences in response to Facebook status updates from same gender friends compared to opposite gender friends. We surveyed 522 undergraduate students (216 females and 306 males), and analysed males’ and females’ responses to two Facebook status updates: one from a same gender close friend and one from an opposite gender close friend. Females showed higher levels of emotional support than males to a Facebook status update from a same gender friend. In contrast, there were no significant gender differences in response to an opposite gender friend. Males showed higher levels of emotional support in private replies than public replies to same gender friends. There was no difference in level of emotional support between females’ public replies and private messages. The implications of these findings for explanations of gender differences in language use are discussed

Research suggests that sensorimotor difficulties in autism could be reduced by providing individuals with explicit contextual information. To test this, we examined autistic visuomotor control during a virtual racquetball task, in which participants hit normal and unexpectedly-bouncy balls using a handheld controller. The probability of facing each type of ball was varied unpredictably over time. However, during cued trials, participants received explicit information about the likelihood of facing each uncertain outcome. When compared to neurotypical controls, autistic individuals displayed poorer task performance, atypical gaze profiles, and more restricted swing kinematics. These visuomotor patterns were not significantly affected by contextual cues, indicating that autistic people exhibit underlying differences in how prior information and environmental uncertainty are dynamically modulated during movement tasks.

Digital communication technologies can be used for team consultation, case management, and information sharing in health and mental health services for children and young people (CYP). The objective of the systematic review was to investigate the evidence as to whether digitally-mediated team communication for CYP improves outcomes. We searched PsycINFO, PubMed, Web of Science, and Cochrane Library for relevant studies. Results were synthesised narratively. Seven studies were identified from 439 initial records. Analysis highlighted that digitally-mediated team communication is generally valued by professionals for supporting practice and that there is overall satisfaction with the process. There was preliminary evidence (from one study) that clinical outcomes from digitally-mediated team communication are comparable to those achieved by a collaborative service model with direct specialist care to service users via digital communication technology. There is a need for further high-quality research into clinical outcomes and service user experience, as well as financial implications. Supplementary Information The online version contains supplementary material available at 10.1007/s10578-021-01183-w.

Social Stories (SS) is a widely used intervention for children on the autism spectrum. A search of databases (CINAH EBSCO, A+Eductaion, ERIC, Education Source, PsyINFO, PubMed, Science Direct, Scopus, Web of Science, and ABI Inform Global) identified that, since its development over 25 years ago, the research exploring SS has been reviewed 17 times. These reviews include synthesis of literature; systematic reviews, meta-analyses; comparative reviews; and descriptive reviews. A scoping review of these 17 literature reviews identified 5 major themes: (1) research design of SS studies, (2) effectiveness of SS, (3) factors influencing outcomes of SSs, (4) social validity of SS interventions, and (5) maintenance and generalisation of SS outcomes. Future recommendations related to SS research were also identified.

Prior research has identified the divergence across different stakeholder groups in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity- first language (autistic person), whereas professionals were more likely to use person- first language (person with autism). This study explored 803 e-learners’ responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Comments from members of the autistic and autism community and professionals were analysed together using thematic analysis, to identify shared opinions on what, why and how language should be used when describing autism across stakeholder groups. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism and that the diagnostic label is a way to facilitate understanding across stakeholder groups and help the individual gain access to support. Semantic language choices may matter less as long as the person’s difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that consideration for semantic choice of language use should focus on communicating an individual’s strengths and differences.Lay abstractWithin the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity- first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners’ responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual’s identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as ‘autism spectrum’ failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person’s difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual’s lead, with the primary focus on communicating an individual’s strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support.

Those seeking romantic relations are increasingly using online dating sites, including young men on the autism spectrum. This study presented dating profiles with and without an explicit label of autism and positive or negative wording to 306 ‘females seeking a male partner’. Participants assessed the men’s dating profiles in terms of perceived attractiveness, trustworthiness and desire-to-date. They also completed a questionnaire on their level of stigmatisation of, and familiarity with, autism. An explicit autism label and positive wording positively impacted perceived attractiveness. With positively worded profiles, those with highly stigmatising views reported decreased desire-to-date when an explicit label of autism was present; those with low levels of stigmatising reported increased desire-to-date when an explicit autism label was present.

BACKGROUND: For autistic adults, the perceived benefits of drinking alcohol to facilitate social interaction may be particularly appealing. Alcohol may be considered “self-medication” for clinical features of autism or may be used to help cope with elevated levels of co-occurring anxiety. METHODS: We developed an online survey and 507 autistic adults responded to questions concerning their expectancies and motivations for heavy episodic drinking. The survey also included questions about ways of seeking support, if needed, and barriers to seeking support. RESULTS: Over half of those who had drunk alcohol reported heavy episodic drinking in the past year (6 or more units of alcohol at one time). Heavy episodic drinkers endorsed traditional expectancies (e.g., “Alcohol generally has powerful positive effects on people”) and autism-specific expectancies (e.g., “Alcohol makes verbal communication easier”) to a greater degree than nonheavy episodic drinkers. Autism-specific expectancies, not traditional expectancies, related to frequency of drinking. The strongest motivations for heavy episodic drinking were for social reasons and to enhance positive feelings, rather than for conformity or coping. If support was required for problematic drinking, the internet was the most commonly chosen resource, although 45% of the participants indicated that they would not seek support. Perceived barriers to support included concern that it would take place in an unfamiliar chaotic environment and concern about being misunderstood and judged by a therapist. CONCLUSIONS: This study is the first to identify the expectancies and motivations for heavy episodic drinking in autistic adults as well as identifying barriers to seeking support. There may be some autism-specific expectancies related to the nature of autism that impact upon heavy episodic drinking, as well as impacting upon seeking support. The autistic and broader autism communities can benefit from an awareness of these findings, and service providers can adapt support appropriately. LAY SUMMARY: WHY WAS THIS STUDY DONE? Little is known about how alcohol is used within the autistic community. One population-based study found that autistic adults were four times more likely to experience problematic drinking compared with nonautistic adults. WHAT WAS THE PURPOSE OF THIS STUDY? This study identified the expectations and motivations for heavy episodic—or “binge”—drinking alcohol among autistic adults. Binge drinking is a risk factor for problematic drinking. The study also identified how autistic adults accessed support should it be needed, and what the potential barriers were to accessing support. WHAT DID THE RESEARCHERS DO? We conducted an online survey with 507 autistic adults with formal or informal diagnoses of autism. The survey asked about the frequency of drinking alcohol and binge drinking. Participants then answered a questionnaire about why they drank alcohol. The questions asked about general reasons for drinking (such as: “Alcohol generally has powerful positive effects on people [e.g., makes you feel good or happy; future seems brighter]”) as well as autism-related reasons (such as: “Alcohol makes verbal communication easier [e.g., starting conversations, responding to what other people say, or maintaining a normal back-and-forth conversation]”). Finally, participants answered questions about seeking help and potential barriers to help-seeking. WHAT WERE THE RESULTS OF THE STUDY? Binge drinkers reported a greater number of traditional and autism-relevant expectations for drinking alcohol than nonbinge drinkers. The strongest motivations for drinking alcohol were for social reasons and to enhance positive feelings, rather than coping or to conform. The internet was the most common source of support for problematic drinking (49% of participants); however, 45% of participants indicated that they would not seek any support. Perceived barriers to support were an unfamiliar chaotic environment and being misunderstood and judged by a therapist. Around one fifth of participants self-diagnosed themselves with autism, rather than having a formal diagnosis from a clinician. These two groups were very similar to each other. WHAT DO THESE FINDINGS ADD TO WHAT WAS ALREADY KNOWN? This is the first study to identify the expectations and motivations for binge drinking alcohol in the autistic community. WHAT ARE POTENTIAL WEAKNESSES IN THE STUDY? This was an online survey, and the diagnostic status of participants cannot be verified. Participants chose to take part in the study, and this may represent a bias as some people may not want to take part in online surveys or may not have access to the internet, or may not be part of networks that send out invitations to take part in research. In addition, the sample was largely female and well educated, which is not reflective of the autistic population as a whole. HOW WILL THESE FINDINGS HELP AUTISTIC ADULTS NOW OR IN THE FUTURE? Better understanding the expectations and motivations for binge drinking alcohol can help inform support that is targeted at the autistic community. Alcohol support services can be better informed about how to adapt their provision for the autistic community specifically.

Mental health difficulties, family and childhood adversity factors, substance use and conduct problems have all been linked to offending behaviour in the general population. However, no large-scale study with comparison groups has investigated these risk factors in relation to autistic offenders. The current research included 40 autistic offenders, 40 autistic non-offenders, 40 typically developed (TD) offenders and 39 TD non-offenders. Conduct problems risk factors differentiated autistic offenders from both non-offender groups (autistic and TD) and mental health risk factors differentiated autistic offenders from both TD groups (offenders and non-offenders). Further research is required to understand more about the role of both conduct problems risk factors in autistic offenders (e.g., age at onset, frequency of behaviours) and the mental health needs of autistic offenders.

Purpose Children with Autism Spectrum Disorder (ASD) can demonstrate a preference for using digital technologies which can represent a relative strength within the autism community. Such a strength would have implications for digitally mediated interventions and support for autism. However, research to date has not developed a methodology for assessing the capabilities of minimally verbal children on the autism spectrum with intellectual disability (ID) to use digital technology. Design/methodology/approach Six minimally verbal children with ASD and ID undertook an accessible assessment that identified what capabilities for interacting with a digital tablet device they could and could not demonstrate. Twelve brief assessments were demonstrated, including turning on the device, adjusting the volume, operating the camera, touching, tilting and rotating the screen. Findings Participants could be assessed on their digital capabilities. In this study, participants could largely touch and swipe the screen effectively and leave the app, but could not tilt and rotate the screen nor turn on the digital tablet device. Research limitations/implications While the numbers were small, the findings indicate that the digital capabilities of this group can usefully be assessed. Future research can use such assessments to highlight how intervention effectiveness and support can be enhanced by matching the digital capacities of minimally verbal children with ASD and ID to technological support. This is a preliminary study and a greater understanding of children’s prior experiences with technology will better inform how and which digital capabilities develop. Originality/value This is the first study to assess a range of basic capabilities for using digital tablet devices in minimally verbal children with ASD and ID.

Prevalence rates of autism based upon child samples have shown a consistent increase over the past three decades, suggesting that many autistic adults are undiagnosed. Adult diagnostic pathways typically are initiated with measures of autistic-like traits. Whilst autistic-like traits represent a continuous dimension across the general population, autism is a categorical diagnosis and the relationship between the two is unclear. A self-report dimensional reflection upon the two diagnostic criteria for autism was developed and reflected upon by 1076 participants embedded within two online surveys. Those with an informal (self) diagnosis of autism self-reported comparable social difficulties but fewer restricted and repetitive behaviour difficulties than those with a formal diagnosis of autism. The new items also significantly correlated with autistic-like traits.

A wide array of digital supports (such as apps) have been developed for the autism community, many of which have little or no evidence to support their effectiveness. A Delphi study methodology was used to develop a consensus on what constitutes good evidence for digital supports among the broader autism community, including autistic people and their families, as well as autism-related professionals and researchers. A four-phase Delphi study consultation with 27 panel members resulted in agreement on three categories for which evidence is required: reliability, engagement and effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. These were differentially weighted as sources of evidence within these three categories. Lay abstract Digital supports are any type of technologies that have been intentionally developed to improve daily living in some way. A wide array of digital supports (such as apps) have been developed for the autism community specifically, but there is little or no evidence of whether they work or not. This study sought to identify what types of evidence the autistic community valued and wanted to see provided to enable an informed choice to be made regarding digital supports. A consensus was developed between autistic people and their families, practitioners (such as therapists and teachers) as well as researchers, to identify the core aspects of evidence that everyone agreed were useful. In all, 27 people reached agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. The resulting framework allows for any technology to be evaluated for the level of evidence identifying how effective it is. The framework can be used by autistic people, their families, practitioners and researchers to ensure that decisions concerning the provision of support for autistic people is informed by evidence, that is, ‘evidence-based practice’.

This study explores the phenomenon of hikikomori, or extreme social isolation, which for the past 20 years has been associated with a range of negative outcomes, including psychological, financial, and social. As hikikomori is associated with marked social withdrawal in one's home and increased Internet use, it has been suggested that the social and technological changes brought about by COVID-19 restrictions may exacerbate the risk of hikikomori in young adults. This study, therefore, sought to identify the relationship between hikikomori risk and changes in Internet use for young people aged 16-24 years during COVID-19 restrictions. An international sample of 826 participants completed an online survey consisting of questions about demographics, experience of lockdown restrictions in the previous 12 months, changes to Internet use in the previous 12 months and a hikikomori risk scale. Higher hikikomori risk was associated with being male, greater time spent in lockdown, and leaving the house less frequently. An increase in Internet use during lockdown was associated with reduced risk of hikikomori. Findings are discussed in relation to gender differences in the type of Internet use engaged in by males and females. It is concluded that online social interaction may be a means of mitigating hikikomori risk in post-COVID-19 societies.

Transitioning to university can be anxiety-provoking for all students. The relationship between social anxiety, autistic traits and students’ social network structure, and perceived support is poorly understood. This study used a group-matched design where autistic students (n = 28) and typically developing students (n = 28) were matched on sex, age (17–19 years), ethnicity, pre-university academic performance and degree subject at university. Autistic students reported greater transition to university worries, and a smaller social network size compared to typically developing students, though perceived similar levels of support from their social networks. Autistic and typically developing students showed differential patterns of association with both autistic traits and social anxiety. Broader clinical and practical implications of findings are discussed., Lay Abstract Transitioning to university can be anxiety-provoking for all students. The academic, daily living and social difficulties can become magnified for autistic students when considered alongside the social difficulties associated with autism, as well as higher levels of co-occurring social anxiety. Although previous studies report poor transition outcomes and retention rates for autistic students, it is unclear whether: (1) the academic, daily living and socialisation difficulties reported are unique to autistic students; (2) whether there are differences in students’ social networks at university, as well as their perceived level of support provided by network members; and (3) to what extent these difficulties may be accounted for by social anxiety found in both autistic and typically developing (TD) students when transitioning to university. This study compared a group of autistic students transitioning to university against a group of TD students who are similar in age, sex, academic performance prior to starting university and subject of study at university. Autistic students were found to be more socially anxious, more worried about different aspects of university life. Autistic students had a smaller social network compared to TD students, though both groups perceived similar levels of support from their social networks. Higher levels of social anxiety common to both groups, not autistic traits, was associated with greater distress in daily living and socialisation at university. University stakeholders may consider providing more psychoeducation and support around social anxiety for both autistic and TD students transitioning to university, to improve transition outcomes for all students.

ObjectivesTo assess whether autistic and non-autistic adults differ in their cannabis and cannabidiol (CBD) use, their perceptions of cannabinoid products and their cannabinoid-related support-seeking behaviours.DesignCross-sectional survey.ParticipantsRespondents to an online survey, who self-reported an autism-spectrum disorder diagnosis (autistic participants) or no issues relating to autism (controls). Exclusion criteria were: related/subclinical issues relating to autism, non-UK residence, under 16 years old. Propensity score matching was used to match autistic participants and controls on age, gender and ethnicity. The full-sample analysis included 269 participants and the propensity-matched sample analysis included 166 participants. Propensity-matched analysis was used for primary analysis and was considered robust if supported by triangulation with full-sample analysis.ResultsAutistic participants were more likely to have used CBD in the past 12 months compared with controls (OR=3.52, 95% CI 1.57 to 7.87, p=0.002). They used CBD on more days in the past 12 months (M=34, SD=93) compared with controls (M=17, SD=69, p=0.002). Autistic participants reported trusting the news and doctors less as sources of cannabinoid-related information than controls (p=0.024 and p=0.003, respectively). Autistic participants endorsed the following barriers to cannabinoid-related support seeking more than controls: ‘worrying they won’t understand me’ (OR=3.25, 95% CI 1.67 to 6.33, pConclusionResults indicate a higher prevalence and frequency of CBD use, but not cannabis use, among autistic individuals compared with controls. Findings also suggest appropriate methods to disseminate cannabinoid-related support to autistic individuals, and indicate differences in the potential barriers autistic and non-autistic individuals may face when seeking cannabinoid-related support.

The Dual Process Theory of Autism proposes that autistic individuals demonstrate greater deliberative (slower) processing alongside reduced (faster) intuitive processing. This study manipulated the reasoning time available to investigate the extent to which deliberative and intuitive processing are sensitive to time context in autism. A total of 74 young autistic people and 132 control participants completed the Cognitive Reflection Test to measure intuition and deliberation, with responses being either speeded (fast condition) or delayed (slow condition). The autistic group produced more deliberative and less intuitive responses than controls overall. Both groups showed more intuitive responses in the fast condition and more deliberative responses in the slow condition, demonstrating the reasoning style in autism is sensitive to context.Lay abstractWhat is already known about the topic Daniel Kahneman wrote a highly influential book titled ‘thinking, fast and slow’. He proposes that people usually think in a rapid, automatic, intuitive style. When people realise their intuitive thinking may be wrong, a slower, effortful, deliberative style of thinking takes over. It has recently been proposed that thinking in autistic individuals can be characterised as usually thinking in the deliberative style (rather than the intuitive style that non-autistic people usually think in). What this paper adds As intuitive thinking is fast and deliberative thinking is slow, this research manipulated the time available to complete a series of reasoning questions. These questions have been developed to have intuitive answers (which are incorrect) and deliberative answers (which are correct). For the first time, a fast time manipulation (you must answer quickly) and slow (you must think about your answer before responding) was undertaken with autistic individuals. Autistic participants did produce more deliberative answers than the non-autistic participants. However, both groups produced comparably more intuitive answers and less deliberative answers in the fast condition. This shows that while autistic people tend not to use their intuition, autistic people can be encouraged to use their intuition. Implications for practice, research or policy Using rapid intuition can be useful in fast-changing contexts, such as some social situations. Future research can explore how to support autistic individuals to use their intuition when the need arises. In addition, the propensity for deliberation resulting in unbiased, correct responses reflects a strengths-based account of autism. This requires more mental effort and is less susceptible to bias and errors. This is called ‘Dual Process Theory’.

The integration of prior expectations, sensory information, and environmental volatility is proposed to be atypical in Autism Spectrum Disorder, yet few studies have tested these predictive processes in active movement tasks. To address this gap in the research, we used an immersive virtual-reality racquetball paradigm to explore how visual sampling behaviours and movement kinematics are adjusted in relation to unexpected, uncertain, and volatile changes in environmental statistics. We found that prior expectations concerning ball ‘bounciness’ affected sensorimotor control in both autistic and neurotypical participants, with all individuals using prediction-driven gaze strategies to track the virtual ball. However, autistic participants showed substantial differences in visuomotor behaviour when environmental conditions were more volatile. Specifically, uncertainty-related performance difficulties in these conditions were accompanied by atypical movement kinematics and visual sampling responses. Results support proposals that autistic people overestimate the volatility of sensory environments, and suggest that context-sensitive differences in active inference could explain a range of movement-related difficulties in autism.

International law enforcement agencies have reported an apparent preponderance of autistic individuals amongst perpetrators of cyber-dependent crimes, such as hacking or spreading malware (Ledingham and Mills in Adv Autism 1:1–10, 2015). However, no empirical evidence exists to support such a relationship. This is the first study to empirically explore potential relationships between cyber-dependent crime and autism, autistic-like traits, explicit social cognition and perceived interpersonal support. Participants were 290 internet users, 23 of whom self-reported being autistic, who completed an anonymous online survey. Increased risk of committing cyber-dependent crime was associated with higher autistic-like traits. A diagnosis of autism was associated with a decreased risk of committing cyber-dependent crime. Around 40% of the association between autistic-like traits and cyber-dependent crime was mediated by advanced digital skills.

Autism spectrum disorder is a neurodevelopmental disorder estimated to have elevated prevalence in forensic populations (approximately 4.5%). It has been suggested that offenders with autism spectrum disorder engage more frequently in crimes against the person and sexual offences than other types of offences such as property, driving and drug offences. To date little is empirically known about the reasons why autistic individuals engage in sexual offences, yet understanding the motivation(s) for offending are key to developing and implementing effective interventions to help reduce both initial offending and also re-offending. In this study, semi-structured interviews were conducted with nine autistic sexual offenders in prisons and probation services across England and Wales. Thematic analyses revealed five main themes (social difficulties, misunderstanding, sex and relationship deficits, inadequate control and disequilibrium). Analyses indicated that social skills difficulties, lack of perspective/weak central coherence, misunderstanding the seriousness of their behaviours and a lack of appropriate relationships were the main reasons for offending reported by this group of autistic sexual offenders. Findings highlight a need to develop sex and relationship education interventions which are tailored to the needs of autistic individuals, to address both their reported reasons for offending and their reported lack of sexual knowledge and awareness.

Recent research proposes that sensorimotor difficulties, such as those experienced by many autistic people, may arise from atypicalities in prediction. Accordingly, we examined the relationship between non-clinical autistic-like traits and sensorimotor prediction in the material-weight illusion, where prior expectations derived from material cues typically bias one’s perception and action. Specifically, prediction-related tendencies in perception of weight, gaze patterns, and lifting actions were probed using a combination of self-report, eye-tracking, motion-capture, and force-based measures. No prediction-related associations between autistic-like traits and sensorimotor control emerged for any of these variables. Follow-up analyses, however, revealed that greater autistic-like traits were correlated with reduced adaptation of gaze with changes in environmental uncertainty. These findings challenge proposals of gross predictive atypicalities in autistic people, but suggest that the dynamic integration of prior information and environmental statistics may be related to autistic-like traits. Further research into this relationship is warranted in autistic populations, to assist the development of future movement-based coaching methods. Electronic supplementary material The online version of this article (10.1007/s00221-019-05586-z) contains supplementary material, which is available to authorized users.

University provides individuals with the opportunity to develop greater independence in living skills and social networks, while also gaining valuable qualifications. Despite a high proportion of autistic individuals aspiring to attend university, many either do not seek or gain entry or drop out prematurely. Although some steps have been taken to develop effective support, a recent review highlighted the scarcity of research into programmes designed to support autistic students transitioning to university. In addition, few studies have examined the views of autistic students themselves. This study investigated the perspectives of autistic students transitioning to university. Three focus groups were conducted with 25 autistic students preparing to start university. Participants were asked about their hopes for starting university, as well as their worries and concerns. Data were analysed using thematic analysis, from which five main themes were identified: The Social World, Academic Demands, Practicalities of University Living, Leaving the Scaffolding of Home and Transition to Adulthood. The results provide an important account of the challenges autistic students face when transitioning to university, as well as their aspirations. These findings have a number of practical implications.

BackgroundWhile end-user interest in digitally-mediated Social Story (SS) intervention for children on the autism spectrum is growing, research on the use of SSs in digital form is currently lacking.AimsThis study aimed to investigate how digital-mediation can influence parents’ and practitioners’ attitudes towards the SS intervention as well as impact their perceived competence in their ability to administer the intervention.Methods and proceduresThis study used a convergent mixed-method design. Nineteen participants (ten practitioners and nine mothers) participated in two focus group sessions. Participants then engaged with a digitally-mediated SS and completed a pre- and post-engagement survey measuring attitude, competence and user experience with the intervention.Outcomes and resultsThe mothers’ perceived competence ratings improved after engaging with digitally-mediated SSs. Mothers and practitioners also indicated that digitally-mediated SSs increased their perceived efficiency, while mothers felt it improved their autonomy and further empowered them as end-users.Conclusion and implicationsDigitally-mediated SS has the potential to effectively address challenges related to intervention implementation whilst also empowering further the end-user.

Social Stories™ (SS) is a widely used intervention for children on the autism spectrum. A preliminary survey of 103 practitioners highlighted that SS are often used to support adapting to a change. This study investigated the use of digitally-mediated SS to support ten children on the autism spectrum attending a school summer camp. Teacher perceptions of anxiety, understanding and closeness to the goal of the SS were assessed before and after the intervention (prior to the event). The pre- post-intervention comparisons highlighted significant improvements in child understanding, anxiety, and closeness to goal with medium-large effect sizes. The child’s understanding and closeness to SS goal post-intervention related to their difficulties with the SS goal and their anxiety during the event.

Using Faff’s pitching research template as a base (first-phase scholarly pitch), Faff and Kastelle developed a research pitch tool targeting non-academic external stakeholders/end users. The 'pitching research for engagement and impact' (PR4EI) second-phase pitch augments the original tool, retaining its underlying philosophy. The current paper formally presents the PR4EI framework and illustrates the approach with four paired examples from diverse settings, namely: international finance, business model evolution, auditing, and organisational behaviour.

The ability to deceive is a key milestone in social cognitive development for typically developing individuals. In this scoping review, we systematically searched the literature to summarise research on deceptive behaviour in autism and identify gaps in knowledge. Across the 28 studies identified, three main themes were synthesised, with seven subthemes: (1) Deception ability and prevalence (1a) gameplay deception; (1b) naturalistic deception; (2) Psychological correlates of deception (2a) verbal, intellectual and social ability; (2b) theory of mind (ToM) behaviours; (2c) executive function; and (3) Social learning (3a) training; (3b) social contexts. The findings challenge common stereotypes, showing that autistic individuals can and do engage in deception. However, many do so less frequently and less adeptly than typically developing individuals. Emerging evidence also suggests that autistic individuals (without co-occurring intellectual disability) may use compensatory strategies when engaging in deception, and that more skilled deceptive behaviour may arise later in life. Implications and directions for future research are discussed. Lay abstract The ability to deceive others is an important skill that usually develops in early childhood. In this review, we give an overview of studies that have examined deceptive behaviour in autistic children, adolescents and adults. We separated the study findings into three main categories and seven sub-categories: (1) Deception ability and prevalence (1a) gameplay deception; (1b) naturalistic deception; (2) Psychological processes in deception (2a) verbal, intellectual and social ability; (2b) ability to understand others’ thoughts and beliefs; (2c) cognitive ability; and (3) Social learning (3a) training; (3b) social contexts. Contrary to some stereotypes, we found that autistic people can and do deceive but often find this more difficult than non-autistic people. We also found that autistic people may use different psychological processes than non-autistic people when deceiving and may get better at deception in adulthood.