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INSAR 2023
School & Autism - Development of a diagnostic tool to assess individual barriers in inclusive school in a participatory research group
Lukas Hümpfer-Gerhards, Stephanie Fuhrmann, Sabine Schwager, Jochen Kleres, Vera Moser, Michel Knigge und Mark Benecke
Gerhards, L., Fuhrmann, S., Schwager, S., Kleres, J., Moser, V., Knigge, M. & Benecke, M. (05/2023). School & Autism – Development of a diagnostic tool to assess individual barriers in inclusive schooling within a participatory research group. Poster presented at the International Society for Autism Research (INSAR) Annual Meeting. May 3–6, 2023, Stockholm, Sweden.
Poster_Insar 2023_landscape_230425.pdfPoster presenting the project at the Annual Meeting of the International Society for Autism Research (INSAR) in Stockholm, May 2023.
Foto: Stephanie Fuhrmann und Lukas Gerhards
Autistic Researchers at INSAR 2023
Cross-Cultural Comparison of Knowledge and Attitudes Towards Autism
Yulin Cheng, Connor Keating, Patrick Dwyer
A cultural study of autism knowledge, explicit stigma, and implicit stigma in Hong Kong, the US, and the UK. The study found clear differences in knowledge and explicit stigma, but high implicit stigma in all regions, leaving many questions about how to address implicit stigma.
Cross-Cultural Comparison of Knowledge and Attitudes Towards Autism
Y. Cheng¹, C. T. Keating² and P. Dwyer³, (1)The University of Hong Kong, Hong Kong, Hong Kong, (2)School of Psychology, University of Birmingham, Birmingham, United Kingdom, (3)Department of Psychology, Center for Mind and Brain, UC-Davis, Davis, CA
Foto: Patrick Dwyer
"I Live in Extremes": Understanding Autistic Adults' Phenomenological Experiences of Inertial Rest and Motion
Hannah Rapaport, Hayley Clapham, Jon Adams, Wenn Lawson, Kaśka Porayska-Pomsta & Liz Pellicano
Exploring 'autistic inertia' as a 'double-edged sword'—from the struggle of starting and stopping to the joy of being 'in flow'.
"I Live in Extremes": Understanding Autistic Adults' Phenomenological Experiences of Inertial Rest and Motion
H. Rapaport¹, H. Clapham¹, J. Adams¹, K. Porayska-Pomsta², W. Lawson³ and E. Pellicano¹,⁴, (1)Macquarie School of Education, Macquarie University, Macquarie University, NSW, Australia, (2)UCL Institute of Education, University College London, London, United Kingdom, (3)Macquarie School of Education, Macquarie University, Sydney, NSW, Australia, (4)Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom
Foto: Liz Pellicano and Wenn Lawson
Examining Autism Assistance Dog Interventions in Repetitive Behaviors: A Thematic Analysis of the Literature
Birkan Tas und Summer West
A thematic analysis of assistance dog interventions in repetitive behaviors. Are they a necessary support or an unnecessary interruption of self-soothing?
Examining Autism Assistance Dog Interventions in Repetitive Behaviors: A Thematic Analysis of the Literature
B. TAS¹ and S. West², (1)University of Kassel, Kassel, Germany, (2)Department of Social Work and Social Welfare, Universität Kassel, Kassel, Germany
Foto: Summer West and Birkan Tas
"A System That Wasn't Really Optimized for Me": Autistic University Students' Access to Information
Kayden M. Stockwell, Zoe S. Robertson, Adam J. Lampi, Taylor Steinmann, Afi Ahmed, Elizabeth Morgan und Vikram K. Jaswal
A qualitative study exploring the barriers autistic students face in higher education. It highlights the 'disability tax'—the extra effort required to access support—and calls for systemic institutional changes to foster true belonging and success.
"A System That Wasn't Really Optimized for Me": Autistic University Students' Access to Information
K. M. Stockwell, Z. Robertson, A. J. Lampi, T. Steinmann, A. Ahmed, E. Morgan and V. K. Jaswal, Psychology, University of Virginia, Charlottesville, VA
Foto: Kayden Stockwell
Community Views on Neurodiversity, Models of Disability, and Autism Supports: Attributing Disability to Society ≠ Rejecting Individual-Focused Intervention
Patrick Dwyer, Ava N. Gurba, Steven K. Kapp, Elizabeth Kilgallon, Lynnette H. Hersh, Sergey Shevchuk-Hill, Ally Pax Arcari Mair, David S. Chang, Susan M. Rivera and Kristen Gillespie-Lynch
Exploring community views on neurodiversity: Finding that attributing disability to society doesn't mean rejecting individual-focused support.
Community Views on Neurodiversity, Models of Disability, and Autism Supports: Attributing Disability to Society ≠ Rejecting Individual-Focused Intervention
P. Dwyer¹, A. Gurba², S. K. Kapp³, E. Kilgallon⁴, L. H. Hersh⁵, S. Shevchuk-Hill⁶, D. S. Chang⁷, S. M. Rivera⁷ and K. Gillespie-Lynch⁸, (1)Department of Psychology, Center for Mind and Brain, UC-Davis, Davis, CA, (2)The Social Competence and Treatment Lab at Stony Brook University, Stony Brook, NY, (3)Department of Psychology, University of Portsmouth, Portsmouth, United Kingdom, (4)Yale University, New Haven, CT, (5)UC Davis, Davis, CA, (6)College of Staten Island, Staten Island, NY, (7)Department of Psychology, University of California, Davis, Davis, CA, (8)Department of Psychology, CUNY Graduate Center, Staten Island, NY
Foto: Patrick Dwyer
A "Triple Empathy Problem" Leads to Adverse Healthcare Outcomes for Autistic Adults: A Qualitative Analysis
Sebastian C. K. Shaw, Laura Carravallah, Mona Johnson, Jane O’Sullivan, Nick Chown, Stuart Neilson and Mary Doherty
Investigating how communication mismatches between autistic patients, non-autistic people, and medical culture create significant barriers to healthcare.
A "Triple Empathy Problem" Leads to Adverse Healthcare Outcomes for Autistic Adults: A Qualitative Analysis
S. Shaw¹, L. Carravallah², M. Johnson³, J. D. O'Sullivan⁴, N. Chown⁵, S. D. Neilson⁶ and M. Doherty⁷, (1)Brighton & Sussex Medical School, Brighton, United Kingdom, (2)Department of Padiatrics and Human Development, Michigan State University, East Lansing, MI, (3)Goyt Valley Medical Practice, High Peak, United Kingdom, (4)Anaesthesia, Cork University Hospital, Cork, Ireland, (5)London South Bank University, London, United Kingdom, (6)Independent Researcher, Cork, Ireland, (7)Neuroscience, Brighton & Sussex Medical School, Brighton, United Kingdom
Foto: Mary Doherty
Predictive Ability of Proband Autism Traits for Younger Sibling Traits and Diagnostic Outcomes in the First Two Years of Life
Dorothy Balser, Jamie S. Kortanek, Stormi White, Cheryl Klaiman, Warren Jones, Ami Klin and Sarah Shultz
Autistic traits in older siblings predict autistic traits in younger siblings in the first two years of life.
Predictive Ability of Proband Autism Traits for Younger Sibling Traits and Diagnostic Outcomes in the First Two Years of Life
D. H. Balser¹, J. S. Kortanek², S. P. White³, C. Klaiman⁴, W. Jones², A. Klin¹ and S. Shultz¹, (1)Marcus Autism Center, Emory University School of Medicine and Children's Healthcare of Atlanta, Atlanta, GA, (2)Marcus Autism Center, Atlanta, GA, (3)Marcus Autism Center, Emory University, Atlanta, GA, (4)Emory University, Atlanta, GA
Foto: Jamie Kortanek
"Read my lips, not my body": Autistic perspectives on communicating with (non-)autistic people
Holly E. A. Sutherland, Catherine J. Crompton, Joseph Long and Sue Fletcher-Watson
Exploring autistic people's experiences with social communication to help non-autistic people understand what it is like to be autistic.
"Read My Lips, Not My Body": Autistic Perspectives on Communicating with (non-)Autistic People
H. Sutherland¹, C. J. Crompton¹, J. Long² and S. Fletcher-Watson³, (1)University of Edinburgh, Edinburgh, United Kingdom, (2)Scottish Autism, Alloa, United Kingdom, (3)Salvesen Mindroom Research Centre, University of Edinburgh, Edinburgh, UNITED KINGDOM
Foto: Holly Sutherland
Mathematical Ability of Autistic Youth: What Best Explains the Heterogeneity?
Léonie Hoveling-Hofmann, Kathleen Howard, Veronica Smith, Maria Cutumisu, Michelle Searle and Heather M. Brown
Challenging stereotypes by finding higher rates of both low and high-achieving mathematical abilities in autistic youth compared to the general population.
Mathematical Ability of Autistic Youth: What Best Explains the Heterogeneity?
L. Hoveling-Hofmann¹, K. Howard², V. R. Smith¹, M. Cutumisu², M. J. Searle³ and H. M. Brown¹, (1)Educational Psychology, University of Alberta, Edmonton, AB, Canada, (2)University of Alberta, Edmonton, AB, Canada, (3)Queen's University, Kingston, ON, Canada
Foto: Léonie Hoveling-Hofmann and Heather M. Brown
The Overlap and Distinction of Childhood Temperament Profiles for Autistic and ADHD Youth
Hannah E. Morton, Michael B. Kozlowski, Joel T. Nigg and Sarah L. Karalunas
Exploring the unique overlap of autistic and ADHD traits, finding that they may, in some ways, balance each other out.
The Overlap and Distinction of Childhood Temperament Profiles for Autistic and ADHD Youth
H. E. Morton¹, M. Kozlowski², J. Nigg³ and S. Karalunas⁴, (1)Oregon Health & Science University, Binghamton, NY, (2)Oregon Health & Science University, Portland, OR, (3)OHSU, Portland, OR, (4)Purdue University, West Lafayette, IN
Foto: Hannah E. Morton
"Peeling back the layers of the Onions": Refining an Emotion Focused Therapy expressive writing intervention for autistic-LGBQ individuals
Meredith R. Maroney, Elizabeth Coombs und Heidi M. Levitt
Highlighting the need for intentional research and tailored emotional support for LGBTQ autistic individuals through expressive writing.
"Peeling Back the Layers of the Onions": Refining an Emotion Focused Therapy Expressive Writing Intervention for Autistic-LGBQ Individuals
M. R. Maroney¹, E. Coombs¹ and H. Levitt², (1)Counselling Psychology, University of Calgary, Calgary, AB, Canada, (2)Clinical Psychology Department, University of Massachusetts, Boston, Boston, MA
Foto: Elizabeth Coombs
The Relationships Between Emotions about Stimming and about Special Interests in Autistic High School and College Students
Daniel Batkin, Bella Kofner, Elizabeth Kilgallon, Eliana Grossman, Sinead O’Brien and Kristen Gillespie-Lynch
Investigating stimming and special interests as tools for emotion regulation, highlighting how social stigma can dampen the positive feelings associated with stimming.
The Relationships between Emotions about Stimming and about Special Interests in Autistic High School and College Students
D. Batkin¹, B. Kofner², E. Kilgallon³, E. Grossman⁴, S. O'Brien⁵ and K. Gillespie-Lynch⁶, (1)Graduate Center; CUNY, New York, NY, (2)College of Staten Island, Staten Island, NY, (3)Yale University, New Haven, CT, (4)Psychology, CUNY Graduate Center, New York, NY, (5)2800 Victory Blvd 4s-103, College of Staten Island; CUNY, Staten Island, NY, (6)Department of Psychology, CUNY Graduate Center, Staten Island, NY
Foto: Daniel Batkin
Exploring Views on Future Directions of Research Involving Nonbinary Autistic People Through Lived Experience
Charlotte Brooks and Panos Perepa
Exploring research priorities of nonbinary autistic people through lived experience, calling for community-led and inclusive research agendas.
Exploring Views on Future Directions of Research Involving Nonbinary Autistic People Through Lived Experience
C. Brooks¹ and P. Perepa², (1)Disability, Inclusion and Special Needs, University of Birmingham, Edgbaston, United Kingdom, (2)University of Birmingham, Birmingham, UNITED KINGDOM
Foto: Charlotte Brooks
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