AI Article Synopsis
- - The study focuses on how professional supports impact autistic children's learning and wellbeing, aiming to understand different stakeholders' views on desirable outcomes for these children.
- - A survey with 181 participants—including autistic adults, parents, and professionals from Australia and New Zealand—identified improving mental wellbeing as the top priority, while reducing sensory behaviours was viewed as less relevant.
- - Findings suggest a shift towards neurodiversity-affirming practices, indicating that support should prioritize outcomes valued by the autistic community rather than conforming to neurotypical standards.
Article Abstract
Purpose: Professional supports play an important role in aiding autistic children's learning, participation, and overall wellbeing. Yet, limited research exists on stakeholders' perspectives and preferences regarding targeted outcomes for children undergoing support facilitated by professionals. This study investigated stakeholder views on the priority and appropriateness of outcomes intentionally targeted during the provision of supports to autistic children.
Method: A survey of 181 participants (including 72 autistic adults, 85 parents, and 69 professionals) from Australia and New Zealand was conducted. Participants rated the appropriateness and priority of 47 potential child and parent outcomes within the context of support.
Results: The highest priority outcome was improving child mental wellbeing, with the lowest being reducing sensory seeking or avoidant behaviours. Priority ratings for certain outcomes differed based on the child's age. Over half of the participants rated reducing sensory seeking/avoidant behaviours and reducing focused interests as inappropriate outcomes of supports. Further, variations in the appropriateness of outcomes differed among participant groups.
Conclusion: Reflecting the growing acceptance of neurodiversity-affirming practices, these results underscore support for targeting outcomes that are meaningful to the autistic and autism communities, with less emphasis on those which reflect neurotypical behavioural standards.
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| http://dx.doi.org/10.1007/s10803-024-06333-2 | DOI Listing |
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