Autistic voice: Sharing autistic children’s experiences and insights

Sinéad L. Mullally; Alice E. Wood; Cherice C. Edwards; Sophie E. Connolly; Hannah Constable; Stuart Watson; Jacqui Rodgers; Kieran Rose; Nic King

doi:10.1101/2024.07.22.24310796

Voix autistique : partage des expériences et des points de vue d’enfants autistes

Titre original en anglais : Autistic voice: Sharing autistic children’s experiences and insights

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Mullally, S. L., Wood, A. E., Edwards, C. C., Connolly, S. E., Constable, H., Watson, S., Rodgers, J., Rose, K., & King, N. (2024). Autistic voice: Sharing autistic children’s experiences and insights [Preprint]. openRxiv. https://doi.org/10.1101/2024.07.22.24310796

Date de publication: 24/07/2024 Ajout dans AutiHub: 06/07/2026 Type: Prépublication Langue de l’article: Anglais

Source OpenAlex Source éditeur (DOI) Texte intégral

Cette publication est intégrée dans AutiHub via :

Projet Chercheur·euses autistes

Auteurs

Auteur·ices des publications

9

Auteur·ices de la publication identifié·es comme autistes

1 / 9 (11,1 %)

Résumé

Résumé Il existe un manque critique d’exploration des expériences directes des enfants autistes dans la littérature psychologique. Nous avons cherché à y remédier en utilisant des données de référence issues d’une étude plus large à méthodes mixtes. 136 enfants autistes (âge moyen = 10,35) ont répondu à un questionnaire en ligne. Les questions exploraient la compréhension qu’avaient les enfants de l’autisme, leurs sentiments à propos du fait d’être autistes dans différents contextes, ainsi que les difficultés rencontrées. Les données quantitatives ont révélé, chez certains, des connaissances et une compréhension limitées de l’autisme. Les difficultés comprenaient le fait de parler du fait d’être autiste et de défendre soi-même ses besoins, en particulier avec des personnes ne faisant pas partie de la famille. Les enfants reconnaissaient généralement à la fois les forces et les difficultés liées au fait d’être autiste, bien que les préoccupations concernant le fait de se sentir ou d’être différent soient répandues, et que le camouflage soit courant. Fait marquant, bien que la plupart des enfants se sentent positifs à propos du fait d’être autistes à la maison, un nombre significativement moindre ressentait cela en présence de pairs ou d’enseignants. À l’aide d’une analyse thématique réflexive, quatre thèmes principaux ont été élaborés : (1) Expériences accablantes, (2) Personnes dangereuses, (3) Sanctuaire, (4) Identité autistique. Globalement, les enfants se sentaient le plus en sécurité à la maison avec leur famille et/ou avec des amis autistes/neurodivergents/compréhensifs, mais le moins en sécurité à l’école avec leurs enseignants et leurs pairs neurotypiques, où la victimisation était généralisée. Ces résultats offrent des éclairages précieux sur la vie des enfants autistes et exigent que nous examinions comment les lieux d’éducation peuvent être transformés en espaces sûrs pour les enfants autistes.

Abstract There is a critical lack of exploration into the first-hand experiences of autistic children in the psychological literature. We sought to address this using baseline data from a wider mixed-methods study. 136 autistic children (mean age=10.35) completed an online questionnaire. Questions explored children’s understanding of autism, their feelings about being autistic in different contexts, and challenges experienced. Quantitative data revealed limited autism knowledge and understanding in some. Challenges included talking about being autistic and self-advocating for needs, especially with non-family members. Children generally recognised both strengths and challenges of being autistic, although concerns about feeling/being different were widespread, and masking common. Strikingly, although most children felt positive about being autistic at home, significantly fewer felt this to be true when around peers or teachers. Using reflexive thematic analysis, four main themes were developed: (1) Overwhelming Experiences, (2) Unsafe People, (3) Sanctuary, (4) Autistic Identity. Overall, the children felt safest at home with family and/or with autistic/neurodivergent/understanding friends, but most unsafe at school with their teachers and neurotypical peers, where victimization was rife. These findings offer valuable insights into the lives of autistic children, and demand we explore how places of education can be transformed into safe spaces for autistic children.

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Growing-up autistic: Sharing autistic children’s experiences and insights

Confirmé Niveau de fiabilité: Moyen Manuel

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées

111

Nombre total de références citées intégrées pour cette publication.

Références citées avec un·e auteur·ice identifié·e comme autiste

23 / 111 (20,7 %)

Occurrences d’auteur·ices cité·es identifié·es comme autistes

35 / 370 (9,5 %)

Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 35 / 179 (19,6 %). Auteurices cité·es distinct·es identifié·es comme autistes : 24 / 300 (8,0 %).

Occurrences citées rattachées à la base AutiHub

179 / 370 (48,4 %)

Auteurices cité·es distinct·es rattaché·es : 124 / 300 (41,3 %)

Occurrences rattachées, non identifiées comme autistes

144 / 179 (80,4 %)

Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 144 / 370 (38,9 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 100 / 124 (80,6 %).

8 entrées de bibliographie citée n’ont pas pu être entièrement enrichies à partir des métadonnées DOI.

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