Enseignement des compétences en littératie financière chez les personnes autistes : une revue systématique

Titre original en anglais : Financial Literacy Skills Instruction Among Autistic Individuals: A Systematic Review

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Schena, D., Galizzi, M., Hillier, A., & Desruisseaux, J. (2025). Financial Literacy Skills Instruction Among Autistic Individuals: A Systematic Review. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-025-06853-5

Date de publication: 03/05/2025 Ajout dans AutiHub: 09/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. David Schena
  2. Monica Galizzi
  3. Ashleigh Hillier
  4. Jacob Desruisseaux *

Résumé

OBJECTIF : Les compétences en littératie financière sont essentielles à une vie indépendante dans les sociétés modernes. Toutefois, il ne semble pas que les chercheurs aient examiné les compétences en littératie financière chez les personnes autistes. Ce manuscrit utilise une revue systématique pour identifier les recherches existantes qui examinent l'enseignement des compétences en littératie financière aux personnes autistes. MÉTHODE : Nous avons utilisé une stratégie de revue systématique pour identifier environ 9 500 articles. Ces articles ont fait l'objet d'un examen des résumés et des textes intégraux afin d'en évaluer la pertinence. RÉSULTATS : Nous avons identifié deux études qui enseignaient directement des compétences en littératie financière, et dix autres qui enseignaient des compétences monétaires plus élémentaires, telles que le calcul de la monnaie rendue. Aucune des deux études qui enseignaient des compétences en littératie financière ne le faisait de manière exclusive ; toutes deux enseignaient ces compétences parallèlement à d'autres objectifs, dans le cadre d'une intervention plus vaste. CONCLUSIONS : Les recherches sur l'enseignement des compétences en littératie financière chez les personnes autistes sont insuffisantes, bien qu'il existe une base de recherches examinant les compétences monétaires et les compétences de vie connexes sur laquelle s'appuyer. Nous recommandons des recherches supplémentaires sur l'enseignement des compétences en littératie financière, idéalement conçues en tenant compte des compétences et des besoins propres aux personnes autistes, ainsi que de leurs avis.

PURPOSE: Financial literacy skills are crucial for an independent life in modern societies. However, it does not appear that researchers have examined financial literacy skills among autistic individuals. This manuscript uses a systematic review to identify existing research which examines financial literacy skill instruction for autistic individuals. METHOD: We used a systematic review strategy to identify approximately 9500 articles. These articles proceeded through abstract and full-text screening for relevance. RESULTS: We identified two studies which directly taught financial literacy skills, and ten more which taught more basic money skills (such as calculating change). Neither of the two studies which taught financial literacy skills did so as an exclusive focus; both taught these skills alongside other objectives, as part of a larger intervention. CONCLUSIONS: Research on financial literacy skill instruction among autistic individuals is lacking, though there is a foundation of research examining money skills and related life skills to build upon. We recommend additional research on financial literacy skill instruction, ideally designed with the unique skills and needs of autistic individuals in mind, and with their input.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 02/10/2026 01:01.

Références citées
91
Avec un DOI
79
Sans DOI, à partir du texte brut de la bibliographie
10
4 / 91 (4,4 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
14 / 91 (15,4 %)
Références avec noms d’auteurices détectés
82 / 91 (90,1 %)
Sans nom d’auteurice détecté
9
Sans titre structuré
14
Sans identifiant stable
10
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
4
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
324
À partir du DOI ou de métadonnées externes
324
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
21
65 / 324 (20,1 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 259 / 324 (79,9 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
5 / 324 (1,5 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 5 / 65 (7,7 %). Personnes distinctes identifiées comme autistes : 4 / 298 (1,3 %).
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