Si vous voulez élaborer une formation efficace sur l'autisme, demandez à des étudiants autistes de vous aider

Titre original en anglais : If you want to develop an effective autism training, ask autistic students to help you

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». deux auteur·ices de cette publication sont identifié·es comme autistes dans le projet.

À propos de la mention auteur·ice autiste

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Gillespie-Lynch, K., Bisson, J. B., Saade, S., Obeid, R., Kofner, B., Harrison, A. J., Daou, N., Tricarico, N., Santos, J. D., Pinkava, W., & Jordan, A. (2021). If you want to develop an effective autism training, ask autistic students to help you. Autism, 26(5), 1082-1094. https://doi.org/10.1177/13623613211041006

Publication date: 02/09/2021 Ajout dans AutiHub: 18/09/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Source OpenAlex

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Auteurs

Auteur·ices des publications
11
Auteur·ices de la publication identifié·es comme autistes
2 / 11 (18,2 %)
  1. Kristen Gillespie-Lynch
  2. Jennifer B Bisson
  3. Sabine Saade
  4. Rita Obeid
  1. Bella Kofner *
  2. Ashley Johnson Harrison
  3. Nidal Daou
  4. Nicholas Tricarico
  1. Jin Delos Santos *
  2. William Pinkava
  3. Allison Jordan

Résumé

Les étudiants universitaires autistes sont confrontés à la stigmatisation. Des formations en ligne ont été utilisées pour améliorer la stigmatisation explicite de l'autisme (distance sociale) et les connaissances parmi les étudiants universitaires dans différents pays. Cependant, les étudiants universitaires autistes n'ont généralement pas participé à l'élaboration de telles formations. Nous avons élaboré deux formations sur l'autisme : une formation participative (élaborée en collaboration avec des étudiants universitaires autistes) et une formation non participative. Nous avons évalué ces formations auprès d'étudiants de premier cycle aux Etats-Unis et au Liban. Une étude pilote a révélé des améliorations des biais implicites (mesurés à l'aide d'un Implicit Association Test) et des connaissances après les deux formations, mais aucun avantage clair de la formation participative en particulier. Les retours ont révélé que les participants trouvaient l'Implicit Association Test fastidieux, ce qui suggère qu'il aurait pu atténuer les effets en ennuyant les participants. Afin d'accroître l'engagement, nous avons supprimé l'Implicit Association Test et réalisé une comparaison des formations entre universités, qui a révélé des éléments indiquant que la formation participative était plus efficace que la formation non participative pour améliorer les connaissances sur l'autisme, la stigmatisation explicite et les attitudes envers l'inclusion. Des coauteurs autistes ont codé les retours des participants et identifié trois thèmes clés pour guider l'élaboration et l'adaptation futures des formations : un élément (inter)personnel, l'accessibilité et la clarté de l'information. Ces études apportent un soutien empirique aux avantages souvent cités, mais rarement testés de manière dirigée, de l'implication de personnes autistes dans la recherche sur l'autisme. Résumé grand public Les étudiants universitaires autistes sont souvent exclus parce que les personnes ne comprennent pas l'autisme. Nous voulions aider les personnes à comprendre l'autisme. La plupart des formations sur l'autisme ne sont pas créées par des personnes autistes. Les personnes autistes savent ce que c'est que d'être autiste. Les personnes autistes pourraient donc être les meilleurs enseignants lorsqu'il s'agit d'enseigner sur l'autisme. Des étudiants autistes et des professeurs non autistes ont créé une formation sur l'autisme. Les étudiants ont réalisé des vidéos pour la formation. Ils ont aussi aidé à élaborer des questions pour voir ce que les personnes avaient appris des formations. Des professeurs qui ne sont pas autistes ont créé une formation de leur côté. Des étudiants à New York ont essayé les formations. Après avoir répondu à des questions, ils ont suivi soit la formation que les étudiants autistes avaient aidé à créer, soit la formation créée uniquement par des professeurs. Ensuite, ils ont de nouveau répondu à des questions. Nous avons appris des étudiants comment améliorer nos formations. Puis, des étudiants de deux universités aux Etats-Unis et d'une université au Liban ont suivi nos formations et répondu aux questions. Les deux formations ont amélioré les sentiments cachés à propos de l'autisme. La formation que les étudiants autistes avaient aidé à créer a enseigné davantage aux étudiants que la formation que les professeurs avaient créée de leur côté. La formation dirigée par des personnes autistes a aussi aidé les étudiants à accepter davantage l'autisme. Ces études montrent que les étudiants autistes peuvent améliorer la recherche et les formations sur l'autisme. A la fin de cet article, des étudiants autistes partagent leurs idées sur la façon d'améliorer encore davantage les formations sur l'autisme à l'avenir.

Autistic university students face stigma. Online trainings have been used to improve explicit autism stigma (social distance) and knowledge among university students in different countries. However, autistic university students have not typically been involved in developing such trainings. We developed two autism trainings: a participatory training (developed in collaboration with autistic university students) and a non-participatory training. We evaluated these trainings with undergraduate students in the United States and Lebanon. A pilot study revealed improvements in implicit biases (measured with an Implicit Association Test) and knowledge following both trainings, but no clear benefit of the participatory training in particular. Feedback revealed that participants found the Implicit Association Test tedious, suggesting that it might have dampened effects by boring participants. To increase engagement, we removed the Implicit Association Test and conducted a cross-university training comparison which revealed evidence that the participatory training was more effective than the non-participatory training at improving autism knowledge, explicit stigma, and attitudes toward inclusion. Autistic co-authors coded participant feedback and identified three key themes to guide future training development and adaptation: an (inter)personal element, accessibility, and clarity of information. These studies provide empirical support for the oft-cited, but rarely directed tested, benefits of involving autistic people in research about autism. Lay abstract Autistic university students are often left out because people do not understand autism. We wanted to help people understand autism. Most autism trainings are not made by autistic people. Autistic people know what it is like to be autistic. So autistic people may be the best teachers when it comes to teaching about autism. Autistic students and non-autistic professors made an autism training. The students made videos for the training. They also helped make questions to see what people learned from the trainings. Professors who are not autistic made a training on their own. Students in New York City tried out the trainings. After they answered questions, they did either the training the autistic students helped make or the training made by only professors. Then, they answered questions again. We learned from the students how to make our trainings better. Then, students from two universities in the United States and one university in Lebanon did our trainings and questions. Both trainings made hidden feelings about autism better. The training autistic students helped make taught students more than the training professors made on their own. The autistic-led training also helped students accept autism more. These studies show that autistic students can make autism research and trainings better. At the end of this article, autistic students share their ideas for how to make autism trainings even better in the future.

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 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 : 19/09/2026 23:31.

Références citées
78
Avec un DOI
62
Sans DOI, à partir du texte brut de la bibliographie
13
7 / 78 (9,0 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
11 / 78 (14,1 %)
Références avec noms d’auteurices détectés
72 / 78 (92,3 %)
Sans nom d’auteurice détecté
6
Sans titre structuré
9
Sans identifiant stable
13
Références avec noms bruts d’auteurices restant à vérifier
4
Références avec problème de récupération des métadonnées externes
0
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
303
À partir du DOI ou de métadonnées externes
303
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
7
103 / 303 (34,0 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 200 / 303 (66,0 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
10 / 303 (3,3 %)
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 : 10 / 103 (9,7 %). Personnes distinctes identifiées comme autistes : 8 / 240 (3,3 %).
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