Aider les enfants autistes

Titre original en anglais : Helping Autistic Children

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Davis, R., Houting, J. d., Nordahl-Hansen, A., & Fletcher‐Watson, S. (2022). Helping Autistic Children. In The Wiley‐Blackwell Handbook of Childhood Social Development (pp. 729-746). Wiley. https://doi.org/10.1002/9781119679028.ch39

Date de publication: 18/03/2022 Ajout dans AutiHub: 05/07/2026 Type: Chapitre de livre 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. Rachael Davis
  2. Jacquiline den Houting *
  3. Anders Nordahl-Hansen
  4. Sue Fletcher‐Watson

Résumé

Compte tenu de l'accent mis sur les difficultés sociales et de communication dans les critères diagnostiques de l'autisme, ainsi que du rôle central qu'elles jouent dans le développement en général, ces domaines constituent couramment des cibles clés des interventions en autisme. Ce chapitre offre un aperçu des différents types d'interventions sociales traditionnelles et évalue leur efficacité et leur validité. Il présente également certains des risques possibles associés à de telles interventions et propose plusieurs moyens permettant aux enfants autistes de développer leurs capacités sociales et de communication selon leurs propres modalités, tant dans les contextes familiaux qu'éducatifs. Il existe des disparités raciales bien établies dans le diagnostic de l'autisme : les enfants noirs et hispaniques ont historiquement été moins susceptibles de recevoir un diagnostic d'autisme que les enfants blancs. Le chapitre conclut en examinant certains autres facteurs essentiels à la compréhension du développement social des enfants autistes dans leur contexte et à l'orientation de l'élaboration et de la mise en oeuvre des soutiens.

Given the emphasis on social and communication difficulties in the diagnostic criteria of autism, and the pivotal role they play in development generally, these domains are commonly key targets for autism interventions. This chapter provides an overview of different types of traditional social interventions, and evaluate their effectiveness and validity. It also presents some of the possible risks associated with such interventions, and suggests a number of means for autistic children to develop social and communication capacities on their own terms, in both family and educational settings. There are well-established racial disparities in autism diagnosis: Black and Hispanic children have historically been less likely to receive an autism diagnosis, compared to White children. The chapter concludes by considering some other factors essential for understanding the social development of autistic children in context, and informing development and delivery of supports.

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 11:30.

Références citées
108
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
8 / 108 (7,4 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
9 / 490 (1,8 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 9 / 150 (6,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 7 / 422 (1,7 %).
Occurrences citées rattachées à la base AutiHub
150 / 490 (30,6 %)
Auteurices cité·es distinct·es rattaché·es : 106 / 422 (25,1 %)
Occurrences rattachées, non identifiées comme autistes
141 / 150 (94,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 141 / 490 (28,8 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 99 / 106 (93,4 %).
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