« J’en ai assez d’être le problème » : expériences de mères autistes dans leurs interactions avec les écoles de leurs enfants autistes

Titre original en anglais : ‘I’m sick of being the problem’: Autistic mothers’ experiences of interacting with schools for their autistic children

Sources de métadonnées utilisées pour cette référence

OpenAlex Crossref OpenCitations
En savoir plus sur les sources utilisées

Rabba, A. S., Smith, J., Hall, G., Alexander, V., Batty, K., Datta, P., Goodall, E., Heyworth, M., Lamb, S., Lawson, W., Lilley, R., Reid, K., Syeda, N., & Pellicano, E. (2024). ‘I’m sick of being the problem’: Autistic mothers’ experiences of interacting with schools for their autistic children. Autism, 29(4), 1034-1046. https://doi.org/10.1177/13623613241297223

Date de publication: 24/11/2024 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
Source OpenAlex Source éditeur (DOI) Texte intégral

Cette publication est intégrée dans AutiHub via :

Auteurs

Auteur·ices des publications
14
Auteur·ices de la publication identifié·es comme autistes
4 / 14 (28,6 %)
  1. Aspasia Stacey Rabba
  2. Jodie Smith
  3. Gabrielle Hall *
  4. Vanessa Alexander
  5. Kate Batty
  1. Poulomee Datta
  2. Emma Goodall *
  3. Melanie Heyworth *
  4. Siobhan Lamb
  5. Wenn Lawson *
  1. Rozanna Lilley
  2. Katy Reid
  3. Najeeba Syeda
  4. Elizabeth Pellicano

Résumé

Des partenariats réussis entre les familles et les écoles peuvent améliorer considérablement la réussite des enfants à l’école et en dehors de l’école. Pourtant, les parents d’enfants autistes font souvent état de difficultés importantes concernant l’éducation de leurs enfants. Presque aucune recherche, cependant, n’a examiné les expériences propres des parents autistes. Nous avons donc cherché à recueillir les points de vue et les expériences de parents autistes concernant leurs interactions avec les écoles de leurs enfants autistes. Nous avons mené des entretiens semi-structurés avec 31 mères autistes d’enfants autistes scolarisés en Australie. Nous avons analysé les données à l’aide d’une analyse thématique réflexive. Les mères autistes ont exprimé à plusieurs reprises le sentiment d’être dans une « zone de guerre », menant des batailles continues pour obtenir le soutien nécessaire à leur enfant autiste, et en avoir « assez d’être [considérées comme] le problème ». Elles estimaient également que leur expertise en tant que parents, ainsi que leur expertise expérientielle en tant que parents autistes, était souvent négligée ou ignorée. Tout cela avait des effets négatifs sur leur santé mentale et celle de leurs enfants. Malgré ces expériences négatives, les mères autistes ayant vécu des interactions positives avec les écoles ont souligné l’importance du respect mutuel pour établir et maintenir des partenariats scolaires réussis, ainsi que la manière dont leur propre détermination et leur auto-représentation ont contribué à favoriser ces relations. Cette recherche met en lumière les éléments essentiels de partenariats efficaces entre le domicile et l’école pour les familles autistes. Résumé grand public De bonnes relations entre les familles et les écoles font une différence dans l’apprentissage des enfants, et il en va de même pour les enfants autistes. Mais les parents d’enfants autistes trouvent souvent très stressantes leurs interactions avec les enseignants et le personnel scolaire. Dans cette étude, nous nous sommes intéressés aux parents autistes d’enfants autistes. Nous voulions connaître leurs expériences d’interaction avec les écoles et les effets de ces expériences sur eux et sur leurs enfants. Nous avons parlé à 31 mères autistes d’enfants autistes de leurs expériences. Elles nous ont dit qu’elles avaient le sentiment de devoir constamment se battre avec les écoles pour obtenir le soutien nécessaire à leurs enfants autistes et ont comparé cela au fait d’être dans une « zone de guerre ». Elles en avaient « assez d’être [considérées comme] le problème » et estimaient que leurs points de vue et leur expertise autiste n’étaient pas pris au sérieux par les enseignants et les écoles. Cela nuisait à la santé mentale de leurs enfants autistes ainsi qu’à la leur. Les mères autistes ont aussi fait part de certaines expériences positives. Elles ont parlé de la valeur du respect mutuel et de son effet sur des partenariats scolaires réussis. Les mères autistes ont également parlé de la défense de leurs propres intérêts et de ceux de leurs enfants, et de la manière dont cette défense des droits et cette auto-représentation les ont aidées à établir de meilleures relations avec les écoles. Cette recherche a montré à quel point il peut être difficile pour les familles autistes d’interagir avec les enseignants et les écoles, ainsi que les effets que cela peut avoir sur toute la famille. Elle a également montré que des relations solides et de confiance entre l’école et les familles sont possibles, lorsque les parents autistes se sentent en sécurité et lorsque leurs connaissances et leur expérience vécue sont prises au sérieux par les professionnels de l’éducation.

Successful partnerships between families and schools can substantially improve children's success in and out of school. Yet parents of autistic children often report considerable challenges with their children's education. Almost no research, however, has examined autistic parents' own experiences. We, therefore, sought the views and experiences of autistic parents' interactions with schools for their autistic children. We conducted semi-structured interviews with 31 autistic mothers of autistic children engaged in education in Australia. We analysed the data using reflexive thematic analysis. Autistic mothers repeatedly expressed feeling like they were in a 'war zone', fighting ongoing battles to gain the necessary support for their autistic child and were 'sick of being [viewed as] the problem'. They also felt that their expertise as parents - and experiential expertise as autistic parents - was often overlooked or ignored. All of this had negative effects on their and their children's mental health. Despite these negative experiences, autistic mothers who had experienced positive interactions with schools highlighted the importance of mutual respect in establishing and maintaining successful school partnerships and how their own determination and self-advocacy helped to foster these relationships. This research sheds light on the critical ingredients of effective home-school partnerships for autistic families.Lay abstractGood relationships between families and schools make a difference to children's learning - and the same goes for autistic children. But parents of autistic children often find it very stressful interacting with teachers and school staff. In this study, we focused on autistic parents of autistic children. We wanted to know about their experiences of interacting with schools and the impact these had on them and their children. We spoke to 31 autistic mothers of autistic children about their experiences. They told us that they felt they were constantly fighting with schools to get the support needed for their autistic children and compared it to like being in a 'war zone'. They were 'sick of being [viewed as] the problem' and felt that their views and autistic expertise were not taken seriously by teachers and schools. This was damaging to their autistic children's mental health as well as their own. Autistic mothers did share some positive experiences too. They spoke about the value of mutual respect and its impact on successful school partnerships. Autistic mothers also spoke about standing up for themselves and their children and how this advocacy and self-advocacy helped them to build better relationships with schools. This research showed how difficult it can be for autistic families to interact with teachers and schools and the impact this can have on the whole family. It also showed us that strong, trusting relationships between school and families are possible - when autistic parents feel safe, and when their knowledge and lived experience are taken seriously by educators.

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
55
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
10 / 55 (18,2 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
27 / 237 (11,4 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 27 / 135 (20,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 17 / 185 (9,2 %).
Occurrences citées rattachées à la base AutiHub
135 / 237 (57,0 %)
Auteurices cité·es distinct·es rattaché·es : 86 / 185 (46,5 %)
Occurrences rattachées, non identifiées comme autistes
108 / 135 (80,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 108 / 237 (45,6 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 69 / 86 (80,2 %).
  1. Neil Noddings (1984). Caring: A Feminine Approach to Ethics and Moral Education .
    Type: Livre OpenAlex: https://openalex.org/W1506025291
    Crossref OpenAlex
  2. González Moreno, Andrés Santiago (2013). Diagnostic and Statistical Manual of Mental Disorders . American Psychiatric Association.
    Type: Livre DOI: 10.1176/appi.books.9780890425596 OpenAlex: https://openalex.org/W4247665917
    Crossref OpenAlex OpenCitations
  4. Susan M. Sheridan , James A. Bovaird , Todd A. Glover , S. Andrew Garbacz , Amanda Witte , Kyongboon Kwon (2012). A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent–Teacher Relationship . School Psychology Review, 41(1), 23-46. Informa UK Limited.
    Type: Article DOI: 10.1080/02796015.2012.12087374 OpenAlex: https://openalex.org/W1585554699
    Crossref OpenAlex OpenCitations
  5. Jill Ashburner , Beth Saggers , Marilyn A. Campbell , Julie A. Dillon‐Wallace , Yoon‐Suk Hwang , Suzanne Carrington et al. (2019). How are students on the autism spectrum affected by bullying? Perspectives of students and parents . Journal of Research in Special Educational Needs, 19(1), 27-44. Wiley.
    Type: Article DOI: 10.1111/1471-3802.12421 OpenAlex: https://openalex.org/W2805548653
    Crossref OpenAlex OpenCitations
  6. Laura Gray , Vivian Hill , Elizabeth Pellicano (2023). “He’s shouting so loud but nobody’s hearing him”: A multi-informant study of autistic pupils’ experiences of school non-attendance and exclusion . Autism & Developmental Language Impairments, 8, 23969415231207816-23969415231207816. SAGE Publications.
    Type: Article DOI: 10.1177/23969415231207816 OpenAlex: https://openalex.org/W4387755707
    Crossref OpenAlex OpenCitations
  8. Benoite Aubé , Alice Follenfant , Sébastien Goudeau , Cyrielle Derguy (2021). Public Stigma of Autism Spectrum Disorder at School: Implicit Attitudes Matter . Journal of Autism and Developmental Disorders, 51(5), 1584-1597. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-020-04635-9 OpenAlex: https://openalex.org/W3048877058
    Crossref OpenAlex OpenCitations
  9. Yunhe Huang , Samuel R. C. Arnold , Kitty‐Rose Foley , Julian N Trollor (2020). Diagnosis of autism in adulthood: A scoping review . Autism, 24(6), 1311-1327. SAGE Publications.
    Type: Article DOI: 10.1177/1362361320903128 OpenAlex: https://openalex.org/W3008810253
    Crossref OpenAlex OpenCitations
  10. Catherine McNerney , Vivian Hill , Elizabeth Pellicano (2015). Choosing a secondary school for young people on the autism spectrum: a multi-informant study . International Journal of Inclusive Education, 19(10), 1096-1116. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2015.1037869 OpenAlex: https://openalex.org/W1969097489
    Crossref OpenAlex OpenCitations
  11. Gazi Azad , David S. Mandell (2016). Concerns of parents and teachers of children with autism in elementary school . Autism, 20(4), 435-441. SAGE Publications.
    Type: Article DOI: 10.1177/1362361315588199 OpenAlex: https://openalex.org/W2283004568
    Crossref OpenAlex OpenCitations
  13. Sarah Parsons , Ann Lewis , Jean Ellins (2009). The views and experiences of parents of children with autistic spectrum disorder about educational provision: comparisons with parents of children with other disabilities from an online survey . European Journal of Special Needs Education, 24(1), 37-58. Informa UK Limited.
    Type: Article DOI: 10.1080/08856250802596790 OpenAlex: https://openalex.org/W1987282611
    Crossref OpenAlex OpenCitations
  14. Gazi Azad , Courtney Benjamin Wolk , David S. Mandell (2018). Ideal Interactions: Perspectives of Parents and Teachers of Children With Autism Spectrum Disorder. School Community Journal, 28(2), 63.
    Type: Article OpenAlex: https://openalex.org/W2944236118
    Crossref OpenAlex
  15. A. L. Pohl , S. K. Crockford , M. Blakemore , Carrie Allison , Simon Baron-Cohen (2020). A comparative study of autistic and non-autistic women’s experience of motherhood . Molecular Autism, 11(1), 3. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1186/s13229-019-0304-2 OpenAlex: https://openalex.org/W3000239743
    Crossref OpenAlex OpenCitations
  16. Nel Noddings (2012). The caring relation in teaching . Oxford Review of Education, 38(6), 771-781. Informa UK Limited.
    Type: Article DOI: 10.1080/03054985.2012.745047 OpenAlex: https://openalex.org/W2018575542
    Crossref OpenAlex OpenCitations
  17. Gazi F. Azad , Erica Reisinger , Ming Xie , David S. Mandell (2016). Parent and Teacher Concordance on the Social Responsiveness Scale for Children with Autism . School Mental Health, 8(3), 368-376. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s12310-015-9168-6 OpenAlex: https://openalex.org/W2185365265
    Crossref OpenAlex OpenCitations
  18. Elizabeth Pellicano , Melanie Heyworth * (2023). The Foundations of Autistic Flourishing . Current Psychiatry Reports, 25(9), 419-427. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s11920-023-01441-9 OpenAlex: https://openalex.org/W4385663119
    AutiHub · Chercheur·euses autistes AutiHub · Centre de documentation Crossref OpenAlex OpenCitations
  19. Edward R. Ritvo , Ria Ritvo , B.J. Freeman , Anne Mason-Brothers (1994). Clinical characteristics of mild autism in adults . Comprehensive Psychiatry, 35(2), 149-156. Elsevier BV.
    Type: Article DOI: 10.1016/0010-440x(94)90061-l OpenAlex: https://openalex.org/W2029913278
    Crossref OpenAlex OpenCitations
  20. Virginia Braun , Victoria Clarke (2019). Reflecting on reflexive thematic analysis . Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. Informa UK Limited.
    Type: Article DOI: 10.1080/2159676x.2019.1628806 OpenAlex: https://openalex.org/W2950504429
    Crossref OpenAlex OpenCitations
  21. Amber-Sophie Dugdale , Andrew R. Thompson , Alexandra Leedham , Nigel Beail , Megan Freeth (2021). Intense connection and love: The experiences of autistic mothers . Autism, 25(7), 1973-1984. SAGE Publications.
    Type: Article DOI: 10.1177/13623613211005987 OpenAlex: https://openalex.org/W3154030996
    Crossref OpenAlex OpenCitations
  22. Janina Brede , Anna Remington , Lorcan Kenny , Katy Warren , Elizabeth Pellicano (2017). Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school . Autism & Developmental Language Impairments, 2, 1. SAGE Publications.
    Type: Article DOI: 10.1177/2396941517737511 OpenAlex: https://openalex.org/W2767941916
    Crossref OpenAlex OpenCitations
  23. Melanie Feldman , Narmene Hamsho , Jan Blacher , Alice S. Carter , Abbey Eisenhower (2022). Predicting peer acceptance and peer rejection for autistic children . Psychology in the Schools, 59(11), 2159-2182. Wiley.
    Type: Article DOI: 10.1002/pits.22739 OpenAlex: https://openalex.org/W4281687969
    Crossref OpenAlex OpenCitations
  24. Rozanna Lilley (2015). Trading places: Autism Inclusion Disorder and school change . International Journal of Inclusive Education, 19(4), 379-396. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2014.935813 OpenAlex: https://openalex.org/W2056562430
    Crossref OpenAlex OpenCitations
  25. Meghan M. Burke , Kristina Rios , Marlene Garcia , Sandra Magaña (2020). Examining differences in empowerment, special education knowledge, and family–school partnerships among Latino and White families of children with autism spectrum disorder . International Journal of Developmental Disabilities, 66(1), 75-81. Informa UK Limited.
    Type: Article DOI: 10.1080/20473869.2018.1487502 OpenAlex: https://openalex.org/W2906628043
    Crossref OpenAlex OpenCitations
  26. Rachael Davis , Catherine J. Crompton (2021). What Do New Findings About Social Interaction in Autistic Adults Mean for Neurodevelopmental Research? Perspectives on Psychological Science, 16(3), 649-653. SAGE Publications.
    Type: Article DOI: 10.1177/1745691620958010 OpenAlex: https://openalex.org/W3126209166
    Crossref OpenAlex OpenCitations
  27. Lynne Kendall , Elizabeth Taylor (2016). ‘We can't make him fit into the system’: parental reflections on the reasons why home education is the only option for their child who has special educational needs . Education 3-13, 44(3), 297-310. Informa UK Limited.
    Type: Article DOI: 10.1080/03004279.2014.974647 OpenAlex: https://openalex.org/W2078186691
    Crossref OpenAlex OpenCitations
  28. Sandra L. Christenson (2004). The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students . School Psychology Review, 33(1), 83-104. Informa UK Limited.
    Type: Article DOI: 10.1080/02796015.2004.12086233 OpenAlex: https://openalex.org/W2233242010
    Crossref OpenAlex OpenCitations
  29. Finbar Horgan , Neil Kenny , Paula Flynn (2023). A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools . Autism, 27(2), 526-538. SAGE Publications.
    Type: Article DOI: 10.1177/13623613221105089 OpenAlex: https://openalex.org/W4283526793
    Crossref OpenAlex OpenCitations
  30. Melissa A. Sreckovic , Nelson C. Brunsting , Harriet Able (2014). Victimization of students with autism spectrum disorder: A review of prevalence and risk factors . Research in Autism Spectrum Disorders, 8(9), 1155-1172. Elsevier BV.
    Type: Article DOI: 10.1016/j.rasd.2014.06.004 OpenAlex: https://openalex.org/W2078225641
    Crossref OpenAlex OpenCitations
  31. Laura Crane , Lok Man Lui , Jade Davies , Elizabeth Pellicano (2021). Autistic parents’ views and experiences of talking about autism with their autistic children . Autism, 25(4), 1161-1167. SAGE Publications.
    Type: Article DOI: 10.1177/1362361320981317 OpenAlex: https://openalex.org/W3120478003
    Crossref OpenAlex OpenCitations
  32. Rozanna Lilley (2019). Fostering Collaborative Family–School Relationships to Support Students on the Autism Spectrum . Dans The SAGE Handbook of Autism and Education (pp. 351-362). SAGE Publications Ltd.
    Type: Chapitre de livre DOI: 10.4135/9781526470409.n29 OpenAlex: https://openalex.org/W2966296639
    Crossref OpenAlex OpenCitations
  35. Gary Shkedy , Aileen Herlinda Sandoval-Norton , Dalia Shkedy (2020). The Trauma of Broad-Based Inclusion for Students with Autism . Humanities and Social Science Research, 3(2), p1. Ideas Spread.
    Type: Article DOI: 10.30560/hssr.v3n2p1 OpenAlex: https://openalex.org/W3022332839
    Crossref OpenAlex OpenCitations
  36. Karen S. Hurlbutt (2011). Experiences of Parents Who Homeschool Their Children With Autism Spectrum Disorders . Focus on Autism and Other Developmental Disabilities, 26(4), 239-249. SAGE Publications.
    Type: Article DOI: 10.1177/1088357611421170 OpenAlex: https://openalex.org/W2125099930
    Crossref OpenAlex OpenCitations
  37. Mirko Uljarević , Darren Hedley , Kitty‐Rose Foley , Iliana Magiati , Ru Ying Cai , Cheryl Dissanayake et al. (2020). Anxiety and Depression from Adolescence to Old Age in Autism Spectrum Disorder . Journal of Autism and Developmental Disorders, 50(9), 3155-3165. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-019-04084-z OpenAlex: https://openalex.org/W2952181385
    Crossref OpenAlex OpenCitations
  38. Priscilla Gibson , Laura Abrams (2003). Racial Difference in Engaging, Recruiting, and Interviewing African American Women in Qualitative Research . Qualitative Social Work, 2(4), 457-476. SAGE Publications.
    Type: Article DOI: 10.1177/1473325003024005 OpenAlex: https://openalex.org/W2134973530
    Crossref OpenAlex OpenCitations
  39. Emily Simonoff , Catherine R.G. Jones , Andrew Pickles , Francesca Happé , Gillian Baird , Tony Charman (2012). Severe mood problems in adolescents with autism spectrum disorder . Journal of Child Psychology and Psychiatry, 53(11), 1157-1166. Wiley.
    Type: Article DOI: 10.1111/j.1469-7610.2012.02600.x OpenAlex: https://openalex.org/W2161877484
    Crossref OpenAlex OpenCitations
  42. Laura P. Forsythe , Kristin L. Carman , Victoria Szydlowski , Lauren Fayish , Laurie Davidson , David H. Hickam et al. (2019). Patient Engagement In Research: Early Findings From The Patient-Centered Outcomes Research Institute . Health Affairs, 38(3), 359-367. Health Affairs Publishing, LLC.
    Type: Article DOI: 10.1377/hlthaff.2018.05067 OpenAlex: https://openalex.org/W2918656572
    Crossref OpenAlex OpenCitations
  43. S. Andrew Garbacz , Laura Lee McIntyre , Rachel T. Santiago (2016). Family involvement and parent–teacher relationships for students with autism spectrum disorders. School Psychology Quarterly, 31(4), 478-490. American Psychological Association (APA).
    Type: Article DOI: 10.1037/spq0000157 OpenAlex: https://openalex.org/W2560018927
    Crossref OpenAlex OpenCitations
  44. Cath Rogers , Laurence Lepherd , Rahul Ganguly , Sebastian Jacob-Rogers (2017). Perinatal issues for women with high functioning autism spectrum disorder . Women and Birth, 30(2), e89-e95. Elsevier BV.
    Type: Article DOI: 10.1016/j.wombi.2016.09.009 OpenAlex: https://openalex.org/W2538341212
    Crossref OpenAlex OpenCitations
  46. Chantelle Makin , Vivian Hill , Elizabeth Pellicano (2017). The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study . Autism & Developmental Language Impairments, 2, 1. SAGE Publications.
    Type: Article DOI: 10.1177/2396941516684834 OpenAlex: https://openalex.org/W2574383607
    Crossref OpenAlex OpenCitations
  47. Sarah Hampton , Joyce Man , Carrie Allison , Ezra Aydin , Simon Baron-Cohen , Rosemary Holt (2022). A qualitative exploration of autistic mothers’ experiences II: Childbirth and postnatal experiences . Autism, 26(5), 1165-1175. SAGE Publications.
    Type: Article DOI: 10.1177/13623613211043701 OpenAlex: https://openalex.org/W3197073506
    Crossref OpenAlex OpenCitations
  48. Miriam Harmens , Felicity Sedgewick , Hannah Hobson (2022). The Quest for Acceptance: A Blog-Based Study of Autistic Women's Experiences and Well-Being During Autism Identification and Diagnosis . Autism in Adulthood, 4(1), 42-51. SAGE Publications.
    Type: Article DOI: 10.1089/aut.2021.0016 OpenAlex: https://openalex.org/W3201302602
    Crossref OpenAlex OpenCitations
  50. Christina G. McDonnell , Elizabeth A. DeLucia (2021). Pregnancy and Parenthood Among Autistic Adults: Implications for Advancing Maternal Health and Parental Well-Being . Autism in Adulthood, 3(1), 100-115. SAGE Publications.
    Type: Article DOI: 10.1089/aut.2020.0046 OpenAlex: https://openalex.org/W3118997953
    Crossref OpenAlex OpenCitations
  51. Christina N. Marsack-Topolewski , Heather L. Church (2019). Impact of Caregiver Burden on Quality of Life for Parents of Adult Children With Autism Spectrum Disorder . American Journal on Intellectual and Developmental Disabilities, 124(2), 145-156. Informa UK Limited.
    Type: Article DOI: 10.1352/1944-7558-124.2.145 OpenAlex: https://openalex.org/W2918665018
    Crossref OpenAlex OpenCitations
  52. Noelle M. Leonard , Sinéad Smyth (2022). Does training matter? Exploring teachers’ attitudes towards the inclusion of children with autism spectrum disorder in mainstream education in Ireland . International Journal of Inclusive Education, 26(7), 737-751. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2020.1718221 OpenAlex: https://openalex.org/W3003854722
    Crossref OpenAlex OpenCitations
  54. Peter Mitchell , Elizabeth Sheppard , Sarah Cassidy (2021). Autism and the double empathy problem: Implications for development and mental health . British Journal of Developmental Psychology, 39(1), 1-18. Wiley.
    Type: Article DOI: 10.1111/bjdp.12350 OpenAlex: https://openalex.org/W3119501104
    Crossref OpenAlex OpenCitations
  55. Melanie Muniandy , Amanda L. Richdale , Samuel R. C. Arnold , Julian N Trollor , Lauren P. Lawson (2021). Inter‐relationships between trait resilience, coping strategies, and mental health outcomes in autistic adults . Autism Research, 14(10), 2156-2168. Wiley.
    Type: Article DOI: 10.1002/aur.2564 OpenAlex: https://openalex.org/W3173243847
    Crossref OpenAlex OpenCitations