Apprendre de la communauté : coproduction itérative d'un programme visant à soutenir le développement des compétences d'attention, de régulation et de pensée chez les tout-petits présentant une probabilité élevée d'autisme ou de TDAH

Titre original en anglais : Learning from the community: iterative co-production of a programme to support the development of attention, regulation and thinking skills in toddlers at elevated likelihood of autism or ADHD

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Hendry, A., Hulks, V., Murphy, S., Radford, H., Smith, S., Charman, T., Mathers, S., Rhodes, S., & Scerif, G. (2025). Learning from the community: iterative co-production of a programme to support the development of attention, regulation and thinking skills in toddlers at elevated likelihood of autism or ADHD. Research Involvement and Engagement, 11(1), 7-7. https://doi.org/10.1186/s40900-025-00674-7

Date de publication: 24/01/2025 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
9
Auteur·ices de la publication identifié·es comme autistes
2 / 9 (22,2 %)
  1. Alexandra Hendry
  2. Victoria Hulks
  3. Shona Murphy *
  4. Holly Radford *
  5. Sally Smith
  1. Tony Charman
  2. Sandra Mathers
  3. Sinéad Rhodes
  4. Gaia Scerif

Résumé

Les programmes conçus pour soutenir les enfants ayant un autisme ou un TDAH connu, ou une probabilité accrue d'en présenter un, se concentrent souvent sur la réduction de comportements centraux à un diagnostic clinique. Cependant, aider les enfants à poursuivre leurs propres objectifs et à faire face à la vie quotidienne en favorisant le développement des fonctions exécutives (FE), sans imposer d'hypothèses neuronormatives, pourrait être plus acceptable pour les personnes neurodivergentes et plus bénéfique. Le processus de coproduction de ce programme affirmant la neurodiversité comprenait : l'examen des priorités de recherche identifiées lors de consultations publiées auprès du public et des cliniciens ; le développement itératif du programme au moyen de deux cycles pilotes auprès d'un échantillon communautaire général ; et la consultation de parties prenantes (parents ayant un lien avec l'autisme ou le TDAH, ainsi que spécialistes de la petite enfance, psychologues et thérapeutes) afin de vérifier l'acceptabilité de la proposition et d'affiner le modèle logique et les matériels. Le modèle logique du programme résultant - Supporting Toddlers with a connection to autism or ADHD to develop strong Attention, Regulation and Thinking skills (START) - comprend trois mécanismes de changement : l'enfant dispose d'occasions appropriées, fondées sur le jeu, de s'exercer aux compétences de FE ; les comportements parentaux associés à de solides FE sont encouragés ; les parents sont autonomisés afin d'améliorer l'adéquation de l'environnement pour leur enfant, de sorte que les facteurs de stress liés aux FE soient réduits.

Programmes designed to support children with known, or increased likelihood of, autism or ADHD often focus on reducing behaviours central to a clinical diagnosis. However, supporting children to pursue their own goals and cope with everyday life through fostering executive function (EF) development, without enforcing neuro-normative assumptions, may be more acceptable to neurodivergent people, and more beneficial. The co-production process for this neurodiversity-affirming programme involved: Review of research priorities identified during published public-and-clinician consultations; iterative programme development through two pilot rounds with a general community sample; and consultation with stakeholders (parents with a connection to autism or ADHD, alongside early years specialists, psychologists and therapists) to check acceptability of the proposal, and refine the logic model and materials. The logic model for the resultant programme-Supporting Toddlers with a connection to autism or ADHD to develop strong Attention, Regulation and Thinking skills (START)-involves three mechanisms of change: The child has appropriate play-based opportunities to practise EF skills; Parenting behaviours linked to strong EFs are encouraged; Parents are empowered to improve environmental-fit for their child so that EF stressors are reduced.

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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
99
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
8 / 99 (8,1 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
16 / 468 (3,4 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 16 / 127 (12,6 %). Auteurices cité·es distinct·es identifié·es comme autistes : 14 / 404 (3,5 %).
Occurrences citées rattachées à la base AutiHub
127 / 468 (27,1 %)
Auteurices cité·es distinct·es rattaché·es : 87 / 404 (21,5 %)
Occurrences rattachées, non identifiées comme autistes
111 / 127 (87,4 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 111 / 468 (23,7 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 73 / 87 (83,9 %).
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