The Empathizing-Systemizing (E-S) theory describes a profile of traits that have been linked to autism spectrum disorders, and are thought to encompass a continuum that includes typically developing (TD) individuals. Although systemizing is hypothesized to be related to mathematical abilities, empirical support for this relationship is lacking. We examine the link between empathizing and systemizing tendencies and mathematical achievement in 112 TD children (57 girls) to elucidate how socio-cognitive constructs influence early development of mathematical skills. Assessment of mathematical achievement included standardized tests designed to examine calculation skills and conceptual mathematical reasoning. Empathizing and systemizing were assessed using the Combined Empathy Quotient-Child (EQ-C) and Systemizing Quotient-Child (SQ-C). Contrary to our hypothesis, we found that mathematical achievement was not related to systemizing or the discrepancy between systemizing and empathizing. Surprisingly, children with higher empathy demonstrated lower calculation skills. Further analysis using the Social Responsiveness Scale (SRS) revealed that the relationship between EQ-C and mathematical achievement was mediated by social ability rather than autistic behaviors. Finally, social awareness was found to play a differential role in mediating the relationship between EQ-C and mathematical achievement in girls. These results identify empathy, and social skills more generally, as previously unknown predictors of mathematical achievement.
Cognitive and Affective Empathy in Autism Spectrum Disorders: A Meta-analysis
Research has consistently shown that individuals with Autism Spectrum Disorder (ASD) exhibit Empathy deficits. The aim of this study was to systematically review and meta-analyze the research conducted in the domain of cognitive and affective Empathy in Autism. The author also attempted to see the influence of moderators, such as age, culture, and measure-used, on the effect sizes. To fulfill the objective, the meta-analysis was performed on 35 studies that fulfilled the inclusion criteria with the help of the Meta-essentials, which is a free excel meta-analysis tool that facilitates the integration of effect sizes from various studies. The results indicated that the ASD group differs significantly from typically developing (TD) group in both cognitive and affective empathy. The effect size for cognitive empathy was very large (1.26), whereas, for affective empathy, the effect size was medium (0.58). Further, there was a significant moderating effect of the type of measure used on cognitive empathy. However, there are a few limitations of the present meta-analysis. Firstly, it does not shed light on how symptom severity in Autism influences empathy. Secondly, all the possible moderating variables influencing empathy could not be considered. Lastly, the generalizability of the findings may be limited owing to the limitations present in the included studies themselves. The present meta-analysis has implications for conceptualizing cognitive and affective empathy appropriately, and developing appropriate measures to assess empathy in the Autism population.
Longitudinal Socio-Emotional Learning Intervention for Autism via Smartglasses: Qualitative School Teacher Descriptions of Practicality, Usability, and Efficacy in General and Special Education Classroom Settings
There is considerable demand for special education services for the over half a million students with autism in the United States. While assistive technology may augment educational services, its implementation is often prevented by a number of practical and attitudinal barriers. These barriers are especially pertinent for the newest and thus least familiar digital systems, such as computerized smartglasses loaded with specialized software modules. Computerized smartglasses are a technology that has already been shown to have an ability to deliver educational interventions through augmented reality. With this in mind, we sought to understand how school educators received and assessed the practicality of a smartglasses-based educational intervention in a single-subject study. The intervention was designed to aid with attention and social educational learning in autism. The intervention was delivered twice a day during a two-week study on a 13-year-old student with autism who was attending a mainstream middle school in Massachusetts. Three different school educators delivered the intervention: the student’s general education teacher, special education teacher, and paraprofessional. Educators recorded their attitudes, the practicality of the technology, and its impact on the student and their classroom through the use of a digital log and a series of in-person interviews. Overall, the school educators experienced a positive view of the smartglasses. The smartglasses intervention was found to be logistically practical to implement, easily usable by both the educator and student, and not time-consuming to learn or implement. Educators also identified the experience as being fun for the student, and felt that the student demonstrated improvement in his verbal and non-verbal skills. There were no adverse effects on the other students or the classroom, and the technology did not result in a distraction. These findings suggest that social skills interventions delivered by smartglasses may be practical, useful, and may lead to improvements in social communication skills. Further research on smartglasses may help to clarify the future role for augmenting special education in students with autism.
Understanding Without Defectiveness:
Why Autistic Self-Ignorance Is Interference, Not Failure
Seeming to belong: Camouflaging and pragmatic self-perception in twice-exceptional adults across neurodivergent profiles
Background and objective Social camouflaging and pragmatic self-perception are key aspects of communication in neurodivergent populations. However, little is known about how these processes manifest in adults with autism, high intellectual ability (HIA), or twice-exceptionality (2e: HIA+autism). This study aimed to examine group-based differences in communicative adaptation and perceived pragmatic competence across these profiles. Materials and methods A total of 109 Spanish-speaking adults participated. Social camouflaging was assessed using the Camouflaging Autistic Traits Questionnaire (CAT-Q), and pragmatic self-perception was measured with the Communicative Competence Profile (CCP). Statistical analyses explored differences across groups and by gender. Results Significant differences emerged in all CAT-Q dimensions. Autistic participants reported the highest levels of camouflaging, followed by the 2e group, while only the compensation subscale distinguished autism from 2e. Regarding pragmatic self-perception, the HIA group scored highest, suggesting stronger communicative confidence, whereas autistic adults scored lowest. The 2e profile consistently occupied an intermediate position, though closer to autism, especially in subtle pragmatic aspects. Gender effects were limited overall but more noticeable within the Autism group. Conclusions Findings reveal distinct patterns of social camouflaging and pragmatic self-perception across neurodivergent profiles. Twice-exceptional adults show intermediate but autism-leaning traits, underscoring the complexity of their communicative adaptation. Results emphasize the need for inclusive frameworks that account for diverse communication styles within neurodivergence. Resumen Antecedentes y objetivo El camuflaje social y la autopercepción pragmática son aspectos clave de la comunicación en poblaciones neurodivergentes. Sin embargo, se sabe poco sobre cómo se manifiestan estos procesos en adultos con autismo, alta capacidad intelectual (HCI) o doble excepcionalidad (2e: HCI+autismo). Este estudio tuvo como objetivo examinar las diferencias entre grupos en la adaptación comunicativa y la competencia pragmática percibida en estos perfiles. Material y métodos Un total de 109 adultos hispanohablantes participaron en el estudio. El camuflaje social se evaluó mediante el Camouflaging Autistic Traits Questionnaire (CAT-Q), y la autopercepción pragmática se midió con el Communicative Competence Profile (CCP). Los análisis estadísticos exploraron diferencias entre grupos y por género. Resultados Se encontraron diferencias significativas en todas las dimensiones del CAT-Q. Los participantes autistas reportaron los niveles más altos de camuflaje, seguidos por el grupo 2e, mientras que solo la subescala de compensación distinguió al autismo del 2e. En cuanto a la autopercepción pragmática, el grupo HCI obtuvo las puntuaciones más altas, lo que sugiere mayor confianza comunicativa, mientras que los adultos autistas puntuaron más bajo. El perfil 2e se situó de manera consistente en una posición intermedia, aunque más cercana al autismo, especialmente en aspectos pragmáticos sutiles. Los efectos de género fueron en general limitados, pero más notables dentro del grupo con autismo. Conclusiones Los hallazgos revelan patrones diferenciados de camuflaje social y autopercepción pragmática en los distintos perfiles neurodivergentes. Los adultos con doble excepcionalidad muestran características intermedias pero con tendencia hacia el autismo, lo que subraya la complejidad de su adaptación comunicativa. Los resultados enfatizan la necesidad de marcos inclusivos que contemplen estilos de comunicación diversos dentro de la neurodivergencia.
Is AI on the Spectrum? Exploring the Parallels Between Artificial Intelligence and Autism Spectrum Disorder
An in-depth analysis of the similarities between AI behaviors and traits observed in Autism Spectrum Disorder, and how AI is being utilized in autism research and support.
Stimming as High-Precision System:
The Phenomenology of Autistic Self-Regulation and Its Value to Humanity
Social Communication Coaching Smartglasses: Well Tolerated in a Diverse Sample of Children and Adults With Autism
Background Augmented reality (AR) smartglasses are an emerging technology that is under investigation as a social communication aid for children and adults with autism spectrum disorder (ASD) and as a research tool to aid with digital phenotyping. Tolerability of this wearable technology in people with ASD is an important area for research, especially as these individuals may experience sensory, cognitive, and attentional challenges. Objective The aim of this study was to assess the tolerability and usability of a novel smartglasses system that has been designed as a social communication aid for children and adults with autism (the Brain Power Autism System [BPAS]). BPAS runs on Google Glass Explorer Edition and other smartglasses, uses both AR and affective artificial intelligence, and helps users learn key social and emotional skills. Methods A total of 21 children and adults with ASD across a spectrum of severity used BPAS for a coaching session. The user’s tolerability to the smartglasses, user being able to wear the smartglasses for 1 minute (initial tolerability threshold), and user being able to wear the smartglasses for the entire duration of the coaching session (whole session tolerability threshold) were determined through caregiver report. Results Of 21 users, 19 (91%) demonstrated tolerability on all 3 measures. Caregivers reported 21 out of 21 users (100%) as tolerating the experience, while study staff found only 19 out of 21 users managed to demonstrate initial tolerability (91%). Of the 19 users who demonstrated initial tolerability, all 19 (100%) were able to use the smartglasses for the entire session (whole session tolerability threshold). Caregivers reported that 19 out of 21 users (91%) successfully used BPAS, and users surpassed caregiver expectations in 15 of 21 cases (71%). Users who could communicate reported BPAS as being comfortable (94%). Conclusions This preliminary report suggests that BPAS is well tolerated and usable to a diverse age- and severity-range of people with ASD. This is encouraging as these devices are being developed as assistive technologies for people with ASD. Further research should focus on improving smartglasses design and exploring their efficacy in helping with social communication in children and adults with ASD.
The Fixed-Coordinate Self-Anchor:
Understanding Autistic Identity as Immovable Observer
Brain Hyperconnectivity in Children with Autism and its Links to Social Deficits
In this study, Supekar, Menon, and colleagues shed light on a longstanding question about the nature of brain connectivity aberrations in autism. Using functional neuroimaging data, they demonstrate that the brains of children with autism are hyperconnected in ways that are related to the severity of social impairment exhibited by these children. They replicate these findings in two additional cohorts of children, challenging current theories of brain connectivity in autism and providing unique insights into the brain mechanisms underlying the disorder.
Geniuses with Autism & Asperger's | Hidden Talents ABA
Discover 15 inspiring figures with Autism or Asperger's, showcasing their contributions and resilience throughout history.
“Having All of Your Internal Resources Exhausted Beyond Measure and Being Left with No Clean-Up Crew”: Defining Autistic Burnout
Background: Although autistic adults often discuss experiencing “autistic burnout” and attribute serious negative outcomes to it, the concept is almost completely absent from the academic and clinical literature. Methods: We used a community-based participatory research approach to conduct a thematic analysis of 19 interviews and 19 public Internet sources to understand and characterize autistic burnout. Interview participants were autistic adults who identified as having been professionally diagnosed with an autism spectrum condition. We conducted a thematic analysis, using a hybrid inductive–deductive approach, at semantic and latent levels, through a critical paradigm. We addressed trustworthiness through multiple coders, peer debriefing, and examination of contradictions. Results: Autistic adults described the primary characteristics of autistic burnout as chronic exhaustion, loss of skills, and reduced tolerance to stimulus. They described burnout as happening because of life stressors that added to the cumulative load they experienced, and barriers to support that created an inability to obtain relief from the load. These pressures caused expectations to outweigh abilities resulting in autistic burnout. Autistic adults described negative impacts on their health, capacity for independent living, and quality of life, including suicidal behavior. They also discussed a lack of empathy from neurotypical people and described acceptance and social support, time off/reduced expectations, and doing things in an autistic way/unmasking as associated in their experiences with recovery from autistic burnout. Conclusions: Autistic burnout appears to be a phenomenon distinct from occupational burnout or clinical depression. Better understanding autistic burnout could lead to ways to recognize, relieve, or prevent it, including highlighting the potential dangers of teaching autistic people to mask or camouflage their autistic traits, and including burnout education in suicide prevention programs. These findings highlight the need to reduce discrimination and stigma related to autism and disability. Lay summary Why was this study done? Autistic burnout is talked about a lot by autistic people but has not been formally addressed by researchers. It is an important issue for the autistic community because it is described as leading to distress; loss of work, school, health, and quality of life; and even suicidal behavior. What was the purpose of this study? This study aimed to characterize autistic burnout, understand what it is like, what people think causes it, and what helps people recover from or prevent it. It is a first step in starting to understand autistic burnout well enough to address it. What did the researchers do? Our research group—the Academic Autism Spectrum Partnership in Research and Education—used a community-based participatory research approach with the autistic community in all stages of the study. We analyzed 9 interviews from our study on employment, 10 interviews about autistic burnout, and 19 public Internet sources (five in-depth). We recruited in the United States by publicizing on social media, by word of mouth, and through community connections. When analyzing interviews, we took what people said at face value and in deeper social context, and looked for strong themes across data. What were the results of the study? The primary characteristics of autistic burnout were chronic exhaustion , loss of skills , and reduced tolerance to stimulus . Participants described burnout as happening because of life stressors that added to the cumulative load they experienced, and barriers to support that created an inability to obtain relief from the load. These pressures caused expectations to outweigh abilities resulting in autistic burnout . From this we created a definition: Autistic burnout is a syndrome conceptualized as resulting from chronic life stress and a mismatch of expectations and abilities without adequate supports. It is characterized by pervasive, long-term (typically 3+ months) exhaustion, loss of function, and reduced tolerance to stimulus. Participants described negative impacts on their lives, including health , capacity for independent living , and quality of life , including suicidal behavior. They also discussed a lack of empathy from neurotypical people. People had ideas for recovering from autistic burnout including acceptance and social support , time off/reduced expectations , and doing things in an autistic way/unmasking . How do these findings add to what was already known? We now have data that autistic burnout refers to a clear set of characteristics, and is different from workplace burnout and clinical depression. We have the start of a model for why autistic burnout might happen. We know that people have been able to recover from autistic burnout and have some insights into how. What are the potential weaknesses in the study? This was a small exploratory study with a convenience sample. Although we were able to bring in some diversity by using three data sources, future work would benefit from interviewing a wider range of participants, especially those who are not white, have higher support needs, and have either very high or very low educational attainment. More research is needed to understand how to measure, prevent, and treat autistic burnout. How will these findings help autistic adults now or in the future? These findings validate the experience of autistic adults. Understanding autistic burnout could lead to ways to help relieve it or prevent it. The findings may help therapists and other practitioners recognize autistic burnout, and the potential dangers of teaching autistic people to mask autistic traits. Suicide prevention programs should consider the potential role of burnout. These findings highlight the need to reduce discrimination and stigma around autism and disability.
“Having All of Your Internal Resources Exhausted Beyond Measure and Being Left with No Clean-Up Crew”: Defining Autistic Burnout
Background: Although autistic adults often discuss experiencing “autistic burnout” and attribute serious negative outcomes to it, the concept is almost completely absent from the academic and clinical literature. Methods: We used a community-based participatory research approach to conduct a thematic analysis of 19 interviews and 19 public Internet sources to understand and characterize autistic burnout. Interview participants were autistic adults who identified as having been professionally diagnosed with an autism spectrum condition. We conducted a thematic analysis, using a hybrid inductive–deductive approach, at semantic and latent levels, through a critical paradigm. We addressed trustworthiness through multiple coders, peer debriefing, and examination of contradictions. Results: Autistic adults described the primary characteristics of autistic burnout as chronic exhaustion, loss of skills, and reduced tolerance to stimulus. They described burnout as happening because of life stressors that added to the cumulative load they experienced, and barriers to support that created an inability to obtain relief from the load. These pressures caused expectations to outweigh abilities resulting in autistic burnout. Autistic adults described negative impacts on their health, capacity for independent living, and quality of life, including suicidal behavior. They also discussed a lack of empathy from neurotypical people and described acceptance and social support, time off/reduced expectations, and doing things in an autistic way/unmasking as associated in their experiences with recovery from autistic burnout. Conclusions: Autistic burnout appears to be a phenomenon distinct from occupational burnout or clinical depression. Better understanding autistic burnout could lead to ways to recognize, relieve, or prevent it, including highlighting the potential dangers of teaching autistic people to mask or camouflage their autistic traits, and including burnout education in suicide prevention programs. These findings highlight the need to reduce discrimination and stigma related to autism and disability. Lay summary Why was this study done? Autistic burnout is talked about a lot by autistic people but has not been formally addressed by researchers. It is an important issue for the autistic community because it is described as leading to distress; loss of work, school, health, and quality of life; and even suicidal behavior. What was the purpose of this study? This study aimed to characterize autistic burnout, understand what it is like, what people think causes it, and what helps people recover from or prevent it. It is a first step in starting to understand autistic burnout well enough to address it. What did the researchers do? Our research group—the Academic Autism Spectrum Partnership in Research and Education—used a community-based participatory research approach with the autistic community in all stages of the study. We analyzed 9 interviews from our study on employment, 10 interviews about autistic burnout, and 19 public Internet sources (five in-depth). We recruited in the United States by publicizing on social media, by word of mouth, and through community connections. When analyzing interviews, we took what people said at face value and in deeper social context, and looked for strong themes across data. What were the results of the study? The primary characteristics of autistic burnout were chronic exhaustion , loss of skills , and reduced tolerance to stimulus . Participants described burnout as happening because of life stressors that added to the cumulative load they experienced, and barriers to support that created an inability to obtain relief from the load. These pressures caused expectations to outweigh abilities resulting in autistic burnout . From this we created a definition: Autistic burnout is a syndrome conceptualized as resulting from chronic life stress and a mismatch of expectations and abilities without adequate supports. It is characterized by pervasive, long-term (typically 3+ months) exhaustion, loss of function, and reduced tolerance to stimulus. Participants described negative impacts on their lives, including health , capacity for independent living , and quality of life , including suicidal behavior. They also discussed a lack of empathy from neurotypical people. People had ideas for recovering from autistic burnout including acceptance and social support , time off/reduced expectations , and doing things in an autistic way/unmasking . How do these findings add to what was already known? We now have data that autistic burnout refers to a clear set of characteristics, and is different from workplace burnout and clinical depression. We have the start of a model for why autistic burnout might happen. We know that people have been able to recover from autistic burnout and have some insights into how. What are the potential weaknesses in the study? This was a small exploratory study with a convenience sample. Although we were able to bring in some diversity by using three data sources, future work would benefit from interviewing a wider range of participants, especially those who are not white, have higher support needs, and have either very high or very low educational attainment. More research is needed to understand how to measure, prevent, and treat autistic burnout. How will these findings help autistic adults now or in the future? These findings validate the experience of autistic adults. Understanding autistic burnout could lead to ways to help relieve it or prevent it. The findings may help therapists and other practitioners recognize autistic burnout, and the potential dangers of teaching autistic people to mask autistic traits. Suicide prevention programs should consider the potential role of burnout. These findings highlight the need to reduce discrimination and stigma around autism and disability.
The use of wearable technology to measure and support abilities, disabilities and functional skills in autistic youth: a scoping review
Background: Wearable technology (WT) to measure and support social and non-social functioning in Autism Spectrum Disorder (ASD) has been a growing interest of researchers over the past decade. There is however limited understanding of the WTs currently available for autistic individuals, and how they measure functioning in this population. Objective: This scoping review explored the use of WTs for measuring and supporting abilities, disabilities and functional skills in autistic youth. Method: Four electronic databases were searched to identify literature investigating the use of WT in autistic youth, resulting in a total of 33 studies being reviewed. Descriptive and content analysis was conducted, with studies subsequently mapped to the ASD International Classification of Functioning, Disability and Health Core-sets and the ICF Child and Youth Version (ICF-CY). Results: Studies were predominately pilot studies for novel devices. WTs measured a range of physiological and behavioural functions to objectively measure stereotypical motor movements, social function, communication, and emotion regulation in autistic youth in the context of a range of environments and activities. Conclusions: While this review raises promising prospects for the use of WTs for autistic youth, the current evidence is limited and requires further investigation.
Two Realities: Native Modes, Learned Social Systems, and the Foundations of Autistic Cognition
Part 1: The Architecture Overview
