Journal of Health and Rehabilitation Sciences

Healthcare Professionals’ Knowledge, Experience, and Training in Caring for Autistic Adults: A Systematic review

Fri, 15 May 2026 00:00:00 +0200

Introduction: Autistic adults experience high rates of co-occurring physical and mental health conditions and often face unmet needs in all healthcare settings due to communication differences, sensory sensitivities, and atypical presentations. Healthcare professionals (HCPs) play a central role in addressing these needs; however, evidence suggests there are significant gaps in autism-specific knowledge and training.

Aim: Examine HCPs knowledge, experience, and training related to caring for autistic adults.

Methods: A systematic review was conducted according to the PRISMA guidelines. Studies were retrieved from five databases (Scopus, PsycINFO, PubMed, Medline and Web of Science). Nineteen studies were included in the final analysis.

Results: Findings across studies indicated that HCPs possess limited and inconsistent autism-specific knowledge, and have common deficits, with notable gaps in communication, recognition of autistic adults, and management of sensory and co-occurring health needs. Clinical experience caring for autistic adults was variable and often limited. Autism-specific training was inconsistent and typically brief, with between one-third and three-quarters of HCPs reporting unmet training needs.

Conclusion: This review highlighted substantial gaps in HCPs’ autism-specific knowledge, training, and experience, contributing to barriers in healthcare for autistic adults Findings highlight a clear need for standardised, evidence-based autism education across undergraduate training and continuing professional development. Future work is needed to establish coherent structured curricula with the meaningful involvement of autistic adults in the design and delivery of training and education to support person-centred healthcare.

Socio-Gerontological Perspectives on Disease-Modifying Alzheimer’s Therapies (Lecanemab): A Delphi Study in Central Europe

Natasa Standeker, Šefik Salkunič, Jana Goriup, Kristijan Jejčič, Mateja Berčan — Mon, 18 May 2026 00:00:00 +0200

Introduction: This study examines experts forecasts on societal, ethical, and structural challenges of DMT introduction in Austria, Slovenia, and Bosnia and Herzegovina—countries differing in care models and cultural attitudes toward dementia.

Aim: The aim of this study was to explore experts perspectives on the societal, ethical, and systemic implications of introducing disease-modifying Alzheimer’s therapies in Central European care contexts.

Methods: A three-round Delphi study engaged 10 multidisciplinary experts . The panel included three full professors (PhD) specialising in sociology, law and psychology, three medical doctors (MD) with specialisations in psychiatry, gerontology and geriatrics, two associate professors (PhD) in social gerontology, and one professor of public health (PhD).

Results: Strong consensus emerged on six priorities: (1) public and professional awareness/education (x̄=9.71), (2) tailored long-term care models (x̄=9.71), (3) faster drug access (x̄=9.43), (4) open dialogue to reduce stigma (x̄=8.57), (5) integrating cultural beliefs and funding (x̄=8.29), and (6) accessibility despite pricing (x̄=8.29).

Conclusion: Despite systemic disparities, experts across contexts identified shared challenges. Successful DMT integration demands culturally sensitive destigmatization, professional training, and community-based LTC adaptation.

Social Skills, Aberrant Behavior, and Quality of Life Among Autistic Students: Findings from a Longitudinal Cohort Study

Tue, 07 Apr 2026 00:00:00 +0200

Objective: To examine the average change over time in behavior, social skills, and quality of life for autistic individuals, and to investigate any potential associations between the outcomes.

Methods: This six-year longitudinal cohort study included 50 participants (aged 7-19 years) with autism spectrum disorder (ASD) from a specialized school. Evaluations for Aberrant Behavior Checklist (ABC), Social Responsiveness Scale (SRS) and Pediatric Quality of Life (PedsQL) 4.0 were completed by parents and teachers every 3 months. Mixed-effects models were used to detect significant changes in the mean ABC, SRS and PedsQL across timepoints, and to examine any longitudinal relationships between the outcomes.

Results: There were statistically significant improvements in the mean teacher-reported ABC (p=0.002), parent-reported SRS (p=0.006), teacher-reported SRS (p=0.003), and PedsQL (p<0.001) over time for all participants, but not for parent-reported ABC (p=0.5). There were significant longitudinal associations between PedsQL and parent-reported ABC (p=0.03), and between PedsQL and SRS (parent: p=0.03; teacher: p=0.001) within an individual.

Conclusions: The significant improvement in behavior, social responsiveness, and quality of life in these autistic children and young adults suggests that the specialized learning environment may have been beneficial. It also highlights the importance of providing collaborative and personalized therapeutic care and education programs for the ASD population.

Parental bonding in individuals with autism spectrum disorder: insights through the separation individuation lens

Simona Rogič Ožek — Thu, 02 Apr 2026 00:00:00 +0200

Introduction: This study examines how individuals with autism spectrum disorder (ASD) perceive early relationships with their parents, framing these perceptions within Mahler’s separation-individuation process and Bowlby’s attachment theory. Early parent-child interaction is conceptualized as a reciprocal developmental process shaped primarily by ASD-related communication profiles and parental responses to these developmental characteristics and other various factors that contribute to parent-child interaction.

Objectives: The study aims to investigate whether adults with and without ASD differ in their perceptions of parental bonding – specifically care and overprotection – and to explore how adults with ASD describe early relational experiences with both mothers and fathers.

Methods: A mixed‑methods design was applied to deepen understanding of both measurable and subjective relational patterns. Quantitatively, 38 adults with ASD and 100 adults without ASD completed the Parental Bonding Instrument (PBI), assessing each parent separately. Reliability was examined using Cronbach’s alpha, and group differences were tested with independent sample t‑tests. Qualitatively, semi‑structured interviews with 18 adults with ASD were analyzed using inductive thematic analysis to capture lived experiences of early relational processes and to triangulate quantitative findings.

Results: Adults with ASD reported significantly higher perceived maternal overprotection, whereas no differences emerged in perceived care. Qualitative analysis revealed heterogeneity in relational experiences, including emotional distance, misunderstandings, and limited autonomy, alongside examples of supportive parental behavior.

Conclusion: The findings indicate that perceptions of overprotection and relational challenges arise within a broader developmental and sociocultural context shaped by neurodivergent communication patterns, parental coping strategies, and prevailing intervention narratives. The results highlight the need for parent support programs that promote relational sensitivity, autonomy support, and a nuanced understanding of ASD-specific developmental characteristics, rather than attributing relational difficulties to parents.

Cognitive-Communicative Differences Between Mild Cognitive Impairment and Healthy Aging: A Comparative Study Using the SCCAN

Kostadin Chompalov — Tue, 24 Feb 2026 00:00:00 +0100

Aim: To examine cognitive-communicative functioning in adults with Mild Cognitive Impairment due to Alzheimer’s disease
(MCI-AD) and compare performance with cognitively healthy older adults using the Bulgarian-adapted version of the
Scales of Cognitive and Communicative Ability for Neurorehabilitation (SCCAN-BG).

Methods: This cross-sectional comparative study included 60 participants: 30 individuals with MCI-AD and 30 cognitively
healthy controls comparable in education. Cognitive-communicative functioning was assessed across SCCAN domains, including
orientation, memory, attention, oral expression, auditory and reading comprehension, writing, and problem solving.
Group differences were analysed using non-parametric statistical methods.

Results: Overall SCCAN performance was lower in the MCI-AD group. Consistent group differences were observed in
memory, attention, oral expression, and problem solving. These differences suggest reduced efficiency in tasks that require
integrated cognitive-communicative processing. Reading comprehension and writing were largely preserved. Auditory
comprehension showed a non-significant trend towards lower performance in the MCI-AD group.

Conclusion: Cognitive-communicative changes are evident at the MCI-AD stage and extend beyond memory impairment
alone. The SCCAN-BG captures early, functionally relevant vulnerability in everyday communication. This supports its use
for clinical monitoring and rehabilitation-oriented decision-making in populations at risk for Alzheimer’s disease–related
cognitive decline.