I. Fatigue dans l'autisme


Bileviciute‐Ljungar, I., Maroti, D., & Bejerot, S. (2018). Patients with chronic fatigue syndrome do not score higher on the autism‐spectrum quotient than healthy controls: Comparison with autism spectrum disorder. Scandinavian journal of psychology, 59(4), 428-432.

Higgins, Julianne M., et al. "Defining autistic burnout through experts by lived experience: Grounded Delphi method investigating# AutisticBurnout." Autism (2021): 13623613211019858. L'article est disponible ici.

Raymaker, D. M., Teo, A. R., Steckler, N. A., Lentz, B., Scharer, M., Delos Santos, A., ... & Nicolaidis, C. (2020). “Having all of your internal resources exhausted beyond measure and being left with no clean-up crew”: defining autistic burnout. Autism in Adulthood.

Smith, C. E., Carr, E. G., & Moskowitz, L. J. (2016). Fatigue as a biological setting event for severe problem behavior in autism spectrum disorder. Research in Autism Spectrum Disorders, 23, 131-144.

II. Inclusion scolaire des adolescents et jeunes adultes autistes 

Anderson, A. H., Carter, M., & Stephenson, J. (2018). Perspectives of university students with autism spectrum disorder. Journal of autism and developmental disorders, 48(3), 651-665.

Beardon, L., Martin, N., & Woolsey, I. (2009). What do students with Asperger syndrome or highfunctioning autism want at college and university?(in their own words). Good Autism Practice (GAP), 10(2), 35-43.


Courchesne, V., Nader, A. M., Girard, D., Bouchard, V., Danis, É., & Soulières, I. (2016). Le profil cognitif au service des apprentissages: optimiser le potentiel des enfants sur le spectre de l’autisme. Revue québécoise de psychologie, 37(2), 141-173.


Humphrey, N., & Lewis, S. (2008). ‘Make me normal' The views and experiences of pupils on the autistic spectrum in mainstream secondary schools. Autism, 12(1), 23-46.

Mitchell, W., & Beresford, B. (2014). Young people with high‐functioning autism and Asperger's syndrome planning for and anticipating the move to college: what supports a positive transition?. British Journal of Special Education, 41(2), 151-171.

Poirier, N., & Cappe, É. (2016). Les dispositifs scolaires québécois et français offerts aux élèves ayant un trouble du spectre de l’autisme. Bulletin de psychologie, (4), 267-278.

Rattaz, C., Munir, K., Michelon, C., Picot, M. C., & Baghdadli, A. (2020). School inclusion in children and adolescents with autism spectrum disorders in France: report from the ELENA French Cohort Study. Journal of autism and developmental disorders, 50(2), 455-466.


Saggers, B., Hwang, Y. S., & Mercer, K. (2011). Your voice counts: Listening to the voice of high school students with autism spectrum disorder. Australasian Journal of Special Education, The, 35(2),173.

Toor, N., Hanley, T., & Hebron, J. (2016). The facilitators, obstacles and needs of individuals with autism spectrum conditions accessing further and higher education: A systematic review. Journal of Psychologists and Counsellors in Schools, 26(2), 166-190.