Racial/ethnic minoritized youth are underrepresented in autism research. Documented inequities in accessibility to and utilization of autism-specific services highlight the importance of better understanding for whom and under what conditions autism evidence-based practices (EBPs) work. This report examines the race, ethnicity, sex, and gender of…

Autism research tends to exclude racially and ethnically minoritized autistic individuals, limiting the quality of the evidence base for characterizing and diagnosing language impairment in racially and ethnically minoritized autistic individuals. This systematic review examines reporting practices for participant socio-demographics in studies…

Despite an increasing number of autistic children entering and graduating from high school, there remains limited research in this area. This study surveyed 162 autistic and nonautistic high school students. Participants were asked about their perceptions regarding their compensatory strategies, everyday hindrances, and areas of perceived…

Special education is a critical access point for the identification of students with autism spectrum disorder (ASD) and subsequent provision of intervention services. However, it remains unclear which children will qualify for services in the educational setting, as ASD represents a heterogeneous group. The current study used structural equation…

Although the prevalence of autism continues to rise, identification disparities across race/ethnicity and gender persist in schools. The under- and overidentification of specific populations receiving special education services under the classification of autism contribute to misappropriation or lack of intervention services for students.…

The purpose of this scoping review is to critically examine empirical research that draws on first-person experiences of schooling among students with autism or attention-deficit/hyperactivity disorder (ADHD) as well as to map whose voices are heard in research and where the current knowledge gaps are. The review examined key characteristics of…

This study examined the effects of rigid/ritualistic behaviors on special education teachers' perception of students with autism spectrum disorder (ASD) and their readiness for supported employment using vignettes featuring students with varying rigid/ritualistic behavioral profiles in vocational activity settings. Using a mixed-method design, the…

Autism spectrum disorder prevalence estimates in Latin America have been limited by a lack of reliable data. This cohort study aimed to estimate autism spectrum disorder prevalence in Chile by linking school registries with electronic health records. Probabilistic data linking was conducted between the 2021 Chilean school registry and 2003-2015…

International research suggests that increasing numbers of autistic people are entering higher education. Currently, very little is known about this population. For example, the rates of autistic people enrolling at UK-based higher education institutions, the demographics of this population, the subjects they study and particularly their graduate…

Adaptive behaviour is crucial for well-being and independence. The Adaptive Behaviour Assessment System (ABAS-3) is often used to plan individualised support in specialist educational settings, drawing on both teacher and parent informants. In practice, however, little is known about the extent of variation between informants. We examined…

Many universities offer autism support programs (ASPs) to support college students with autism spectrum disorder (ASD). Initial studies support the promise of ASPs, but little research has explored which students do and do not enroll, or whether enrollees engage in program-sponsored mentoring. We explored these questions using an online survey and…

Active methodologies such as gamification, combined with emerging technologies like augmented reality, are enhancing learning environments that facilitate the development of essential competencies. Particularly, students with Autism Spectrum Disorder (ASD) require reinforcement of their Communicative Competence (CC) to activate their abilities to…

Peer mentors play a crucial role in campus-based living and support programs that assist autistic students in their transition to U.S. colleges. However, limited research has examined the characteristics of potential peer mentors and incentives that may be necessary to staff such programs. The present study evaluated the relationship between the…

The number of students with ASD entering higher education is increasing. Ensuring that appropriate support structures are in place is imperative for their academic, social, and personal success. However, research on students with ASD often does not include student perspectives. Mismanagement of students' transition into higher education…