1. de Leymarie S. The Phoenix Fallacy: Reframing the Irreversible Transformations Following Workplace Burnout in Autistic Adults. Autism in Adulthood;2026;8(5):815-817.

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2. Steeman SL, Ancona L, Giwa Onaiwu M, Brophy K, Brown LXZ, Taylor SC. Research Impacting and Involving Autistic Adults Should Be Trauma Informed. Autism in Adulthood;2026;8(5):818-826.

The autism research field to date has yet to widely adopt trauma-informed thinking and practices. Since most autistic adults have a history of experiencing trauma, the field must shift to center trauma in the design of research for this population. This article calls for widespread integration of trauma-informed strategies into existing research practices focused on autistic adults. We present a summary of trauma sources across research domains and make recommendations for how to integrate existing research related to trauma experienced by autistic adults and trauma-informed practices in the current research landscape. With trauma-informed modifications to research practices, we suggest that accessibility of participation in research for autistic adults with a history of trauma will be improved and that potential trauma-related harms of research will be reduced. Additionally, considering trauma more widely as a potential modifier of autism domains including social functioning, sensory sensitivity, self-soothing behaviors, cognitive functioning, and autonomic arousal may lead to a more comprehensive understanding of these areas. Taken together, we believe that adopting trauma-informed research approaches will lead to more meaningful, impactful research.Community Brief Why is this topic important?Most autistic adults have experienced some type of trauma, but the autism research field generally has yet to take that into consideration for how they design and run studies focusing on this group. The autism research field must shift to prioritize trauma-informed research strategies in order to better understand autistic experiences and to minimize trauma caused by the research process itself.What is the purpose of this article?This article asks researchers to be thoughtful and even critical about how their studies could impact their participants and offers suggestions for different ways to improve. Specifically, we (1) summarize existing research about sources of trauma for autistic adults and (2) describe how we can make research better (i.e., more trauma informed) based on what we already know about how autistic adults experience trauma.What personal or professional perspectives do the authors bring to this topic?The authors’ professional perspectives span several fields of study, including disability studies, gender studies, neuroscience, genetics, education, and data science. Additionally, two of the authors are allistic, while four of the authors are autistic and are informed by their personal experiences in the workplace, medical system, education system, and daily life.What is already known about this topic?Although we know that autistic people frequently experience trauma and have information on trauma-informed care, little research to date has focused on how research with autistic adults can be more trauma-informed.What do the authors recommend?We broadly suggest that researchers look at each aspect of their study, ideally in partnership with autistic collaborators, to identify potential areas of harm based on the different trauma sources we describe in the article. Our specific recommendations include making changes to assessments to better identify signs of trauma and trauma coping behaviors that may be otherwise seen as a part of someone’s autism spectrum presentation. For example, we suggest that researchers consider sensory needs (like dimmed lights) in the design of their study and that they ask questions about the sensory needs of their participants so that they can complete the research study without unnecessary discomfort. We also suggest that researchers work to better identify signs of trauma and trauma coping behaviors that may be otherwise seen as a part of someone’s autism spectrum presentation.How will these recommendations help autistic adults now or in the future?These recommendations have the goal of helping autistic adults to feel safer accessing and participating in research. We hope that more standard consideration of trauma will lead to research that is more inclusive of autistic adults w th different trauma experiences and sensory needs.

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3. Dantas S, Jasper C, Botha M, Strachan K, Grainger C. Autism and Thriving: A Critical Review of the Academic Literature. Autism in Adulthood;2026;8(5):827-838.

While traditional deficit-based biomedical accounts of autism have viewed autism itself as an obstacle to thriving, recent discussions based on social/relational models of disability argue that this pathologizing rhetoric perpetuates stigma and negative views of autism, which, in turn, create social and environmental challenges that hinder autistic people’s ability to thrive. In that sense, this critical review aimed to analyze how the current academic literature approaches the construct of autistic thriving, using techniques of critical discourse analysis. We found two broad categories that depict a contrast between studies that (1) viewed thriving as a process that looks the same to autistic and non-autistic people alike and perceived autism as a “problem” to be addressed and (2) articles that, alternatively, described autism as a natural difference and attempted to understand autistic thriving, to some extent, from an autistic perspective. We recommend future research that meaningfully and directly engages autistic people in expressing what thriving means to them and what factors facilitate it.Community Brief Why is this topic important?Autistic people have shown worse mental health and well-being than non-autistic people in many studies. For a long time, researchers thought that autism was an obstacle to a good life, but recent ideas and research have said that many of the challenges autistic people face are because of external issues, such as discrimination. Researchers also began to think more about what makes a “good life” for autistic people specifically, as it may look different to what non-autistic people think.What is the purpose of this article?This article looked at studies about autistic thriving; we looked at what researchers believed autistic thriving means. We also looked at how the articles talked about autism and how much autistic people were involved in the research.What did the researchers do?We read six research articles and used techniques of critical discourse analysis (CDA) to look at how these articles studied and talked about autistic thriving. CDA techniques look at how people use language and words to build meaning in the world, such as what people think is “good,” “adequate,” “desirable,” or the opposite.What were the results of the study?We found that there were two different ways research spoke about autistic thriving. The first one includes articles where thriving was the same process for both autistic and non-autistic people, autism was seen as a problem, and autistic people were not at all involved in the research. The second one includes articles where the researchers tried to understand autistic thriving from an autistic point of view, and autism was seen as a natural difference, but only one article said that autistic people were directly involved in the research.What do the authors recommend?We need more research on autistic thriving, and this research should be guided by autistic people. Future studies should focus on asking autistic people what thriving means to them and finding the things that may help autistic people thrive.How will these recommendations help autistic adults now or in the future?The way research talks about autism influences how people act toward autistic people. Our findings help researchers think about how their work may impact autistic people’s lives, encouraging them to seek autistic people’s perspectives instead of making assumptions. Understanding what thriving means for autistic people helps researchers, professionals, and families foster a happier life for them.

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4. Schiltz H, Lord C. Emergence and Persistence of Loneliness Among Autistic Adults: A Theoretical Framework. Autism in Adulthood;2026;8(5):839-847.

Research has indicated persistently high rates of loneliness among autistic adults that can have marked negative effects on both mental and physical health. To synthesize existing evidence and provide a foundation for future research on this topic, we have proposed an empirically informed Autism and Loneliness Theoretical Framework that depicts possible contributing factors to the emergence and persistence of loneliness in this population. Our proposed framework integrates autism research with models of loneliness in the general population to illustrate that certain characteristics (including, but not limited to, autistic traits) may be linked with unsuccessful social interactions in a non-autistic majority world (Individual Barriers). This occurs within the context of Social Environment Barriers, which may further exacerbate social disconnect for autistic adults due to limited social opportunities, bullying, and/or lack of acceptance. The potential correlates of loneliness may exist on biological, behavioral, cognitive, and emotional levels for autistic adults (Empirically Supported Correlates of Loneliness). Based on this framework, we identify areas for future research, including directionality, mechanisms, moderators, longitudinal patterns, and clinical practice. Expanding autism research within each of these areas will have far-reaching impacts for autistic adults.Community Brief Why is this topic important?The topic of loneliness in autistic adults is important because recent research tells us that loneliness is a common problem for autistic adults. Feelings of loneliness may cause and/or worsen physical and mental health challenges.What is the purpose of this article?The purpose of this article is to create a new framework to help identify things that may explain why some autistic adults are lonely for a long time. This framework was created by using models of loneliness that already exist in the general population combined with information from research studies on autism and loneliness. No new data were collected or analyzed to develop this framework.What does the framework show?The framework we propose suggests that autistic adults may experience multiple types of barriers to desired social connection in a non-autistic majority world, including personal characteristics (including, but not limited to, autistic traits; we call these Individual Barriers) and other experiences within the social world (e.g., limited social opportunities, bullying, and/or lack of acceptance; we call these Social Environment Barriers). In addition, loneliness is likely related to biological, behavioral, and cognitive differences, all of which may make the desired social connection even harder for autistic adults.What personal or professional perspectives do the authors bring to this topic?The authors of this article include two people who work with autistic children and adults in clinical practice and have years of research and clinical training related to autism.How will this article help autistic adults now or in the future?This article will guide future research that wants to figure out why so many autistic adults feel lonely, why loneliness tends to persist or get worse over time, how it affects autistic adulthood, and what can be done to help. Answers to these questions are important because the consequences of loneliness can be so serious.

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5. Bonazzi G, Peyroux E, Jurek L, Souiller L, Zufferey A, Giroudon C, Nourredine M, Demily C. Gender on the Spectrum: Prevalence of Gender Diversity in Autism Spectrum Disorder—A Systematic Review and Meta-Analysis. Autism in Adulthood;2026;8(5):848-861.

Background: The intersection of Autism and Gender Diversity (GD) is an emerging field of research. While prior studies have primarily focused on autistic traits within gender-diverse populations, limited evidence exists on the prevalence and characteristics of GD among individuals with a confirmed Autism Spectrum Disorder (ASD) diagnosis. This study aims to fill this gap through a systematic review and meta-analysis, offering comprehensive insights into the prevalence of GD in autistic individuals and the factors influencing this intersection.Methods: We conducted a systematic review and meta-analysis following the Preferred Reporting Items for Systematic Reviews and Meta-analyses 2020 guidelines. We searched for studies published between 2013 and 2023 in four databases. Inclusion criteria focused on studies assessing GD in children and adult participants with a formal ASD diagnosis based on Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, criteria. We used random-effects models to estimate prevalence rates, and subgroup analyses explored potential influencing factors, including age, gender assigned at birth, type of GD assessment, ASD diagnosis methodology, and primary objective of the study.Results: From 7133 identified reports, we deemed 24 studies suitable for the systematic review, with 14 meeting all eligibility criteria for meta-analysis, representing 3894 autistic participants. We estimated the pooled prevalence of GD at 7.37% (95% confidence interval [CI]: 4.45–11.98). Subgroup analyses revealed no significant impact of age, type of GD assessment, or diagnostic methodology of ASD on GD prevalence. Although we found a higher prevalence of GD among individuals assigned female at birth (14.54%) compared with those assigned male at birth (8.15%), the difference was not statistically significant. However, studies explicitly addressing GD reported statistically higher GD rates (13.71%) compared with those with other primary objectives (4.71%). Non-binary identities appeared particularly prevalent, but we did not underexplore it due to variability in GD definitions across studies.Conclusion: This study highlights a notable prevalence of GD among autistic individuals, emphasizing the need for inclusive definitions and diagnostic process. Understanding this intersection is crucial for enhancing support services and ensuring equitable access to gender-affirming care for neurodiverse populations.Community Brief Why is this topic important?This study looks at how Autism Spectrum Disorder (ASD) and Gender Diversity (GD) overlap. Autistic and gender-diverse people face unique challenges and social stigmas. Understanding how these two areas intersect can help us create better support systems for those with both. By learning how common GD is among autistic people, we can help health care providers, teachers, and policymakers better support this group.What is GD?GD means that people’s experiences of gender go beyond just being male or female. It includes individuals who identify as transgender, non-binary, genderqueer, or other gender identities that do not fit traditional binary notions of male and female.What is the purpose of this article?The purpose of this article is to find out how many autistic people also identify as gender diverse and to identify factors that influence this prevalence. The authors want to fill gaps in current research using clear criteria for diagnosing ASD and a broad definition of GD. They aim to improve our understanding of how ASD and GD are related.What did the authors do?The authors reviewed and analyzed research from January 2013 to March 2023. They found 24 studies that met their criteria and used data from 14 of these studies to estimate how common GD is among autistic people and to understand the factors that might influence this.What did the authors find?The authors found that about 7 out of 100 autistic people also identify as gender diverse (7.37%). They are fairly confident that the true number is between 4 and 12 out of 100 (confidence interval between 4.45 and 11.98%). This rate did not seem to change based on age or sex at birth. However, studies that focused on gender identity showed higher rates of gender diversity. There was not a specific type of gender diversity found among autistic people, but non-binary identities were common.What do the authors recommend?The authors recommend that future research should continue to explore the intersection of ASD and GD, including non-binary and other diverse gender identities. The authors also emphasize the importance of health care providers being aware of the high rate of GD among autistic people and ensuring that support services are inclusive and tailored to their specific needs.How will these findings help autistic adults now or in the future?By showing clearly how common GD is among autistic people, this research highlights the need for inclusive health care services. Recognizing GD in this group can lead to better-targeted health care support and interventions. In the future, these findings can guide policy changes and the development of training programs for health care professionals, ensuring that they are prepared to support autistic individuals who are also gender diverse.

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6. Ellis R, Williams G, Caemawr S, Craine M, Holloway W, Williams K, Shaw SCK, Grant A. Menstruation and Autism: A Qualitative Systematic Review. Autism in Adulthood;2026;8(5):862-876.

Background: Menstruation is a biological process, which can be irregular, painful, and co-occur with fatigue, social withdrawal, and increased emotions. There is some evidence to suggest that Autistic people experience menstruation differently from non-Autistic people.Methods: This systematic review (PROSPERO registration: CRD42023399674) searched four databases in February 2023. We used thematic synthesis to analyze qualitative studies of experiences related to menstruation for Autistic people and people providing support to Autistic people. We also appraised the quality of studies with a Critical Appraisal Skills Programme (CASP) checklist.Results: Our thematic synthesis of 12 (eight peer-reviewed; four gray literature) sources identified differing priorities between parents, professionals, and Autistic people. Autistic people reported physical, emotional, and social impacts of menstruation. Furthermore, there were reports of increased Autism-specific experiences during menstruation such as increased sensory sensitivities, burnout, and anxiety, which were often unseen by those who supported them. Autistic people’s menstruation priorities were obtaining knowledge and skills ahead of their first period. However, parents and professionals focused on external behaviors, including hygiene and obtaining independence in managing periods. Sources poorly described participant demographics and had a limited focus on Autistic perspectives.Conclusions: We conclude that there needs to be tailored support to meet the needs of both Autistic individuals and those who support them. This should be informed by research which centers Autistic people.Community Brief Why is this an important issue?A lot of Autism research has focused on men and boys. We know that women get worse treatment in health care, and their experiences of things like period pain can be dismissed by doctors. The health care experiences of Autistic women and others assigned female at birth have only recently started to be researched. So far, Autistic people’s experiences of periods have not been reviewed.What is the purpose of the review?The review aimed to look at views and experiences of autism and periods from Autistic people and those who support them.What did the authors do to review the literature?We searched four academic databases to identify studies relevant to the review. We also searched for nonacademic sources, like blogs.What studies did the authors find?Through a screening process, we found 12 sources about Autistic experiences of periods. We then did a thematic synthesis to describe key themes within the texts.In summary, what did those studies show?We identified six themes from the included literature as follows: education and skill development, preparation, personal awareness, management, impact, and support. We found differing priorities between parents, professionals, and Autistic people when it comes to talking about, and getting support for, periods. Autistic people reported physical, emotional, social, and autism-specific differences during their period. Autistic people’s priorities were obtaining knowledge and skills ahead of time. However, parents and professionals focused on external behaviors, including hygiene and obtaining independence.What are the remaining gaps in the literature?The reduced focus on Autistic people’s experiences may have shaped current menstrual support for Autistic people and limited how impactful it could be. Additional research is needed to further understand gynecological experiences, especially those which are unique, for Autistic menstruators. More research is also needed to support Autistic menstruators across the lifespan. Autistic peer support and the “hidden curriculum” are both topics worthy of further exploration within the menstruation research literature.Based on this review, what do the authors recommend?We hope our review can lead to the development of better support for Autistic people in the lead up to, and during, their periods. This support should be informed by research, considering he differing needs of those involved. Future research and the development of supports should center the Autistic voice so it can help improve the lives of Autistic people who menstruate.

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7. Munday K, Papadopoulos C, Adkin T, Gray-Hammond D. Improving Substance-Use Services for Autistic Adults: Insights and Recommendations from Autistic Adults. Autism in Adulthood;2026;8(5):877-889.

Purpose: We aimed to explore autistic substance users’ experiences and their recommendations for improving substance-use services.Methods: We conducted an online cross-sectional questionnaire survey with autistic adults, either self-identifying or formally diagnosed, who reported past or current substance use. We applied reflexive thematic analysis to identify differences and similarities across their diverse narratives.Results: A total of 475 participants completed the questionnaire. Participants shared varied experiences with substance-use services, but three key themes emerged as follows: challenges with service accessibility, gaps in providers’ knowledge about autism, and the need for harm reduction practices tailored to autistic individuals. Participants provided numerous recommendations to enhance the accessibility and appropriateness of these services, emphasizing the value of personalized, inclusive, and neuro-affirming care.Conclusion: Participants recommended that substance-use services improve accessibility by incorporating autistic-led training and adopting trauma-informed, harm-reduction approaches focused on personalized care. We suggest that future research include more in-depth interviews to cocreate resources for both substance-use service professionals and autistic individuals who engage with these services.Community Brief Why is this important?Many autistic adults who use substances, such as drugs or alcohol, do so to cope with challenges related to mental health, such as anxiety and depression. This behavior can lead to even more severe mental health issues over time. By better understanding their reasons for substance use and the challenges they face, we can create support services that truly address their unique needs.What did the researchers want to find out?We wanted to explore autistic substance users’ experiences with substance-use-related services, including barriers to care and the kinds of support they found helpful or unhelpful. By gathering these insights, our goal was to identify ways to improve services for autistic substance users, so they better meet their needs.What did the researchers do?We created an online survey with input from autistic people who have lived experience with substance use. A total of 475 autistic adults, both self-identified and formally diagnosed, took part in the survey. We asked them about their substance-use habits, reasons for using substances, and their mental health conditions, as well as their experiences with substance-use services.What did the researchers find?Most participants reported serious mental health issues, with 87% experiencing anxiety, 75% having depression, and many also identifying as ADHD. Many also struggled with chronic pain. People used substances for different reasons. Some used them to cope with anxiety, depression, or sensory overwhelm. Others used them to help focus, boost energy, or feel more confident in social situations. Alcohol, marijuana, and stimulants were the most commonly used substances.The study identified three main themes in people’s experiences with substance-use services. First, many found services difficult to access. Loud, overwhelming environments, unclear communication, and group therapy made it hard to get support. Some struggled to get accommodations such as quiet spaces or different ways to communicate.Second, participants felt professionals lacked understanding of autism and substance use. Some were denied treatment unless they were already sober, while others faced stigma, miscommunication, or a lack of trauma-informed care.Third, participants wanted services to be autism-friendly, flexible, and respectful. They called for harm reduction approaches instead of strict abstinence programs, better awareness of autistic experiences, and more autistic professionals shaping services to meet their needs.What’s new about these findings?Our study highlights the key barriers autistic adults face in accessing substance-use services and offers practical recommendations for creating more inclusive and effect ve support. The focus on neuro-affirming, trauma-informed, and personalized care represents an important step toward better outcomes for autistic individuals.What are the weak points of the study?Most of the people who took part were White and of a similar age, so our findings might not apply to all autistic people. We also used convenience sampling, which means that participants were mostly those who were already engaged with autism-related online communities. This could mean that some autistic people who do not have access to these spaces, or who face different challenges, were underrepresented in our findings. Also, since participants reported their own experiences, there could be some differences compared with what a doctor or professional might find.How can this help autistic adults?Our findings show that substance-use support services for autistic adults who use substances need to be more flexible and personalized to their needs. This means creating quiet, sensory-friendly spaces, offering different ways to communicate, and providing individual support when needed. It is important for services to understand the challenges autistic people face, such as masking who they are, dealing with trauma, or managing anxiety and ADHD. By involving autistic people in planning and improving substance-use services, we can make sure the help they receive truly works for them. Listening to their experiences can help create services that are kind, respectful, and effective.

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8. Grant A, Griffiths C, Williams K, Brown A. “I Just Gritted My Teeth to Get Through It All”: An Online Survey of Autistic People’s Experiences of Maternity Care in the United Kingdom. Autism in Adulthood;2026;8(5):890-905.

Background: Difficult birth experiences are known to have long-lasting implications for physical and mental health. Autistic people are more likely to experience obstetric complications. To date, Autistic people’s experiences of maternity care have been underexplored. We aimed to explore experiences of antenatal and birth care to identify needs and factors associated with birth trauma.Methods: We used social media and snowball sampling to recruit for our online survey. Participants were required to be: Autistic, aged >18 years, living in the United Kingdom, and to have experienced pregnancy. Analysis included descriptive statistics and reflexive thematic analysis.Results: We received 193 usable responses. Quantitative results showed that the majority (86.4%) of participants reported masking when receiving care. Participants reported that they were not listened to (51.7%), misunderstood (47.8%), and unsupported (43.8%) during their maternity care. Over a third (35.4%) did not understand the way things were explained to them, and nearly half (48.9%) reported not being given the option to decline physical examinations. Our qualitative analysis resulted in three overarching themes that are interrelated. First, “health professionals’ knowledge of Autism” highlighted that maternity staff did not understand Autistic communication and pain presentations. Second, “systemic issues impacting on providing Autism-friendly care” focused on time and the ward environment as barriers to accessible maternity care. Third, “impacts of inaccessible care on Autistic people” described the way in which these two themes came together, resulting in lack of consent, safety issues, breached trust, and unmet needs for Autistic people.Conclusions: There is an urgent need for improvements in the health care given to Autistic birthing people. Increased knowledge of Autism, particularly focused on communication and pain expressions, is essential. Continuity of care, longer appointment times, and improvements to the sensory environment would also benefit Autistic maternity service users.Community Brief Why is this an important issue?Pregnancy is a big change for anybody. There have not been many studies of Autistic people’s pregnancy experiences. Completed research has mostly interviewed small numbers of people.“Informed consent” means that you understand what will happen and you can say no. Some research says that Autistic people have not been asked to give “informed consent” to tests or treatment in maternity care. This is linked to birth trauma in research on all people who have given birth.What was the purpose of the study?We wanted to ask Autistic people about maternity care, including things from previous studies on birth trauma and research with Autistic people.What did the researchers do?We asked Autistic people who had been pregnant and lived in the United Kingdom to do our online survey.What were the results of the study?In total, 193 Autistic people answered our questions. When they used tick boxes to tell us about their maternity care, most said they: “Masked” (acted like they were not Autistic to get better treatment) during appointments;Were not listened to by maternity staff;Were misunderstood by maternity staff;Felt unsupported during their maternity care.Also, it was common for Autistic people to not give “informed consent.” One in three said they did not understand the way their midwife or doctor explained things to them. Also, nearly half were not told that they could say “no” to treatment.When we asked Autistic people to write down what happened to them during their maternity treatment, most people told us they had bad care.First, in “health professionals’ knowledge of Autism,” they told us that maternity staff were not good at communicating with, or understanding them, and did not understand how they showed pain.Second, in “systemic issues impacting on providing Autism-friendly care,” Autistic people focused on things in the maternity care system that made it hard for them, including short appointment times and the ward environment.Third, in “impacts of inaccessible care on Autistic people,” Autistic people described issues such as having treatment without consenting and having unmet needs.What do these findings add to what was already known?We found similar things to previous research. The new things we found were almost half of the Autistic people said that they did not give “informed consent” most of the time. Also, many felt that maternity staff did not listen to them, understand them, or support them.What are the potential weaknesses in the study?The Autistic people in this study were mostly highly educated, white, cisgendered, and speaking. We also did not ask if they had learning disabilities, so our results may not apply to all Autistic people. Some of the Autistic people had their babies a long time ago.How will these findings help Autistic adults now or in the future?These findings show barriers in maternity services to meeting the needs of Autistic people, which may increase their risk of birth trauma. This information could be used to help maternity services better meet the needs of Autistic people.

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9. Conde-Pumpido Zubizarreta S, Lois-Mosquera M, Tubío-Fungueiriño M, Alemany-Navarro M, Hull L, Carracedo A, Gándara-Gafo B, Fernández-Prieto M. Camouflaging Autistic Traits Questionnaire: Cultural Adaptation, Reliability, and Validity in Autistic and Non-Autistic from Spain. Autism in Adulthood;2026;8(5):906-919.

Background: Researchers have proposed that camouflaging contributes to delayed or absent diagnosis and mental health problems in autistic individuals. Therefore, there is a need for validated measures of this construct. This study aimed to culturally adapt the Camouflaging Autistic Traits Questionnaire (CAT-Q) for the Spanish population (Spain) and assess its psychometric properties, addressing the need for camouflage assessment tools in Spain.Methods: We conducted a cultural adaptation process, which involved direct-back translation and pretest with autistic individuals. We tested internal consistency, test–retest reliability, construct validity, including structural validity (confirmatory factor analysis), measure invariance, and hypothesis testing for construct validity with a larger sample of 490 participants, including 379 non-autistic individuals and 111 autistic individuals. We assessed a subsample of 32 non-autistic participants for test–retest reliability.Results: The cultural adaptation process yielded the CAT-Q–Spanish version (ES), culturally adapted for the Spanish population. Autistic volunteers identified minor comprehension issues in three items and the researchers revised them. The CAT-Q-ES showed excellent internal consistency among non-autistic (McDonald’s omega [ω] = 0.95) and autistic individuals (ω = 0.89). The subscales (Compensation, Masking, Assimilation) demonstrated internal consistencies ranging from adequate to excellent. Test–retest reliability showed a strong relationship (r = 0.99, p < 0.001). Associations between CAT-Q-ES scores and related constructs, including autistic traits, and symptoms of anxiety and depression confirmed its validity, with autistic individuals scoring higher on the test.Conclusion: The CAT-Q-ES is conceptually and semantically equivalent to the original instrument, offering a valid and reliable measure of camouflage for Spanish adults. These findings enhance the assessment and understanding of camouflage within the Spanish context, addressing a crucial gap in the field.Community Brief Why is this an important issue?Camouflaging means hiding or changing your behavior and part of who you are to “fit in.” Many autistic people camouflage their traits during social interactions to cope with social demands. When you feel the need to hide yourself, it becomes harder to understand what you need. This might lead to delays in autism diagnosis and/or cause mental health challenges. Measuring camouflaging is important for improving diagnosis and providing better support for autistic people. Right now, there is no tool available in Spain to assess camouflaging in autism.What was the purpose of this study?We wanted to adapt the Camouflaging Autistic Traits Questionnaire (CAT-Q) for Spanish people. The CAT-Q assesses three different strategies of camouflaging as follows: Compensation, Masking, and Assimilation. The original questionnaire focuses on British people, and we wanted to create a version that fits the Spanish culture.What did the researchers do?Our team carried out the following two steps to develop the CAT-Q-ES: a first step of translation and cultural adaptation and a second step focused on the reliability analysis of the CAT-Q-ES.In the first step, a group of bilingual professionals took part in the CAT-Q translation. This ensures that the Spanish version measures the same as the original, without just being a word-for-word translation. Then, we asked autistic participants to read the questionnaire and give feedback to make it clearer. Based on their input, we revised the questions to create the CAT-Q-ES for Spanish people.In the second step, we gave the CAT-Q-ES to 379 non-autistic and 111 autistic adults through an anonymous online survey. Their participation helped us check the reliability of the CAT-Q-ES to measure camouflaging over time. For example, we expected autistic participants to score higher than non-autistic participants. We also checked the relation between CAT-Q-ES scores, autistic traits, anxiety, and depression.What were the re ults of the study?The cultural adaptation process helped us to create a tool that was clear for Spanish autistic participants, called the CAT-Q-ES. We saw that the CAT-Q-ES measured camouflaging consistently over time. Autistic participants scored higher than non-autistic participants, and the CAT-Q-ES scores were related to autistic traits, as well as symptoms of anxiety and depression.What are potential weaknesses in the study?Weaknesses of the study include potential bias in recruiting online samples. Also, we could not ensure autism diagnoses, which may have impacted the generalization of the results to other samples. Future research must apply the CAT-Q-ES in larger and more gender-diverse samples.How will these findings help autistic adults now or in the future?The CAT-Q-ES can help clinicians, educators, and researchers better support autistic adults. By measuring camouflaging in clinical practice, we can uncover the psychological effects of camouflaging and late diagnosis, including issues like anxiety and depression. This questionnaire is also designed to be accessible for autistic individuals who want to understand their social behavior and masking strategies. It can encourage them to explore how they cope in social situations and identify and defend their own needs.

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10. McCabe C, Newbutt N, Hutchinson A, Loetscher T. Insights into Sensory and Relaxation Preferences to Inform the Design of Calming Spaces and Sensory Rooms for Autistic Adults. Autism in Adulthood;2026;8(5):920-934.

Background: Sensory and restorative rooms provide environments that promote relaxation through sensory experiences. These rooms contain a variety of sensory-engaging equipment and materials that facilitate relaxation, emotional regulation, and sensory integration. However, researchers have limited understanding of which specific relaxation techniques and essential elements create effective, calming spaces for autistic adults. This study seeks to bridge this gap by analyzing the sensory preferences and needs of autistic adults to inform the design of sensory and restorative rooms.Methods: We conducted an online mixed-methods survey, divided into three parts. In Part One, we utilized the Autism Spectrum Quotient (AQ-50) to screen for autistic traits and we invited participants scoring 26 or above to complete Part Two of the study. In Part Two, we utilized a survey incorporating open-ended and closed questions to assess participants’ sensory and relaxation preferences. We then invited the participants from Part Two who indicated that they had previous sensory room experience to complete Part Three, which assessed their experiences with these spaces. We analyzed the qualitative results using content analysis.Results: We Screened 150 participants in Part One, of whom 96 and 13 completed Part Two and Three, respectively. Our analysis revealed that while we could identify general categories, autistic adults use a diverse range of methods and sensory modulation techniques to facilitate relaxation. When we asked about preferred relaxation activities, analysis of the participants’ responses revealed categories, including active or passive media use, spending time outdoors, seeking solitude, and engaging in creative activities. The participants showed considerable diversity in how they interacted with items within each category. Regarding specific sensory modalities, we identified visual, auditory, and somatosensory as the primary senses affecting relaxation, particularly through customized lighting or sounds, however, these preferences remained highly person specific.Conclusions: Our findings emphasize the importance of taking an individualized approach when designing calming spaces for this demographic. Our study reveals a wide range of methods autistic adults use to self-regulate, spanning customized environmental changes, sensory stimulation, engagement with nature, media engagement, and internal coping strategies. In addition, we found that suggestions for improving existing spaces focus on increasing personalization and control to better meet individual sensory needs. Future studies could investigate the practicality and efficacy of incorporating a broader spectrum of engaging sensory stimuli within sensory rooms, tailored to the diverse needs and preferences of autistic adults.Community Brief Why is this an important issue?Autistic individuals can experience over or under responsiveness to sensory stimulation, which can negatively impact several aspects of their daily life. Without research into the sensory preferences and experiences of autistic adults, we risk creating spaces that are suboptimally designed for them and without their input for preferences. In extreme cases, these spaces may even be detrimental.What was the purpose of this study?The purpose of this study was to identify the preferred methods that autistic adults like to use to relax, as well as answer the question of what is required to create an effective calming space or sensory room for autistic adults.What did the researchers do?We asked 96 autistic adults from English-speaking countries around the world to complete a survey on their sensory experiences, preferences, and preferred methods of relaxation. We also asked them to rate common sensory room features based on how important they feel they are. In addition, we asked the participants some questions regarding what features they would include in a calming space for themselves as well as what kind of environment they seek out when they feel overwhelmed.What were the results of the study?We f und that autistic adults use a wide range of various methods and sensory techniques to help facilitate relaxation. When we asked about their preferences, we found some trends such as engaging with different forms of media, spending time outdoors, seeking solitude, or engaging in creative activities. However, although we noticed some trends, there was a wide range of individual preferences and behaviors within those trends, highlighting the need for a person-centered approach to designing calming spaces for this population. We also found that specific sensory experiences can play a large role in mediating relaxation, particularly when it comes to sight, hearing, or touch. We also found a general preference for customized lighting and sounds; however, preferences were very person specific and varied considerably between responses.With regard to answering the question of what is required to create an effective calming space, we found a general preference for smaller, warm spaces, opposed to large open spaces. We also found a preference for quiet and isolated spaces, free from unwanted noises, distractions, and people. The results of our study also stressed the importance of giving autistic adults control over various aspects of the environment due to the high amount of variability in personal preference for various features such as lighting or sound. In addition, the results stress the need for a sensory room to be better equipped with a wider range of equipment to meet the individual needs of its users.What do these findings add to what was already known?Our findings highlight the need for a person-centered approach when creating spaces that are designed for autistic adults and emphasize the need for flexibility in how sensory rooms are utilized. Although we were able to identify overarching categories within the data, the variability within those categories was substantial and highly dependent on individual preferences. In addition, the categories and subcategory we identified suggest that autistic adults may benefit from more engaging forms of stimulation than what is typically found in a sensory room.What are potential weaknesses in the study?A potential weakness of our study is that all participants required the ability to sign up and complete the experiment without any assistance from the researchers, because of this, we cannot make the assumption that the findings are representative for all autistic people.How will these findings help autistic adults now or in the future?Our findings can help autistic adults by informing the design and creation of spaces intended for autistic adults. The findings from our study also help highlight the need for a person-centered approach when designing sensory or calming spaces.

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11. Tackley G, Unwin K, Underwood JFG, Jones CRG. The Experience of Itch in Autistic Adults: An Online Survey. Autism in Adulthood;2026;8(5):935-950.

Background: The self-reported experience of itch for autistic people has not been studied. Anecdote, theory, and emerging research suggest that itch experience is different in autistic people, with negative consequences.Methods: An online survey was completed by participants who self-categorized as diagnosed autistic (n = 158), self-identified autistic (n = 37), or not autistic (n = 85). We asked about three categories of itch, namely, spontaneous, provoked, and itch caused by a medical condition, with questions focused on severity, timing and duration, and impact on daily activities.Results: Across all categories of itch there was a pattern of greater severity, duration, and impact in diagnosed autistic people compared with non-autistic people. Those with self-identified autism largely fell between the diagnosed autistic and not autistic groups. Itch severity was associated with self-reported autistic traits. As expected, we found more dermatitis-related itch in autistic respondents, but this did not drive differences in spontaneous and provoked itch.Conclusion: Findings suggest that the self-reported itch experience of autistic people is more severe, longer lasting, and of greater daily relevance, differences that cannot be attributed to the higher prevalence of skin dermatitis found in autism. Future studies are required to understand itch experience within the broader picture of sensory differences, and to develop management strategies for what can be a highly morbid experience.Community Brief What was the purpose of this study?Differences in sensory experiences in autistic people are well documented. However, the experience of itch for autistic people has been largely unresearched. Our study is the first to formally ask “Is itch experience different for autistic people?”Why is this an important issue?It is known that sensory differences can have a notable impact on autistic peoples’ quality of life. It is also known that long-term itch can be detrimental to physical and mental health. What isn’t known is whether autistic people suffer itch, with its negative impacts, more than non-autistic people.What did the researchers do?We distributed an international online survey that asked autistic and non-autistic adults about their experience of itch and the impact of itch on daily life. We asked about three types of itch: (1) spontaneous itch, (2) itch provoked by either contact with others, objects, hot and cold items, or itch experienced instead of pain, and (3) itch caused by medical conditions.What were the results of the study?Autistic adults reported significantly greater itch severity and itch-related impact on their daily life for all itch types. Heightened spontaneous and provoked itch experience in autistic people was not explained by higher rates of eczema-related itch.What do these findings add to what was already known?As the first of its kind, our study highlights that itch experience is different in autistic versus non- autistic adults.What are potential weaknesses in the study?Our study population was predominantly females older than 30 years, all of whom could access and complete an online survey. It will therefore be important to validate the findings in other autistic populations.How will these findings help autistic adults now or in the future?These new findings highlight the need to better understand the experience of itch for autistic people and are the foundation for beginning to translate this into support for autistic people who are being negatively impacted by itch.

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12. Schwartzman JM, McMorris CA, Brown CM, Trollor JN, Uljarević M, Stokes MA, Williams ZJ, Hedley D. Elevated Suicidal Thoughts and Behaviors and Nonsuicidal Self-Injury in Autistic Youth and Adults: A Multinational Study. Autism in Adulthood;2026;8(5):951-969.

Background: Autistic people are at significant risk for suicidal thoughts and behaviors (STBs) and nonsuicidal self-injury (NSSI). We examined STB and NSSI in different age-groups, considering sex- and age-based effects, in a pooled multinational sample of English-speaking autistic children and adults.Methods: We administered the Columbia-Suicide Severity Rating Scale to 245 autistic people without intellectual disability (139 youth and 106 adults; 46.1% female sex; Mage = 24.8, SDage = 16.3 years, range = 7–70) or their caregivers in Australia, Canada, and the United States. The study samples were enriched with autistic people experiencing depression and suicidality.Results: Most participants (87.8%) reported suicidal ideation and NSSI (56.3%). Nearly one-third of autistic people (31.0%) reported a lifetime suicide attempt (M = 2.9 attempts; range = 1–26); overdosing was the most common method of suicide attempt. Sex was not a significant risk factor for suicidal ideation, behavior, or NSSI. Increases in lifetime suicidal ideation were observed across older age-groups, with those aged over 18 years reporting more severe and longer-lasting ideation than in children or adolescents. The youngest age of suicide attempt was 7 years in this sample, and the average ages of first/initial, most lethal, and most recent suicide attempts in youth (n = 24) and adults (n = 42) were 16.6, 19.2, and 20.8 years old, respectively.Conclusion: Regardless of age-group, autistic people across the lifespan constitute a high-priority group for suicide prevention strategies, development of appropriate assessments, and evaluation of system-level programs that effectively address the problem of preventable death by suicide.Community Brief Why is this an important issue?Suicide is a leading cause of death among autistic people and a top research and clinical priority among autistic communities. To our knowledge, most research on suicide in autistic people has been limited to one research site and a single time in development (e.g., childhood, adolescence), without consideration of suicide across different age-groups.What was the purpose of this study?Our international teams (i.e., Australia, Canada, and the United States) wanted to understand suicidal thoughts and behaviors (STBs) and nonsuicidal self-injury (NSSI) in verbally fluent autistic people without intellectual disability across several age-groups. We studied the most common methods of suicide attempts in this sample and how old a person was at their first, most lethal (i.e., most severe), and most recent suicide attempts. We also tested potential differences in STBs and NSSI in autistic people by sex assigned at birth and age-groups (i.e., childhood, adolescence, early adulthood, and late adulthood). By studying STBs and NSSI in a larger sample at different ages, we hope to improve assessments and interventions for suicide and self-harm risk in autistic people.What did the researchers do?Across our three sites, we reviewed responses from 245 autistic people and some of their caregivers about lifetime experiences of STBs and NSSI in a semi-structured clinical interview, the Columbia-Suicide Severity Rating Scale (C-SSRS; Posner et al.29). Autistic people who participated in the study were from the community and those with depression and/or STB who were seeking support for their mental health. Using information from the C-SSRS, we studied the number of autistic people who reported lifetime STBs and NSSI and then checked if there were any differences based on a person’s sex assigned at birth and age-group.What were the results of the study?Most participants (87.8%) reported lifetime suicidal ideation/thoughts and NSSI (56.3%). Nearly one-third of autistic people (31.0%) reported a suicide attempt in their lifetime, with an average of three lifetime attempts reported by participants. Overdosing was the most common method of suicide attempt in this sample. Sex only seemed to impact the number of suicide attempts, with females reporting a slightly higher number of attempts than ma es. We observed some increases in lifetime suicidal thoughts across older age-groups; those aged over 18 years reported more severe and longer-lasting thoughts than children or adolescents. We found that the youngest age of suicide attempt was 7 years old, and the average ages of the first/initial, most lethal, and most recent suicide attempts in youth (n = 24) and adults (n = 42) were 16.6, 19.2, and 20.8 years old, respectively.What do these findings add to what was already known?Our findings show that STBs and NSSI are common among autistic people across all age-groups, beginning as early as 7 years of age. Autistic people of both male and female sexes are likely to experience STBs. We found that females may be slightly more likely to attempt suicide than males. Across age-groups, the frequency and severity of STBs and NSSI seem to increase among autistic people, with autistic people reporting overdosing as the most common method of suicide attempt.What are potential weaknesses in the study?Although our study examines suicide in different age-groups, our study relies on data that were collected at one timepoint versus following someone over time. By using this type of data, it may not capture the dynamic and changing nature of STBs and NSSI. Across the three sites, autistic people were recruited from different areas, such as the community or from people seeking mental health support (i.e., clinical samples), which leads to sampling differences. As a result, it is important to consider our findings with a level of caution. Furthermore, our sample of verbally fluent autistic people without intellectual disability is not representative of the suicidal experiences of all autistic people.How will these findings help autistic adults now or in the future?Our findings add to the existing knowledge of how common and severe STBs as well as nonsuicidal self-injurious behavior are for autistic people of both sexes and across age-groups, particularly among autistic adults. Findings also point to key areas for tailoring suicide assessment and prevention approaches to the needs of autistic people.

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13. Lee EAL, Carpini JA, Tomczak MT, Picen T, Tan T, Vinci B, Bölte S, Girdler S. “At Home with My Sausage Dog”: Extending the Job Demands-Resources Model to Autistic Employees Working Flexibly. Autism in Adulthood;2026;8(5):970-988.

Introduction: In recent decades, digital transformation and digital technologies have increasingly enabled flexible working arrangements. Internationally, the COVID-19 pandemic contributed significantly to a surge in flexible working arrangements. Paralleling these changes in the nature of work, the momentum of neurodiversity initiatives has resulted in more organizations recognizing the benefits of recruiting neurodivergent talents, many of whom have flexible working arrangements. While these arrangements have been associated with various positive outcomes, it is important to recognize that they may not be universally advantageous for autistic employees.Methods: This study adopted a qualitative descriptive design. Based on interviews with autistic employees and supervisors/line managers of autistic workers in flexible working arrangements (N = 18) across various industries in Australia, we identified the benefits, challenges, and necessary supports for autistic employees working flexibly. Utilizing a Job Demands-Resources (JD-R) perspective, we identified the essential components under job resources, personal resources, job demands, and personal demands important for autistic employees working remotely.Results: We identified eight main themes related to benefits and eight related to challenges, along with 13 themes categorized across organizational, team, and individual levels that facilitate flexible working arrangements. These themes were associated with job and personal resources, as well as job and personal demands, according to the JD-R model.Conclusion: Drawing from the research findings and utilizing the JD-R perspective, our framework advances our knowledge of flexible working arrangements theory, identifying best practices for enhancing the well-being and productivity of autistic employees in flexible working arrangement settings, informing the creation of diverse and productive work environments for autistic employees. This framework has the potential to equip managers, autistic employees, and stakeholders with practical tools and insights contributing toward further inclusion of autistic workers in employment.Community Brief Why is this an important issue?While internationally there is recognition of the need to include more autistic individuals in employment, autistic individuals continue to experience many barriers in the workplace. Understanding the barriers and facilitators that autistic people experience when working flexibly (in relation to where and when work is completed) can help their inclusion at work making the workforce more diverse.What was the purpose of this study?We wanted to know the benefits to autistic individuals of working flexibly, what they need, and how to support them.What did the researchers do?We spoke to 14 autistic staff about their experiences in flexible working arrangements and four line managers/supervisors about their experiences in providing and supporting autistic staff working flexibly.What were the results of the study?We found that having clear job duties and goals, support from managers and colleagues, flexible work guidelines, and education about autism were helpful for doing well, maintaining mental well-being and feeling good when working flexibly. Furthermore, not having to mask their autism helped reduce burnout. For autistic individuals, being able to make their own decisions and organize themselves was important. However, some things made it harder to work flexibly, such as communicating and engaging in online meetings, being alone too much, getting too focused on one thing, and being easily distracted.What do these findings add to what was already known?We used a model of job demands and resources to explain our discoveries that may help employers and autistic employees understand how to make work better for autistic individuals working in flexible arrangements.What are the potential weaknesses in the study?Most of the participants in our study were autistic females, and we did not look at any other conditions they may have had. In the future, we should o research with more participants, of different genders and with different conditions to support our findings. Also, because we only studied a small group of people with data collected at a single point in time, we are unsure if our findings apply to other situations.How will these findings help autistic adults now or in the future?Our findings will help autistic adults understand the advantages and difficulties that come with flexible working arrangements and provide a guideline for employers in supporting autistic employees to work flexibly.

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14. Tan DW, Rabuka M, Hardy L, Haar T, Pellicano E. “Seeing the Value of Who We Are”: Understanding and Supporting Autistic University Students. Autism in Adulthood;2026;8(5):989-1002.

Background: The number of autistic students enrolling in universities is increasing, yet many of them face significant challenges in navigating academic, social, and environmental demands. Existing research often focuses on autistic students’ strengths and weaknesses. While insightful, the dichotomizing of individual characteristics may limit our ability to identify systemic barriers within higher education.Methods: Guided by social and human rights models of disability, we adopted a participatory approach to identify factors hindering autistic students’ success in university settings. Our team of autistic and non-autistic researchers conducted a qualitative study to explore the experiences of autistic university students in Australia and how universities can create conditions that enable them to thrive. We conducted semi-structured interviews with 21 autistic adults who either had completed at least one university course, or were studying a university course, or had previously enrolled in but discontinued at least one university course in Australia. We deployed reflexive thematic analysis in analyzing our participants’ transcripts.Results: We identified four key themes as follows: (1) “Fight[ing] really hard to get through,” highlighting the challenges autistic students face; (2) “[Taking] a lot longer to try to make sense of the system,” describing difficulties navigating university structures; (3) Fostering an enabling environment, suggesting ways universities can better support autistic students; and (4) Building a sense of belonging, emphasizing the importance of meaningful connections and acceptance.Conclusions: Based on these findings, we provide 10 recommendations for universities to create more inclusive and supportive environments for autistic students. This study underscores the need for universities to actively engage with autistic students to understand their needs and implement appropriate support strategies.Community Brief Why is this an important issue?The number of autistic students enrolling in universities is increasing, but many face significant challenges in navigating academic, social, and environmental demands. Understanding their experiences is crucial for developing effective support strategies. Existing research, however, often focuses on autistic students’ strengths and weaknesses, but this approach does not fully address the barriers that universities create.What was the purpose of this study?Using a disability rights perspective, we worked with autistic people to explore how autistic students navigate university environments and how universities can create conditions that enable autistic students to thrive.What did the researchers do?Our team of autistic and non-autistic researchers interviewed 21 autistic adults who had attended university in Australia about their experiences and analyzed their responses to identify common ideas or “themes.”What were the results of the study?We found four main themes: The first theme talks about how autistic students face numerous challenges within and outside of university settings. The second theme talks about how they struggle to understand and navigate university systems. The third theme describes how universities can foster more enabling environments through various strategies. The fourth and final theme stresses that building a sense of belonging is crucial for autistic students’ success.What do these findings add to what was already known?This study provides in-depth insights into autistic students’ experiences and offers 10 specific recommendations for universities to improve support and inclusion. The recommendations are: (1)Developing autism and neurodiversity training for staff and students(2)Providing sensory-friendly spaces(3)Promoting support services(4)Developing transition programs(5)Streamlining and demystifying university processes(6)Implementing flexible pedagogical and communication options(7)Celebrating neurodiversity(8)Adopting trauma-informed practice(9)Investing on building relationships with autistic students(10)Embracing participatory approachesWhat are potential weaknesses in the study?There are three potential weaknesses. First, the sample was limited in diversity, particularly lacking cisgender male participants and detailed socioeconomic information. Therefore, not every autistic person will relate to these experiences. Second, because we wanted to use an analysis method called “reflexive thematic analysis” which focuses on common themes across our participants, we could not directly compare between participants from different backgrounds—for example, the experiences of those who were diagnosed early on versus those diagnosed later in life. Third, the study also did not include perspectives from university staff.How will these findings help autistic adults now or in the future?These findings can guide universities in creating more inclusive and supportive environments for autistic students, potentially improving their academic success and overall wellbeing.

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15. Redmore N, Tilley E. Exploring Views and Experiences Important to Autistic People and People with Severe and Profound Learning Disabilities in Day Services: Community and Professional Perspectives. Autism in Adulthood;2026;8(5):1003-1014.

We undertook qualitative research involving interviews, workshops and focus groups with day-service staff, people with learning disabilities, autistic people, and family members. Data were analysed through Template Analysis.Background: Day-services provide Monday-Friday support and are often accessed by autistic people with severe or profound learning disabilities or complex needs and people with severe and profound learning disabilities. Despite their significance, day-service support standards are often poor, and services struggle to include the voices of service members in support planning and service development. Our previous research highlighted views and experiences important to members in day-services, and we suggested it was important for day-services to focus on these views and experiences in decisions made about support. We co-produced a tool, The Day-Doc, to support day-services to do this. In this paper, we describe the framework we developed for The Day-Doc to help day-services focus on views and experiences important to their members.Methods: In this study, we sought to explore the views and experiences of service members through the perspectives of community members and day-service staff.Results: Participants defined four strands of views and experiences: (1)Place and Planning: Referring to service members developing environmental customs, having a sense of ownership over areas, and developing fulfilling routines.(2)Being Yourself: Referring to service members feeling free to act and behave in ways important to them, and for having their views and preferences valued and responded to.(3)Rest and Stressors: Referring to situations and environments that engender experiences of stress and the practices that alleviate this.(4)Community: Referring to having valued roles within day-service communities and having a say in their priorities and aims.Conclusion: The developed framework shows potential for supporting day-services to better include the views and experiences of service members. We discuss how we aim to realise this through The Day-Doc tool.Community Brief Why is this an important issue?This research was part of study to co-produce The Day-Doc, a tool to help day-services respond to the views and experiences of their service members, in particular, people with a diagnosis of: autism and severe/profound learning disability.autism and complex needs who communicate through vocalisations and body language.severe/profound learning disability (but not autism).Across Europe and North America, day-services provide Monday-Friday support to this group (who we refer to as ‘The Day-Doc cohort’). Despite their importance, day-service standards are often poor. A key issue is that day-services struggle to include the views and experiences of the Day-Doc cohort in decisions about their support. There are no tools or approaches to support them to do this.What was the purpose of this study?In this paper, we report on the development of a framework for The Day-Doc which outlines views and experiences important to its cohort. The framework stems from research we did with this group in a UK-based day-service. It is based on a theory called at-homeness.Table 1.An Outline of Seamon’s At-Homeness (1979) and Its Adaptation to Day-Service ContextsAt-homeness characteristics Day-service strandsRootedness How we are drawn to a place, and how it organizes our lives through its things, schedules, and activities.Adapted to day-service contexts, termed strandsPlanning How members live and schedules are planned, how they make choices, how they are involved in the development of their support and service.Appropriation How we feel we possess space; we experience privacy and the opportunity to invite others into it.Place The places members go and the spaces they use, what those places and spaces mean to them, and how they make them feel.Regeneration Place can provide us with a sense of security, one in which we can rest physically and mentally.Rest and stressors How members experience rest, stress, and security, what they find relaxing, and what promotes confidence.At‐easeness How place enables us to feel that we can act and behave as we want.Being yourself Whether members have the freedom to be themselves, to act and behave as they want.Warmth The friendly and supportive nature and atmospheres of place.Community Whether members find the service friendly and supportive, whether they feel part of the service, and whether the service values their lives and perspectives.Table 2.Participant and Methods InformationParticipant groupNo. of participantsMethodAvg. lengthNotesSupport workers8Interviews—chosen to accommodate participants’ work schedules1 hourTwo from a day-service providing building-based and outreach for autistic adults with and without learning disabilitiesFour from a day-service providing outreach support for autistic adults with learning disabilitiesTwo from a building-based day-service for people with profound learning disabilitiesDay-service managers3Focus group—chosen to accommodate participants’ work schedules1 hourFrom a day-service for people with profound learning disabilities, many whom had autism diagnosesPeople with learning disabilities5Workshop (n = 2)—to facilitate and promote group discussion1 hourThree noted they had previously been members of day-servicesParents of autistic people with profound learning disabilities13Workshops (n = 3)—to facilitate and promote group discussion2 hoursFive were autisticThree worked or had worked in support services for autistic adultsAutistic people15Workshops (n = 3)—to facilitate and promote group discussion2 hoursThree were parents of people within The Day-Doc cohortFive worked or had worked in support services for people within the cohortOne was a current member of a day-serviceWhat did the researchers do?We did interviews, focus groups and workshops with autistic people, people with learning disabilities, family members and day-service staff to develop at-homeness into a framework relevant to day-service contexts. We also explored if they thought the framework would be important to The Day-Doc cohort. Our analysis involved a Template Analysis approach.What were the results of the study?The co-production led to a framework containing four strands which participants thought would be important to the Day-Doc cohort: (1)Place and Planning, in which participants highlighted how the cohort might view environmental preferences and ownership of service spaces as significant.(2)Being Yourself, in which participants discussed the potential importance of the cohort experiencing the freedom to act and behave in ways important to them.(3)Rest and Stressors, in which participants highlighted how cohort would likely value practices that reduce experiences of stress or discomfort.(4)Community, in which participants argued for the importance of the cohort having significant and valued roles in their day-services.What do these findings add to what was already known?These findings are the first to categorise views and experiences potentially important for service members in day-services.What are potential weaknesses in the study?We first identified the at-homeness framework as being important in a single UK-based day-service, so it may not be as relevant in other day-service contexts. We suggest this should be explored with further day-services and their members.How will these findings help autistic adults now or in the future?The framework we developed helps services focus in on what’s important to The Day-Doc cohort. The Day-Doc was co-produced to help day-services document and respond to this group’s views and experiences. This tool could benefit service members across their life-course, helping to guide key life transitions, and enabling their voices to be represented within day-service provision.

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16. Khudiakova V, Levy X, Sowden-Carvalho S, Surtees ADR. A Qualitative Exploration of Autistic People’s Experiences of Camouflaging Across Different Social Contexts. Autism in Adulthood;2026;8(5):1015-1025.

Background: Autistic people experience significant societal stigmatization and frequently use camouflaging strategies to conceal their autistic traits and survive or form relationships in a predominantly non-autistic world. They tend to have smoother and more rewarding interactions with autistic than non-autistic people. Emerging research has identified that social context plays a significant part in one’s camouflaging decision-making and strategies, and the perception of their behavior, which has not yet been investigated qualitatively.Method: We conducted semi-structured interviews with 15 autistic adults, focusing on their perception of camouflaging in different social contexts as well as when around autistic and non-autistic people. We then analyzed and interpreted the transcripts using thematic analysis.Results: The study identified three themes in the data: perceptions of psychological safety, fit with a person, and expectations and dynamic identity negotiation. Participants tended to feel safer and camouflage less around those they perceived as accepting or similar in communication style. The latter included some, but not all, autistic people. This suggests that camouflaging could be part of a dynamic identity negotiation process as participants met or subverted the perceived expectations of a particular context.Conclusions: This study emphasizes the nuanced nature of camouflaging and stresses the need for fostering inclusive environments.Community Brief Why is this an important issue?Many autistic people change their behavior to make their autistic traits less visible to others. This happens because they do not feel safe or accepted. This is referred to as camouflaging. Some research suggests that camouflaging may look different in different social situations. We know that it is often easier for autistic people to interact with other autistic people, and previous studies suggest that is due to feeling more accepted and a similarity in communication styles.What was the purpose of this study?We wanted to find out how autistic people view and use their camouflaging in different contexts, especially in interactions with autistic versus non-autistic people. Understanding what camouflaging looks like in different situations may help explain the reasons for camouflaging and its consequences.What did the researchers do?We interviewed 15 autistic adults about their experiences of camouflaging, focusing on interactions with autistic and non-autistic people. Afterward, we analyzed what participants had said to see if there were any common themes or experiences.What were the results of the study?We identified three main themes after analyzing the data. The first theme showed that feeling safe was a key factor in camouflaging. Participants usually felt safer and camouflaged less when interacting with other autistic people. While most non-autistic people did not provide the same sense of safety and acceptance, some of participants’ loved ones did. The second theme described the idea of fit between an autistic person and the person with whom they were interacting. A match between their communication styles made interactions easier. This often, but not always, happened in interactions where both people were autistic. Finally, the third theme explored how camouflaging interacted with the social environment. We found that participants felt that camouflaging allowed them to respond to perceived expectations of social situations. Sometimes, participants camouflaged to meet those expectations, but many chose to be open about their autistic traits and identity.What do these findings add to what was already known?This study highlights the role of the social context in camouflaging by showing how it depends on the perceived safety and expectations of a particular environment. The findings also show that not all interactions between autistic people are easy and feel safe and that autistic people can form close and authentic relationships with non-autistic people with some mutual effort.What are potential weaknesses in the stud ?Our participants were mostly White British and highly educated. All had fluent speech. Camouflaging may look different for autistic people from different backgrounds and with different abilities. We do not know if the findings would apply to those not represented in this sample.How will these findings help autistic adults now or in the future?These findings highlight that it is important to create safe environments where autistic people can be themselves without fearing judgment. Understanding why some interactions between autistic people are challenging can help autistic people form stronger relationships with other autistic people.

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17. Maroney MR, Chickerella R, Coombs E, Levitt HM, Horne SG. “These Experiences also Relate to my Neurodiverse Identity”: An Intersectional Understanding of Heterosexist Events Among Autistic-LGBTQ+ Individuals. Autism in Adulthood;2026;8(5):1026-1036.

Background: Given the high likelihood of Autistic individuals also being sexual and gender minorities, it is important to understand how Autistic-LGBTQ+ people understand prejudice events in the context of their intersectional identities.Methods: In this study, we used reflexive thematic analysis guided by an intersectional lens to explore experiences of heterosexism among 49 Autistic-LGBTQ+ adults. Specifically, we explored two issues as follows: (1) the nature of the heterosexist events they experienced and (2) the identities Autistic LGBTQ participants thought were related to a distressing heterosexist event they had experienced.Results: Heterosexist events were characterized by four themes, including rejection, harassment, invalidation, and discrimination. Participants often felt that several identities were salient when considering their heterosexist event. The four themes that described the experience of intersectional stressors for Autistic-LGBTQ+ participants are abbreviated here as follows: (1) assumptions about autism, (2) gender “as a bit of a double blow,” (3) queerness as “abhorrent,” and (4) “too young to know better.”Conclusion: We use intersectionality theory to frame stigma experiences for Autistic people who are also sexual and gender minorities, exploring clinical implications and future directions for research.Community Brief Why is this an important issue?Autistic people are highly likely to identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ+). Research has shown that Autistic-LGBTQ+ people experience higher stress and worse mental health concerns. This distress may be due to how they are treated by others and society, so we seek to learn about their experiences of being mistreated and how Autistic people make sense of these events.What was the purpose of this study?The purpose of this study was to explore the ways Autistic-LGBTQ+ people were mistreated by others because of their sexual orientation and what other identities were related to this mistreatment.What did the researchers do?Our data come from a more extensive online study focused on coping with sexual orientation-based stigma through writing. We asked 49 participants what social identities were important in understanding the event they chose to write about for this study.What were the results of the study?Autistic-LGBTQ+ people shared that several identities were very important to understand as part of their stigma event including autism/neurodivergence, gender, age, and religion. There were four types of stigma events that were described by participants as follows: rejection, invalidation, harassment, and discrimination. Participants spoke to the ways their multiple identities were important to understanding their stigma event. The themes were as follows: (1) If you’re Autistic, you can’t be queer: Assumptions about autism, (2) Gender as “a bit of a double blow,” (3) “Queerness as abhorrent”: Religiously influenced heterosexism, and (4) “Too young to know better”: The intersection of age and LGBTQ+ identities.They also described different forms of mistreatment by others in their lives, such as the use of offensive language, others’ questioning their sexual or gender identities because of their autism, others saying they would not accept them, and refusing to let them in public spaces because of their sexual or gender identities.What do these findings add to what was already known?These findings extend what we know about the ways Autistic people experience mistreatment from others based on their Autistic identity, sexual orientation, gender identity, and the ways these identities together create a new type of stigma. We demonstrated that Autistic-LGBTQ people experience similar kinds of stigma events that have been studied among LGBTQ+ people. Participants also identified the ways that biases about autism and their younger age led to dismissing their LGBTQ+ identity, which highlights the ways that stereotypes can lead to mistreatment. These findings support the importance of other aspects f identity in developing supports and interventions for Autistic-LGBTQ+ people.What are potential weaknesses in the study?The sample was predominantly White, and our participants did not identify their race or ethnicity as being important in understanding their upsetting event. Hence, future research on the experiences of racial and ethnic minority Autistic-LGBTQ+ people is in order. Because our study examined archival data, we were not able to ask our participants follow-up questions.How will these findings help Autistic adults now or in the future?These findings can help us to understand external stressors that are harmful to Autistic-LGBTQ+ people. They can help Autistic people examine upsetting events through semi-structured prompts that focus on the influence of multiple social identities. In addition, they inform therapists who want to provide support, but do not know much about being both Autistic and LGBTQ+ and the stigma across these dual identities.

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18. Edwards L, Firpo-Triplett R, Kuhn T, Firpo R, Graham Holmes L. Designing and Pilot Testing SkillFlix for Autistic Young Adults, a Communication and Healthy Relationship Skills Video Library. Autism in Adulthood;2026;8(5):1037-1048.

Many autistic young adults (AYAs) want to build healthy relationship skills that apply across romantic relationships, friendships, work, school, and community life. Yet, few have access to neurodiversity-affirming resources that are tailored toward adults and accessible asynchronously. To address this need, we developed and pilot-tested a video library of short, targeted lessons designed to support AYAs in building the skills they need to have successful, healthy relationships. Working with an advisory board of experts in autism and relationships (N = 5) and AYAs (N = 5), we conducted formative focus group research (N = 14 AYAs) to inform the development of the relationship skills video library. We created 20 videos on the skills Apologies and Addressing Hurtful Comments. Next, we pilot-tested the relationship skills video library with AYAs with reciprocal communication skills (N = 17) to determine whether exposure to the video library improved participants self-rated and observed skills regarding apologies and responding to hurtful comments. We found that participants’ self-rated skill levels increased in two of the three evaluated skill areas. In addition, observed skill usage significantly improved between the preintervention and postintervention evaluations. We collected extensive participant feedback on desired additions to the web platform and priority skills and topics for future videos.Community Brief Why was this program developed?Many autistic adults would like stronger friendships and romantic relationships, more job opportunities, and the chance to live separately from family or caregivers. It can be hard for autistic adults to find help to build their relationships and meet these goals. Most programs to support healthy relationship skills are for children. Our team, dfusion, created and tested a collection of videos called SkillFlix AYA for autistic adults to build healthy relationship skills.What does the program do?The new program is a collection of 20 videos focused on two specific relationship skills. The skills are “Apologies” and “Addressing Hurtful Comments.” The videos teach each skill using short videos that show the steps people can use to apologize or address hurtful comments. Autistic adults and other autism experts helped us create the video content.How did researchers assess the program?Seventeen autistic young adults tested SkillFlix AYA. First, they took a survey and rated their relationship skills on a scale of 1–7. Next, they did a role-play with project staff in a video call to show two relationship skills. The skills were “Giving an apology” and “Responding to a hurtful comment.” After the role-play, the youth had a week to watch 20 videos. Then, they took the same survey and did another role-play. We recorded all the role-plays. Project staff reviewed the recordings to count when the young adults used relationship skills. Staff also talked to the young adults about their experience using SkillFlix AYA.What were the findings?Young adults showed more relationship skills and Microskills after using SkillFlix AYA. The number of skill steps used in each role-play went up from about three to nine skills. On the survey, young adults rated themselves much higher on their ability to give an apology and ask for an apology. They also rated themselves a little higher on how to respond to a hurtful comment. The young adults said that SkillFlix AYA was useful and gave our team ideas on how to make it better.What were the weaknesses?A small number of autistic young adults who can have back-and-forth conversations tested SkillFlix AYA. This means we cannot be sure the program will help all autistic young adults. Another weakness is that the role-plays did not happen in person.All role-play skills were demonstrated over Zoom video chat to ensure safety from COVID-19.What are the next steps?We were given funding to make and test about 150 more videos for autistic young adults. The new videos also teach neurotypical families and friends how to communicate with autistic people. We mad these videos to watch and discuss together. We will test the new videos in a research study.How will this help autistic adults?SkillFlix AYA can help autistic young adults who want to learn new relationship skills. It can help people deal with complicated social situations. People can search the large set of videos and find written resources, helpful links, and discussions.

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19. Burnham Riosa P, Phan J, Whittingham L, Kenyeres N, Bishop C, Roberts W, DiRezze B, Wan Q, Walker N, Seymour J. Ready2Work: The Development and Evaluation of a User-Informed Online Employment Website for Autistic Job Seekers. Autism in Adulthood;2026;8(5):1049-1061.

Securing meaningful employment is a priority for many autistic people. In this innovative knowledge translation study, we developed and piloted an online employment platform about the needs of autistic job seekers using feedback from autistic job seekers, caregivers, and employment professionals throughout the process. Development of the online platform unfolded iteratively and based on the feedback provided. In Phase I, we conducted focus groups with 29 participants (7 autistic job seekers, 6 parents, and 16 employment professionals) about employment-related barriers (e.g., concerns with traditional hiring practices). They suggested how the content and design of an online platform could ultimately support employment success for autistic job seekers. The preliminary user-informed website functioned as a resource repository and an active community-maintained section for website members to post and answer employment-related questions, job postings, and related events. In Phase II, we surveyed nine participants (eight autistic job seekers and one caregiver of an autistic job seeker) about their website experiences. We incorporated their feedback into the redesigned website. In Phase III, we asked 14 participants (7 autistic job seekers and 7 supporters of autistic job seekers) to test the redeveloped website. We articulate how the feedback from autistic job seekers, caregivers, and employment professionals was used to develop an online platform. We describe their input and how it was embedded throughout the study, an approach future researchers should prioritize when initiating projects to serve a particular community’s needs.Community Brief Why was this program developed?We developed an online employment platform because many autistic people are looking for work and may go online to find information and resources. It is important that they find resources and tools that meet their needs and the needs of those supporting them.What does this program do?This online platform curates employment information and provides the opportunity for autistic people and other community members to share information about employment.How did the researchers evaluate the new program?We ran focus groups with autistic self-advocates, mothers, and employment professionals about autistic job seekers’ employment needs. We used their recommendations to build an online platform. In Phase II, eight autistic self-advocates and one caregiver of an autistic job seeker, and in Phase III, seven autistic self-advocates and seven supporters of autistic job seekers tested the website and provided feedback about their experiences. We used their input to redesign the website. Given the role employer attitudes and caregiver support play in helping autistic people find work, we included different people’s opinions when developing and piloting the platform.What were the early findings?Participants recommended how to tailor a website to meet autistic people’s needs and the types of content they wanted to see. Participants provided suggestions for how to design a website that was accessible (e.g., including a mix of images, text, and video), interactive (e.g., a community-driven section with community-generated content; opportunities to interact with others), and organized according to different member priorities (e.g., employers and those supporting autistic people to find work). We used this information to develop an employment website. We showed the website twice to different groups of autistic people and their allies and received feedback. We kept the things people liked and tried to revise the website for identified areas of improvement.What were the potential weaknesses in this project?We collected less information about our focus group research participants (e.g., age, work experience) than we would have liked. Another potential area for improvement in our study was the small number of research participants who provided feedback on the website. If more people had participated, additional feedback could have helped us make different decisions about t e website. We did not ask employers what they thought of our website, which may be something other researchers do in the future. Some autistic people may not like that other voices (e.g., caregivers) were included in developing this resource.What are the next steps?We are working toward partnering with a community agency to oversee the online platform’s management and help it grow by adding more content. There will be continued data collection about how the platform is used to help understand who uses it and what they need for job-seeking. Participants actively seeking employment described employment-related barriers and provided recommendations for future avenues of development.How will this work help autistic adults now or in the future?Overall, this project adds to the research emphasizing the importance of including autistic people and different supporters and advocates (e.g., family, friends, and professionals) in developing products and resources for autistic people. These results may help autistic adults in other locations and future studies by adding to our understanding of user-informed resources to support autistic people interested in employment.

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20. Beck KB, MacKenziem KT, Kirby AV, McDonald K, Moura I, Breitenfeldt K, Rutenberg E, Kumar T, Mancino J, Sabatello M, Roth S, Nicolaidis C, null n. Guidelines for the Creation of Accessible Consent Materials and Procedures: Lessons from Research with Autistic People and People with Intellectual Disability. Autism in Adulthood;2026;8(5):1062-1075.

Informed, voluntary, ongoing consent is a central tenet of ethical research. However, consent processes are prone to exclusionary practices and inaccessibility. Consent materials are often too long and complex to foster understanding and ensure that people make truly informed decisions to participate in research. While this complexity is problematic for all people, these challenges are compounded for autistic people and people with intellectual disability. Consent materials and procedures rarely incorporate accommodations for processing and communication differences common in autism and intellectual disability. Failure to provide such accommodations ultimately threatens the conduct of ethical research. We describe lessons learned across multiple major U.S. research institutions that improved informed consent materials and procedures, with the goal of fostering responsible inclusion in research for autistic people and people with intellectual disability. We used these alternative materials and procedures in multiple research projects with samples of autistic people and people with intellectual disability. Each contributing team partnered with university human research participant protections personnel, accessibility experts, community members, and researchers to develop rigorous procedures for improving the readability and accessibility of informed consent materials. We present guidelines for designing consent materials and procedures and assert that participatory methods are vital to the success of ongoing accessibility initiatives. Adoption of understandable consent materials and accessible consent procedures can cultivate more equitable, respectful, and inclusive human research practices. Future work should expand on this work to design inclusive practices for populations with additional considerations.Community Brief Why is this topic important?The consent process is how researchers share information with people so they can decide if they want to be in a research study. However, the information shared is often difficult to read and studies often do not offer accommodations. People may not truly understand the risks of the study they agree to be in, or they may not be allowed to make their own decisions about taking part in a study because they cannot understand the study information. Improving consent documents and processes is critical for people to make an informed decision about being in research.What is the purpose of this article?We created guidelines for improving consent materials and protocols. Our guidelines aim to support accessible and inclusive informed consent processes in autism and intellectual disability research.What personal or professional perspectives do the authors bring to this topic?We put together a “consortium” or a group of teams. Our consortium includes teams of neurodivergent (e.g., autistic, attention-deficit/hyperactivity disorder, acquired neurodivergence) and neurotypical researchers, community members, and advocates. Members bring both lived and professional experiences working to improve inclusive and ethical research procedures. We used participatory methods because lived experience is central to respectful, impactful science that is tailored to the needs of specific populations.What did the researchers do?We created guidelines for improving informed consent materials and processes for research with autistic people and people with intellectual disability. We based these guidelines on our experiences working with our universities on multiple research studies with autistic people and people with intellectual disability. The guidelines were acceptable both to the community and our universities.What do the authors recommend?Improve the understandability of consent materials: Start with consent checklists instead of templates.Improve written language and formatting.Use participant-centered language.Use precise and concrete phrasing.Structure documents in a logical order.Integrate visuals and/or multimedia.Simplify and integrate authorization language, as needed.Create accessible consent procedures: Minimize environmental and executive functioning barriers.Allow the use of electronic consents, as applicable.Provide options for a range of communication needs.Support decision making.Consider whether a consent competency assessment is necessary.Consider people with decisional impairment.We offer accessible language, checklists, and consent document examples. We recommend that researchers work with their universities or other research institutions to make changes to university-wide templates and guidance. We highlight the importance of developing strong community partnerships and including community members in attempts to make research more inclusive.How will these recommendations help autistic adults and people with intellectual disability now or in the future?Making an informed decision to participate in research is a right. However, researchers often use complex informed consent language in disabling environments. These guidelines encourage researchers to partner with community members and representatives of research institutions to change informed consent forms and processes. These guidelines also encourage researchers to evaluate and make changes to consent procedures to be more inclusive. We believe such efforts can improve the ethical inclusion of autistic people and people with intellectual disability in research.

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