Across the US and around the world, April is recognized as Autism Awareness Month or Autism Acceptance Month. As the White House’s proclamation for World Autism Day noted, there is no one way to be autistic – each individual with autism experiences it differently and neurodiversity should be celebrated in all its forms. The term neurodiversity emerged in the 1990s, referring to diversity in the way we think, learn, and behave – differences, not deficits. This term is often used in the context of autism, as well as some neurological and developmental disabilities such as attention deficit hyperactivity disorder, Tourette’s syndrome, and learning disabilities, among many others.

NIDILRR-funded research and development supporting people with autism also reflects the diversity of the autism community. Current projects range from early intervention with young children and their families to supporting autistic adults as they pursue college, employment, and parenthood. Here is a quick look at some of the work happening in the community today:

Early Intervention

Parents Taking Action eHealth Adaptation and Pilot for Latinx, Black, and Chinese Families of Young Children with Autism Spectrum Disorder – This project aims to address the disparities facing underserved racial and ethnic minority families of young children with autism by adopting an innovative microlearning concept in parent training. The objectives of the study are to adapt three culturally tailored versions of the Parents Taking Action Program for families of children with autism age 2 to 8 into bite-sized online learning content, and to evaluate the feasibility, acceptability and preliminary evidence of efficacy of the adapted interventions.

The Online and Applied System for Intervention Skills (OASIS) – Scaling-Up! – This project builds on more than 15 years of research, development, and training to increase the reach of the OASIS program, which trains parents to work with their young children with autism. This project uses a train-the-trainer model, where previously trained professionals train others to effectively use the OASIS model to teach parents to improve the child’s level of independence and overall well-being within the community.

Efficacy of the ASD Screening and Parent ENgagement (ASPEN) Intervention Program in Low-Resource Communities – The goal of this project is to examine the efficacy of the ASPEN intervention, a culturally-informed parent-mediated intervention (PMI) program when delivered to caregivers and children at risk for ASD who reside in low-resource households.

From School to College to Work

A Professional Development and Case Management (PDCM) Model for Seamless Transition Planning: Improving Postschool Outcomes – This project implements and evaluates the PDCM Model to improve competitive integrated employment outcomes and seamless transition planning for youth with cognitive, intellectual, and developmental disabilities, including youth with autism. The project provides professional development and coaching for vocational rehabilitation special education counselors, educators, and developmental disability case managers assisting transition-age youth with cognitive disabilities with planning and preparing for transition during the last three years of high school and the first year after exit.

SAFE Program: Development and Refinement of a Peer Support Intervention for the Prevention of Infectious Airborne Diseases in the Workplace for Individuals with Autism Spectrum Disorders – This project develops and refines the SAFE program, an accessible peer support program to ensure safety and prevention of infectious airborne diseases for adolescents and young adults with autism spectrum disorders receiving employment services.

Rehabilitation Research and Training Center (RRTC) on Employment of People with Intellectual and Developmental Disabilities – This project provides needed information in employer practices that are associated with better employment outcomes for individuals with intellectual and developmental disabilities, including autism. This includes a project to understand how college students with autism spectrum disorders (ASD) can use cognitive technology to impact their academic and employment outcomes.

Support for Full Community Living

SkillTalk: Using Streaming Video for Young Adults with Autism Spectrum Disorder to Build Microskills to Develop and Sustain Relationships for Healthy and Independent Living – This project develops and evaluates SkillTalk, a video-delivered microskills training program to improve relationship skills among transition-age adults between 18 and 28 years with autism spectrum disorder (ASD). Microskills such as showing empathy, active listening, and open-ended questioning can help build relationships.

National Research Center for Parents with Disabilities – This center conducts research and provides training and technical assistance to improve the lives of parents with disabilities and their families, including neurodiverse parents. Activities include providing accurate population-based estimates pertaining to the prevalence and life circumstances of parents with disabilities and their families, developing and testing navigational literacy peer support interventions, and developing and testing a practice change intervention for child welfare professionals.

Rehabilitation Research and Training Center (RRTC) on Community Living and Participation – This center conducts advanced research, training, and technical assistance and dissemination activities focused on community living and participation of individuals with intellectual and developmental disabilities, including youth and adults with autism and their families.

You can learn more about these and other projects supporting autistic and other neurodiverse people by searching the NIDILRR Program Database at naric.com!