Research


We are excited to inform you that our team is immersed in research focused on equity for autistic individuals. Our findings will be promptly shared on this platform upon public availability. 


Over recent decades, there has been a significant increase in postsecondary STEM education among autistic individuals. Using data from the High School Longitudinal Study of 2009, this study examined the STEM pathways of autistic students, emphasizing key determinants like proximal context, self-efficacy, and outcome expectations within the framework of social cognitive theory. The results revealed that despite a lower college attendance rate, autistic students displayed a pronounced inclination for STEM majors, particularly in the fields of science, engineering, and mathematics. Notably, autistic students who pursue higher education tend to exhibit increased levels of self-efficacy and anticipate more positive outcomes within STEM disciplines. However, the levels of both constructs in mathematics had decreased by the 11th grade. Nonetheless, STEM self-efficacy played a significant role in influencing outcome expectations and major choices, with this relationship being more pronounced among autistic students. For autistic students, their choice of a STEM major was influenced by their self-efficacy, as well as factors like race and gender. On the other hand, for non-autistic students, their proximal context was an additional determinant in their decision. Insights gained from this research can inform educational strategies aimed at facilitating the participation of autistic individuals in postsecondary STEM education and related career paths.


Download the article here: https://rdcu.be/d4rKi

Purpose  This study examines racial and ethnic disparities in autism prevalence using data from three National Longitudi-nal Transition Studies (NLTS) spanning two decades. This inquiry intends to explore: (1) changes in the educational labels assigned to students with a medical diagnosis of autism over time and (2) the disparities in these changes across different racial and ethnic groups.

Methods  A secondary data analysis of the NLTS was conducted using the SPSS Complex Samples module. We focused on percentage distribution over time utilizing longitudinal data from the NLTS surveys.

Results  The results reveal that students diagnosed with autism are often classified under various other special education categories. There are significant disparities observed in these autism categorizations, with variations in autism prevalence across different racial and ethnic groups. These disparities notably intersect with other special education categories including other health impairments, intellectual disabilities, speech and language impairment, and emotional disability.

Conclusion  The study suggests that racial disproportionality in the special education autism category could stem from the mechanisms of special education disability designation, which may lead to an inaccurate representation of true autism prevalence.


Research has found that autistic children can navigate multilingual schools and communities without harming their language skills or school success. However, they may encounter specific challenges within the United States, where educational and healthcare systems are insufficiently equipped to meet their needs. This review examined 46 US-based studies on the topic and findings reveal persistent deficit-based ideas about multilingualism and autism (e.g., professionals recommending that autistic students only speak and learn in English) accompanied by patterns of unequal identification of autism among multilingual children. These findings highlight issues of disproportionality and inadequate access to educational and healthcare resources. However, recent studies indicate that incorporating a child’s native language in education not only enhances learning and behavioral outcomes but also boosts cognitive functions like problem-solving and planning. Taken as a whole, current research suggests that intentionally addressing linguistic diversity will allow educational and medical systems to better serve autistic children.


Download the article here: https://rdcu.be/dzVps 

In recent years, the Autism and Developmental Disabilities Monitoring Network has observed a shift in racial disparities in autism. To delineate the historical shift of racial disproportionality in US autism prevalence, our literature review examines three key topics: publication trends concerning racial disproportionality in autism, discernible national and state-level patterns, and underlying factors contributing to the disproportionality. Using the PRISMA framework, we synthesized 24 empirical studies on racial disproportionality in autism and its change over time. These studies explored national patterns and spatiotemporal variations to provide a comprehensive understanding of racial disparities in autism. Studies indicated similar national patterns for Black and Asian racial groups; both groups had had mixed results around the turn of the millennium. By 2007, the Asian group was overrepresented again. Hispanic and Native American groups have consistently been underrepresented. However, significant spatiotemporal variations were found, suggesting that these disparities might reflect inherent inequalities within the current identification and classification system. The patterns of racial disproportionality in autism seem to be influenced by numerous factors. These include varying state definitions of autism, disparities in resource distribution, differences in symptom recognition across cultures, service preferences, cultural mismatches between professionals and families, and prevailing biases and stigmas, as revealed by the reviewed studies. These findings prompt a closer look into the causes and implications of these disparities, offering the underlying issues within the current diagnostic system and highlighting the need for further research to ensure equal educational opportunities regardless of disabilities and race/ethnicity.


This study explores the intersectionality in the educational experiences of Korean American students with autism as they navigate the transition from high school to college. For these students, dis/ability status alone does not shape the pathway to adulthood: dis/ability is tightly bound with other social categories, such as race, language, and immigration status, impacting everyday experiences of the students, including preparing college applications, deciding where to apply, and then selecting a major or course of study. Using intersectionality theory, we disentangled the intersections of multiple sites of marginalization and interwove the social dynamics of transition trajectories. We also discuss these findings in the context of transition services and suggest directions for future research.


This study uses data from the National Longitudinal Study 2 to examine relationships between expectations about college education and enrollment patterns among students on the autism spectrum. Results reveal that although more than half of the students reported that they were likely to attend college, among their individualized education programs, only 44% listed postsecondary education as a primary transition goal, and just a third of parents reported expecting that their children would pursue a college education. Furthermore, parental expectations were predicted by cognitive ability, home language, access to the general education curriculum, psychological services, and occupational therapy, while actual enrollment patterns were predicted by a different set of variables: cognitive ability, self-care skills, household responsibilities, conversational skills, access to the general education curriculum, occupational therapy, assistive technology, parent-teacher meetings for postsecondary goal planning, and proportion of White students in school. The predictive patterns suggest practical implications for college-bound students on the spectrum.


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