Affiliation:
1. Department of Psychological Sciences, University of Connecticut, Storrs
2. Connecticut Institute of the Brain and Cognitive Sciences, Storrs
3. Child Language Doctoral Program, The University of Kansas, Lawrence
Abstract
Purpose:
Language and autism research each typically excludes racially and ethnically minoritized (REM) autistic individuals. In addition, in the case of autistic individuals with language impairment, investigators often approach caregivers to discuss research participation, rather than autistic individuals themselves. This gap limits the ecological validity of language research in autism. To address this gap, this clinical focus article describes strategies for engaging REM autistic young adults with language impairment using lessons learned from 5 years of longitudinal research with this population. This approach involved an ongoing community partnership, as well as participatory partnerships with REM autistic individuals and community stakeholders, consistent with a “slow science” approach.
Conclusions:
The approach yielded excellent retention of participants over 5 years and led to co-development of research projects aimed at priorities described by REM autistic individuals and their families, including understanding self-determination, social determinants of health, and language variability in autistic REM individuals with language impairment. Findings support the utility of community-based methods with autistic REM young adults with language impairment, with key takeaways for diversifying research while replicating, extending, and building theory.
Publisher
American Speech Language Hearing Association
Subject
Speech and Hearing,Linguistics and Language,Developmental and Educational Psychology,Otorhinolaryngology
Cited by
1 articles.
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1. Toward Equity in Research on Intellectual and Developmental Disabilities;American Journal on Intellectual and Developmental Disabilities;2023-08-29