Abigail M. A. Love

Autistic people face persistent barriers to accessing healthcare, yet little is known about their experiences receiving eye care, despite elevated rates of vision conditions. This convergent mixed-methods study explored the eye care experiences of 127 autistic adults and 69 parents of autistic children living in Australia and Aotearoa New Zealand. Through an online survey incorporating both structured and open-ended items, we examined access patterns, perceived barriers and enablers, and unmet needs. Quantitative data revealed widespread challenges, including sensory discomfort, communication difficulties, and financial costs, while qualitative responses foregrounded how provider interaction, clinical pacing, and environmental conditions shaped overall experience. Although participants valued clearer communication and sensory-informed adjustments, these were described as insufficient in the face of structural barriers such as affordability and inaccessible service locations. These findings align with emerging models of autism-informed healthcare that advocate for systemic, rather than ad hoc, approaches to accessibility. Our results underscore the need for proactive, cross-sector solutions developed in partnership with autistic people, which embed neurodiversity-affirming principles into eye care design, delivery, and policy. Addressing these inequities is both an ethical and practical imperative if we are to ensure that eye care services are inclusive, sustainable, and responsive to diverse ways of being. Lay Autistic people often face barriers when using healthcare services, but little is known about their experiences with eye care. This is important because autistic people are more likely to have vision problems like needing glasses, having a lazy eye, or having trouble with how their eyes work together. In this study, we asked 127 autistic adults and 69 parents of autistic children in Australia and Aotearoa New Zealand about their experiences receiving eye care. People completed an online survey that included multiple-choice questions and space to describe their experiences in their own words. Many participants said that eye care could be stressful or confusing. Common challenges included unclear instructions, bright lights, noisy environments, feeling rushed, and staff not understanding autism. Some people avoided going to eye care professionals altogether because they could not afford glasses or found the environment too overwhelming. Participants said that small changes like using plain language, giving more time, and creating a calm environment helped make care more accessible. However, these small changes were not always enough, especially when services were too expensive or hard to get to. To improve access to eye care, changes need to happen at all levels, including how clinics are designed and how staff are trained. These changes should be made together with autistic people to make sure that services meet their needs and feel respectful and welcoming. This study shows the need to redesign eye care so that it works better for autistic people and their families.

Background: Autistic people often face significant challenges in navigating health care systems, particularly during the vulnerable perinatal period. Many report inadequate care, feeling misunderstood, and being unsupported in addressing their health needs. We explored the pregnancy and early parenthood experiences of Autistic individuals in Australia, addressing the unique health care barriers they may face. Methods: To address the study aims, we interviewed 19 Autistic participants living in Australia about their pregnancy and early parenthood experiences. We conducted interviews using multiple modes, including written responses, virtual meetings, or phone calls to ensure accessibility. We analyzed the data using reflexive thematic analysis. Results: We constructed four key themes from the data. The first theme, “Pregnancy was good for me,” reflected feelings of body positivity and empowerment during pregnancy. Theme 2, “Hyperfocus as an understatement,” illustrated participants’ intense desire to gather information on every aspect of pregnancy and parenthood, which both facilitated and hindered their well-being. The third theme, “Lost in the system,” described the social drain caused by unpredictable health care interactions. The final theme, “Making things work for me,” detailed the coping mechanisms and strategies participants used to manage the demands of pregnancy and early parenthood. Conclusions: Our findings amplify the stories of competence and empowerment among Autistic parents, highlighting their experiences of resilience and agency in navigating these life transitions. It acknowledges the positive aspects of Autistic parenthood, which are often overlooked in research, and seeks to enhance the evidence base to inform health care practices that better meet the needs of Autistic parents. Importantly, these findings have broader implications for improving health care in other areas where Autistic people face similar challenges. By focusing on the localized experiences within Australia’s health infrastructure, this research provides insights that contribute to more effective inclusive health care interventions, ensuring that Autistic individuals receive the support they need during these critical life stages.

Autistic people often encounter significant barriers when navigating airports, largely due to overwhelming sensory environments, stringent security procedures, and crowded spaces. This study aimed to enhance understanding of airport accessibility by retrospectively analyzing reports from Autistic-led environmental assessments conducted at six Australian airports between 2017 and 2024. Drawing on an evidence-informed autism-friendly framework, the assessments focused on eight key elements, including sensory adaptations, communication supports, and preparation and predictability. Through reflexive thematic analysis, two key themes were generated: (1) navigating the sensory landscape and (2) help passengers navigate with confidence. Our findings underscore the importance of sensory adjustments—such as natural lighting and quiet spaces—alongside clearer visual aids and communication supports. Importantly, this study represents the first systematic application of autism-friendly principles to airport environments, offering practical, evidence-based recommendations for more inclusive design. By foregrounding the perspectives of Autistic individuals, this research highlights the need for participatory design approaches to create public spaces that are genuinely accessible and supportive for Autistic travelers Lay Airports can be challenging for Autistic people because of overwhelming sensory experiences like bright lights and loud noises, security processes, and crowded spaces. This study analyzed reports from six Australian airports, produced between 2017 and 2024, to understand how airports can be made better for Autistic travelers. These reports were based on assessments led by Autistic people and used a specific framework to evaluate areas like sensory experiences and communication needs. The study found two main ways to improve accessibility: (1) reducing sensory challenges, like loud noises or bright, overwhelming areas, and (2) improving communication and wayfinding to make navigation clearer and easier. Some of the recommendations included providing quiet spaces for travelers, using softer and more natural lighting, and improving signs to make it easier for people to navigate airports. This is the first study to apply autism-friendly principles to airports and shows the importance of involving Autistic people in the design of more inclusive public spaces. The findings offer practical recommendations for airports around the world to better support Autistic travelers.

Receiving an autism diagnosis in adulthood can be profoundly transformative, yet many newly diagnosed autistic adults experience a lack of accessible, affirming post-diagnostic support. This study explores how a self-guided, neurodiversity-affirming resource—the “Welcome Pack”—supports newly diagnosed autistic adults in navigating their evolving identity. Using a qualitative approach, we recruited 11 autistic adults without intellectual disability in Australia who had received a diagnosis within the past 6 months. Participants engaged with the “Welcome Pack” over a 2-month period before taking part in semi-structured interviews. Reflexive thematic analysis generated four key themes: (1) a sense of belonging through community and representation, as participants found validation in shared narratives; (2) the “Welcome Pack” as one of many tools supporting their self-understanding; (3) emotional reflections, including both relief and grief over years of masking; and (4) challenges in self-advocacy and educating others. While participants described the “Welcome Pack” as an important and validating resource, they also highlighted the need for additional structured peer support and practical guidance. These findings underscore the value of integrating self-guided resources within broader post-diagnostic ecosystems, ensuring that newly diagnosed autistic adults receive timely, accessible, and neurodiversity-affirming support as they navigate their identity. Lay

Background: Loneliness is a significant yet under-investigated health risk for Autistic individuals. It is important that loneliness measures are valid for use among both Autistic and non-autistic adults. This study aimed to (1) adapt the UCLA Loneliness Scale for Autistic adults, (2) provide evidence based on test content for the adapted scale, (3) provide psychometric evidence using an international sample, (4) investigate differential item functioning (DIF) between Autistic and non-autistic adults, and (5) assess convergent and discriminant evidence with other loneliness and well-being variables. Methods: To build evidence for test content, we thoroughly examined the UCLA Loneliness Scale items in partnership with Autistic individuals. As the scale was already designed for non-autistic people, we made adaptations to ensure there was evidence for use with Autistic people. This process included cognitive interviews ( n = 10) and expert reviews ( n = 13). Following the adaptation phase, we gathered data ( N = 628) to demonstrate a degree of psychometric evidence using item response theory to assess psychometric properties, including autistic-based DIF. We used latent variable modeling to assess convergent and discriminant evidence. Results: The UCLA Loneliness Scale—Modified (UCLA-m) resulted from the adaptation phase and was used to survey 628 adults. We found UCLA-m has sufficient evidence for being essentially unidimensional, with total scores demonstrating preliminary evidence of high reliability, internal validity, and convergent evidence. Autistic adults in our study reported higher levels of loneliness, social anxiety, and depression compared with non-autistic adults. Conclusion: The evidence from this study serves as a precursor for studying loneliness in Autistic adults and provides evidence about the validity of a measurement tool that will enable further research into better supporting Autistic adults who are experiencing loneliness. Additionally, many of the adaptations made during this process will increase the overall accessibility of the UCLA-m for all individuals, not just Autistic adults.

COMPASS is an educational intervention aimed at supporting individualised goal setting for students on the autism spectrum. Although its effectiveness is supported by quantitative data, little qualitative research has explored the perceived benefits and challenges of implementing COMPASS with community consultants. In the present qualitative study, we explored the benefits and challenges of COMPASS from the perspectives of stakeholders including parents/caregivers, teachers, and consultants. Semistructured interviews and focus groups were recorded and analysed using reflexive thematic analysis. Participants felt COMPASS (a) brings the right information to the table, (b) sets the scene for collaboration, and (c) uses a quality tool for data collection. The fourth theme reflected participants’ concerns around how (d) time could be a barrier. The data for this study has implications for the individualised planning process for students on the autism spectrum, a process directly linked to critical student outcomes. Overall, stakeholders spoke positively about student outcomes, which they linked directly to participation in the COMPASS program. The standardised process for individualised planning provided by COMPASS was particularly valued. Results of the study provide further understanding about the COMPASS intervention and offer a direction for future replications of COMPASS.

Background: Autistic individuals with intellectual disability remain significantly underrepresented in research, particularly in studies that capture their lived experiences through self-report methods. This systematic review critically examines existing research employing self-report methods in studies where the focus is on autistic adults who have intellectual disability, evaluating the scope of this research, the self-report measures used, and the extent of community involvement. Methods: We conducted a systematic literature review in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. We searched PsycINFO, Scopus, MEDLINE, ERIC, CINAHL, and Web of Science for studies published between January 2013 and July 2023. We conducted a narrative synthesis to evaluate study characteristics, the use of self-report measures, and the involvement of autistic individuals and their communities in the research process. Results: Only 14 studies met the inclusion criteria. The majority focused narrowly on evaluating interventions, with little attention paid to exploring the broader lived experiences of autistic adults with intellectual disability. We identified 24 self-report measures, yet only two had been validated specifically for individuals with intellectual disability. Furthermore, less than half of the remaining measures reported the use of any adaptations or accommodations such as visual aids or simplified language. Alarmingly, community involvement was almost entirely absent, with no studies incorporating co-production with autistic individuals. Conclusions: This review reveals a critical and urgent need for autism research that genuinely includes and represents autistic adults with intellectual disability. It is imperative that future research prioritizes the development and rigorous validation of accessible self-report tools, expands its focus beyond intervention outcomes, and commits to the meaningful involvement of autistic individuals throughout the research process. Addressing these profound gaps is essential for building an equitable and inclusive body of knowledge that fully recognizes and responds to the diverse experiences within the autistic community.

The Zones of Regulation (The Zones) is an 18-lesson curriculum that is aimed at helping students develop an awareness of emotions and skills for regulation. Although used by schools globally, no peer-reviewed evidence currently exists to support the use of The Zones. The purpose of this study was to examine the experiences of teachers implementing The Zones curriculum with autistic students. Feedback was gathered from 26 teachers throughout their implementation of The Zones. In this study, we employed a qualitative methodology to analyse the feedback from teachers. Descriptive statistics were used to report on acceptability, appropriateness, and feasibility. Our findings revealed that teachers described high levels of acceptability, appropriateness, and feasibility when reflecting on the delivery of The Zones. However, teachers reported that The Zones was not suitable for all students and classrooms. For students for whom The Zones was deemed appropriate, teachers modified the lessons and required peer support to deliver these modifications. With modifications, the teachers observed growth in areas such as students’ comprehension of others’ emotions and improved language around emotions. This study highlights the importance of further research to refine and tailor interventions like The Zones to better meet the diverse needs of autistic students in educational settings.