Archive

This research aimed to contribute to the literature relating to autistic young people’s experiences of school and recognises the importance of their environment in contributing to school attendance.

The study focused on how children with special educational needs and disabilities are feeling during the Coronavirus outbreak and how parents/guardians would like to be supported. Read their findings here.

The purpose of this study was to gain an understand of how children with autism and their parents experienced the effects of the COVID-19 pandemic and lockdowns.

The purpose of this study was to research what are felt by parents of individuals with autism to be key facilitators and barriers for a successful transition from adolescence to adulthood.

The research, funded by University College London, focused on sensory processing and physiological responsivity in autistic children, how this differs from typical development, and whether this is similar in other developmental disorders and related conditions.

February 2020

This study aimed to explore the experience of being a father to children with autism. Participants werebe invited to take part in an interview of up to an hour. For more detail about the research read the participant information sheet.

March 2020

The aim of the study was to investigate the nature of gastrointestinal symptoms and anxiety levels in children with autism. Results of the study can be found here.

March 2020

The Centre for Research in Autism and Education (CRAE) at UCL Institute of Education in association with Ambitious About Autism carried out a research project about the impact of the changes in post-16 education for autistic young people and their families in England since the introduction of an important law called the Children and Families Act 2014.

March 2020

The survey was developed to gather feedback on people’s experiences with autism and in particular on how they view their child’s strengths and unique characteristics. In addition, they were asked about their personal health and well-being and confidence in managing specific behaviours of their child.

April 2020

The study explored the experience of mothers with autism around parenting on a daily basis and to include them as co-researchers in moving the field forward.

May 2020

This online study sought to understand the experiences of bullying that individuals with autism had during childhood.

June 2020

The study looked to explore the experiences and feelings of parents whose children have been diagnosed with autism, specifically their experiences of the assessment process.

June 2020

The purpose of this study was to look at the possible facilitators and barriers in natural, play-space environments for children with ASD. It also looked at the sensory aspects of the environment that support and inhibit the child’s participation in play. Download the participant information sheet for more information.

September 2020

The main purpose of this project was to gain a deeper understanding of the effects of COVID-19 and the subsequent lockdown in the UK, on the social development and communication skills of children with autism and examine if various aspects of lockdown are associated with a change in social-communicative behaviour. Click here to read the results of the study.

September 2020

This research project aimed to explore the impact that the recent Coronavirus lockdown has had on the wellbeing and behaviour of children diagnosed with Autism Spectrum Disorder (ASD).

By utilising Brownhills Ice Cream Cone Model (2017) three lines of enquiry informed the interview structure and research questions:

1. Has lockdown caused changes to the child’s routine?
2. Have there been any changes to the child’s wellbeing, or level of anxiety?
3. Has there been an increase / increase in severity of challenging behaviour during this time?

November 2020

The research looked into the views of young people who identify as transgender or non-binary and have a diagnosis of autism. The research was interested in finding out about their experiences, including at school.

To find out more about the research download the participant information sheet which is also available in accessible format.

2020

The Institute of Technology Carlow, Ireland conducted a survey to find out about the cardiovascular health (heart health) of school going children with autism and the effect that COVID-19 related restrictions has had on this aspect of their health.

January 2021

This project explored the benefits and impact for people with autism using improv comedy training on anxiety and their lives. It focussed particularly on the impact participating in the classes might have on levels of anxiety, tolerance of uncertainty, and any other benefits people experience, as well as people’s views about the classes more generally.

February 2021

This research involved a questionnaire for parents/carers of children with ASD (aged 3-11), and asked questions related to the social skills their child exhibits.

February 2021

The research aimed to explore the perceived behavioural changes occurred in children with ASD during the Covid-19 lockdowns in the UK.

February 2021

The aim of this study was to explore the influence of friendship quality on mental health in children diagnosed with autism.

March 2021

This study compared two ‘structured communication techniques’ that have been suggested to improve communication skills in children with autism. The main purpose was to assess how well parents and children are able to use these techniques at home. For more information on the study download the information sheet.

April 2021

This study explored the current understanding that early educators have about play-based teaching strategies for autism spectrum. The study sought to answer the following questions:

• What teaching strategies are early educators currently aware of?
• How confident are early educators in carrying out play-based strategies?

April 2021

This project aimed to provide the Department of Education and the whole community of education with an evidence-based perspective on what is working well in schools to support staff wellbeing and identify the factors which may be contributing to challenges for wellbeing during these challenging times.

April 2021

There is little research about how autism is experienced in BAME communities in the UK. Families in BAME communities face additional challenges, compared to their white British counterparts, and your insight into this is extremely valuable. This research intended to help develop more culturally sensitive support in the future. For more information, download the information sheet.

*The researcher recognises that many people do not identify with the term ‘BAME’ as it groups many diverse ethnicities and cultures together. BAME is used widely in academic research and for administrative purposes so for the purpose of this research it is the term that has been chosen. The researcher will acknowledge specific ethnicities in the dissertation to highlight the diverse range of ethnicities and heritages taking part in the study. A full explanation of terms will be included in the final research piece.   

May 2021

The purpose of this study was to explore the impacts of not regularly attending school, not seeing friends and the disruption to routine on the social development of children with Autism Spectrum Disorder (ASD).

May 2021

Children’s relationships with their siblings play a significant role in their social, emotional and psychological development. Although numerous studies have been conducted on the relationship between siblings, very little is known about the relationship between siblings when a sibling has autism spectrum conditions. This study aimed;

• to investigate how the relationships between siblings differ in a cross-cultural context,
• to examine how sibling relationships affect children’s feelings,
• to test the potential factors that play a significant role between sibling relationships and children’s feelings.

June 2021

The aim of this study was to examine the experiences of parents of autistic children during the COVID-19 pandemic, including experiences of stress and coping with restrictions and lockdown.

July 2021

The research aimed to explore the views of young autistic people on their personal and social identities and how they identify with and align themselves to autistic and non-autistic culture, when they are interacting online and offline. It also looked to explore the extent to which any differences relate to psychological wellbeing/difficulty.

August 2021

The purpose of this study was to investigate the differences between professional knowledge of ABA concepts and principles and their perception of ABA and parental/caregiver knowledge of ABA concepts and principles and their perception of ABA.

August 2021

Specific phobia is an extreme fear of a specific object, animal or situation which is so overwhelming that it interferes with everyday life. The study aimed to find out what treatments are routinely offered to children and young people with moderate to severe learning disabilities and a specific phobia. The survey was part of a larger study about the treatment for specific phobias for children and young people with moderate to severe learning disabilities.

Summer 2021

This research, conducted by King’s College London, is the first Europe-wide study on brain development in pre-schoolers. Their goal was to better understand how differences in brain development are related to a child’s social, emotional, behavioural and cognitive development.

September 2021

Researchers at the Tizard Centre (University of Kent) and BeyondAutism designed a survey to find out how behavioural practitioners view research, whether and how they use research in their practice, and their experiences of conducting practice-based research in the field.

September 2021

Researchers at the University of Essex conducted a study that aimed to understand the feasibility and effectiveness of playing the well-known exergame ‘Just Dance’, on the social development and communication skills of autistic children. The intervention involved playing the Just Dance game twice a week for 6 weeks, with assessments occurring before and after the intervention.

October 2021

Adolescence and young adulthood are a time of huge physical, social and emotional change for young people. Young people with autism likely have a very different experience of this age compared to their neurotypical peers, however very little is known about their well-being and mental health through these years. Therefore, this study aimed to learn more about the wellbeing of young people with autism, in order to develop understanding of autism across this age period.

January 2022

This research sought to raise awareness of the play – life experiences of autistic individuals to lead to better understanding, higher inclusivity, and focused support.

January 2022

The research looked at the risks, barriers, benefits and opportunities of internet usage for adults with intellectual disabilities. More information can be found in this flyer.

February 2022

This study was designed to examine the factors that might affect quality of life for 18-22 year olds with intellectual disabilities and what they view as either barriers to success or positive supports. The goal of the research was to contribute qualitative data on quality of life from the perspective of the individuals being supported.

February 2022

The purpose of this study was to identify the views of parents of children/young people with additional needs hold about the accessibility of childcare. The intention was to identify the key themes that come up when discussing how these parents have managed their childcare needs and what things may be able to be put in place to support them.

March 2022

The Parent Carer Wellbeing Study was a national survey of parent carers in England looking to help researchers develop better support for carers in crisis.

The study was being led by the University of Exeter and the survey was co-designed by carers.

May 2022

The project explored sexuality knowledge and experiences of romantic relationships in young people. The study looked at different groups of young people, neurotypicals, autistic young people and young people with ADHD and ASD co-occurring with ADHD.

June 2022

The study sought to explore any worries or concerns parents of autistic individuals have about their young person’s online activities. It also sought to explore the parents’ knowledge and understanding of the potential online risks for autistic individuals.

June 2022

Research found that knowing more than one language is good for children’s development. Yet some bilingual parents of neurodiverse children worry about using more than one language with their child.

This study aimed to find out more about these bilingual families. It aimed to understand how parents choose to use one or more languages with their child(ren), and why.

July 2022

This study investigated whether children on the autism spectrum show differences in their descriptions of their own emotions, compared to children without autism. The study will contribute to our understanding of how children make sense of their own emotions, how that relates to their understanding of other people’s emotions, and to their behaviour.

July 2022

Research reveals that comprehension of the caution is limited in several populations. This research looked into the comprehension of the police caution in individuals with autism.

July 2022

The study focused on autistic preferences regarding functioning labels (i.e., do you agree with them or not, and why). Autistic people are not homogenous and may have various preferences regarding terminology about themselves. Language preferences around autism itself have been clearly stated in prior research for British autistic people. Hence, it is vital to ask about other terminology. Therefore, the study aimed to address this regarding functioning labels.

August 2022

Researchers from The Centre for Neurodiversity and Development at Durham University looked at what school success means and what is important for autistic and non-autistic pupils in mainstream secondary schools.

September 2022

The purpose of the project was to explore the use of coaching in primary and secondary schools in the UK and to conduct a rapid systematic review of the existing evidence relating to coaching teachers in primary and secondary education.

September 2022

*This research covers sensitive issues including physical abuse*

The aim of this research was to understand and respond to the therapeutic needs of children with autism who have experienced physical abuse. As people with autism are more likely to suffer Adverse Childhood Experiences, including abuse, there is a need to provide a tailored intervention for this community.

September 2022

Every day, we are faced with sensory information, and we need to make decisions about it – for example deciding whether we have time to cross a road. This study looked at how autistic children and children without a developmental condition aged 6 to 14 years make decisions about what they see for different types of information. The research will help to understand more about how sensory processing in autism, and how this might relate to other measures, such as measures of ADHD. Particularly, this study will help understand how different types of visual information (i.e., static and moving) are processed, and how different instructions matter.

October 2022

The research aimed to explore themes of race, identity, and autism, specifically, how British special schools empower racial and ethnic identity and develop cultural pride in Black British children with autism. It also looked into the pupils’ perceived understanding and exposure to race, ethnicity, identity and culture within school and home communities, as well as how race is taught in special schools

November 2022

The team researched differences in social abilities among children and young people with global developmental delay/learning disability and autism. Individuals were asked to:

• watch videos of social information whilst we record their eye-movements
• engage in a semi-structured social interaction with a parent
• solve puzzles, look at pictures, and listen to stories

December 2022

Researchers at the University of Warwick investigated current reading comprehension practices used in special schools across England. They were interested in exploring what works well and what barriers teachers face when teaching reading comprehension to autistic students.

This study aimed to contribute to research that informs the prevention and treatment of eating disorders in autistic people. The study was completed as part of a thesis for a Doctorate in Clinical Psychology.

December 2022

This research aimed to provide a comprehensive understanding about “what” students with intellectual (learning) disability should achieve in Relationships and Sex Education (RSE) lessons.

December 2022

This study aimed to gather data on the opinions of parents, teachers and clinicians on the use of Applied Behaviour Analysis (ABA) for people with a diagnosis of autism.

February 2023

Research has shown that autistic people, in particular, have significant difficulties with sensory processing. The Department of Psychology at Durham University conducted a research project that aimed to understand different sensory experiences, particularly for autistic young people and young people with ADHD.

March 2023

This research aimed to find out the educational experiences of autistic girls from Black, Asian, and Minority Ethnic (BAME) backgrounds aged 12-18 who are attending school or college in England. It aimed to better inform professionals about the experience of this group of young people so their needs are better met.

*The researcher recognises that many people do not identify with the term ‘BAME’. Participants were in control of the terminology used in this research.

May 2023

The purpose of the study was to investigate perceived organisational support and mindfulness and how these relate with staff burnout in services that support autistic individuals who display behaviours of concern.

July 2023

The purpose of this study was to learn about diverse families’ experiences of receiving behavioural support for their children with a learning disability/autistic children. The study aimed to contribute to the growing body of literature on the rich lived experience of diverse families and gain a better understanding of how they experience support for their children with a learning disability/autistic children.

July 2024

This study piloted a new website, which contains high-quality, research-backed educational resources about autism and bilingualism. They were interested in how effective this new website is at educating three groups about this topic: parents of autistic children in bilingual families, educators, and clinicians (such as SLTs, GPs, clinical psychologists).

July 2024

The purpose of the study was to learn about how autistic people experience the noticing of changes in their environment, and how that might make them feel.

July 2024

This study aimed to explore lived experiences of caregivers accessing telephone crisis services for support for their child with learning disability. Participants will be given the opportunity to share their stories and experiences by taking part in this study. The research may highlight gaps in service provision and procedures which can guide further research in this area. 

Designing a better self-harm assessment tool with and for autistic adults

November 2024

Researchers at the University of Nottingham are developing a new self-harm assessment tool with and for autistic adults. This study is trying to find out how well the new tool performs so it can be used in future research to understand and develop support for autistic people who self-harm.