The Considerations for Autistic Populations and Neurodivergent Populations Across the Lifespan Topic Committee is dedicated to addressing crucial issues related to autistic and neurodivergent individuals and is committed to curating a convention program that serves to inform a community of professionals and students who serve, and/or are vested in autistic and neurodivergent populations. (Note: Intentional use of identity-first language in this description, following recent reports, such as Bottema-Beutel et al., 2021; however, proposals may differ in use of identity-person-first language. Brief explanation of language choice would be useful).

Proposals appropriate for submission to this topic area include those focused on aligning the most current research, evidence-based interventions and clinical strategies, and supports for working with autistic and neurodivergent persons, and understanding their diverse lived experiences across the lifespan. These include, but are not limited to: language learning and use, communication, social interaction and relationships. Topics may include assessment and service provision, including acknowledging the importance of person-center approaches, agency, advocacy, and initiatives to reduce stigma, increase understanding, and promote neurodiversity affirming perspectives.

Historically, the Considerations for Autistic Populations Topic has focused on advancing knowledge, practices, and service delivery for autistic individuals. This topic area has been expanded to include awareness and clinical practices to support neurodivergent communities as a whole. Therefore, submissions may focus on autism and/or neurodivergence.

Research

• Basic, applied, or translational research that advances the understanding of autism and neurodivergence and the lived experience of neurodivergent individuals
• Basic, applied, or translational research related to social-communication skills of autistic and neurodivergent populations
• Qualitative inquiries into the experiences of autistic and neurodivergent individuals, their families, and their support networks

Professional Education on Speech, Language, and Social Communication in Autism and Neurodivergence

• Theoretical models of autism and neurodivergence
• Neurobiology of autism neurodivergence
• Sensory processing, profiles, and sensitivities associated with autism and neurodivergence
• Behavior associated with environmental factors (e.g., adaptive behavior to meet daily demands, masking, camoflaging, burnout)
• Co-occuring conditions, including mental health
• Transitions and quality of life outcomes across the lifespan
• Cultural and linguistic diversity of autistic and neurodivergent individuals
• The role of the audiologist and speech-language pathologists in assessment and treatment of autism and neurodivergent individuals
• Autism and neurodivergence and aging
• Ethical issues related to autism and neurodivergence service delivery
• Technology as it relates to autism and neurodivergence
• Interprofessional education and practice as related to autism and neurodivergence
• Self-concept and identify in autistic and neurodivergent individuals.
• Vocational and occupational information with autistic and neurodivergent individuals.
• Social, occupational, and higher education considerations for autistic and neurodivergent individuals.

Related Topics

Proposals that have a primary focus on other areas but involve the autistic or neurodivergent community should be submitted to the topic of primary focus. For example, topics involving this topic but have a primary focus on:

• Policy and professional system-level issues when serving autistic and neurodivergent populations should be considered for submission to the Systemic Action: Transforming Systems and Policies for Justice topic area.
• The use of telepractice in the delivery of service that include technology-based approaches and outcomes at the system level should be submitted to the Telepractice topic area.
• Spoken language and learning in school-age children and adolescents with typical hearing and support/services for individuals with a history of child language disorders should be submitted to the Language and Learning in School-Age Individuals topic area.
• Education models and the training of clinicians regarding autism and neurodivergence should be submitted to Academic Models of Education or Clinical Education, Supervision, and Precepting.