Participate in a research project

Participants Required:

Autistic adolescents (aged 12-18 years) attending a mainstream secondary school. We are hoping to explore the secondary school experiences of autistic females, so we are looking to recruit participants assigned female at birth (gender divergent people AFAB welcome)

Brief Description of Project:

Every person should have access to an education and school experience that supports them to learn and makes them feel included. There is some understanding that autistic students can face barriers obstacles that make it hard for them to fully participate in, and enjoy their school experience. Due to less understanding about their learning styles and the supports needed to thrive, these challenges can be even more significant for autistic females and people AFAB (hereafter’ females’). While there is some knowledge of the unique experiences of secondary school for autistic females, there’s still not enough focus on their school experiences, including the positive aspects of their experiences and what they feel can help them succeed.

Our research seeks to understand the school experiences of autistic females attending a mainstream secondary school We would like to learn about the positive aspects of the school experiences, the barriers that can be addressed or changed, as well as autistic females’ own perspectives on how school can be changed to become a more positive and inclusive learning environment for them. In this study we are hoping to learn about the experiences of autistic females or people AFAB who are enrolled in a mainstream secondary school. This research involves completing an anonymous online survey (parental consent required, and parents can support their children to complete the survey).

The survey contains demographic questions, some optional questions about their preferences for research participation. The main part of the survey includes 7 open ended questions that ask young people to describe the strengths and barriers they experience at school. We will also ask what an ideal school looks like, and what changes can be made at school to support their learning, and make school a more positive and meaningful place to be a part of. All participants will receive a $30 Coles-Myer voucher to thank them for sharing their story with us.

Participants Required:

• Autistic adults (aged 18 or over) who were diagnosed with autism at age 9 or older, and/or adults who self-identify as autistic.
• Parents or guardians of autistic individuals (children or adults) who were diagnosed at age 9 or older.
• Autistic adults (aged 18 years or older) who received their diagnosis of autism at 9 years of age or older and/or Autistic adults that self identify as autistic (i.e., later diagnosed Autistic adults) AND Parents/guardians of ‘later diagnosed Autistic adults’.

Brief Description of Project:

This study has been co-produced and guided by neurodivergent people. Research shows that behavioural signs of autism can often be observed by age 2; however, many Autistic individuals are not diagnosed until much later in life. One possible reason is that autism may present differently in people who are diagnosed later.

The early behavioural signs of autism were originally based on traits typically observed in boys and men, due to the underrepresentation of girls and women in early research. As a result, our current understanding of autism, and the diagnostic process, may not be sensitive enough to recognise people whose traits do not fit this traditional presentation.
This study explores these differences to better understand the early signs of autism in individuals diagnosed from age 9 onwards. The findings aim to support earlier and more accurate identification of autism by professionals.

This study has two main goals:

1. To explore whether individuals diagnosed with autism later in life (from age 9 onwards) showed similar or different early signs of autism compared to those diagnosed very young (by age 2.5).
2. To examine whether those diagnosed later in life (from age 9 onwards) show similar or different traits as they grow older, compared to those diagnosed early.

What does participating involve?
This study has two phases. You are welcome to take part in Phase 1 only, or in both Phase 1 and Phase 2, depending on your preferences and eligibility. Each phase involves different activities, and all contributions are valuable.

• Phase 1: Complete a set of online questionnaires (approx. 30-45 mins).
• Phase 2: Share video footage from early childhood (ages 1 to 8) and attend an optional 25 min appointment (online via Zoom or in person). During this session you will complete some activities that assess your thinking, reasoning and problem-solving skills, and you will be provided with a brief report of your abilities including area(s) of strength.