Autism, ADHD, Dyspraxia and Learning Disability Research—What’s New in June
In this month’s research roundup, Ann Memmott explores a wider array of research, showcasing and reflecting upon some of the latest papers on Autism, ADHD, Dyspraxia and Learning Disabilities
Autism and ADHD in a CAMHS eating disorder service – two thirds of patients?
This is an important piece of research by Lewis and team. We know that current eating disorder provision in health services is not producing good results for everyone. Many units have not yet fully understood how Neurodivergence affects eating patterns and the best pathways for good health. So important to check, and to work collaboratively with people, truly listening and learning from them.
Clinicians were asked to report the number of patients on their current caseload with a formal diagnosis of ASD and/or ADHD, as well as those identified as requiring further assessment for these conditions…The total caseload was 96 patients. Of these, 22 (23%) had a confirmed diagnosis of Autism and/or ADHD, while 40 (42%) were identified as needing an assessment for neurodevelopmental conditions. In total, 65% of the caseload had either a diagnosis or a suspected diagnosis of Autism, ADHD, or both…The high proportion of young people requiring assessment underscores the need for integrated neurodevelopmental screening within ED services. Additionally, these results emphasize the importance of upskilling clinicians in neurodiversity-informed care and adapting treatment models to meet the needs of this population. Addressing these factors will be essential for optimizing clinical outcomes and resource allocation within specialist ED services.
Lewis, R., & Davies-Kabir, M. (2025). The Hidden Majority? Exploring the Neurodiversity in CAMHS Eating Disorder Caseloads. BJPsych Open, 11(S1), doi:10.1192/bjo.2025.10479
Impact of temperature and noise for Autistic people
25 Autistic people and 25 non-Autistic people were given a variety of questionnaires to complete, in rooms with varying temperature or with sudden loud noises/increased levels of background noise. A temperature change of more than 4 degrees caused problems in concentration for the Autistic people, as did the sudden loud noises and background noises. The non-Autistic people were generally not affected by any of these factors.
It's good to see research demonstrating the very real need to put thought into buildings environments.
These findings suggest that (i) conventional indoor comfort questionnaires are unsuitable for autistic individuals, (ii) indoor environmental conditions (temperature and noise) do stress autistic people...
What impact might these factors have on behaviour? How many Autistic people fail examinations not because of lack of knowledge and skill, but because they are unfairly disadvantaged in the environment in which the testing takes place? What about workplace environments and job performance? Subjects for later research to consider, I’d say.
Marzi A, Caniato M, Gasparella A. (2025) The influence of indoor temperature and noise on autistic individuals. Scientific Reports 29, 15 doi: 10.1038/s41598-025-02358-4.
Ward environments for Autistic people – useful checklist
This new research paper shows a ward audit checklist in action, in an Inpatient Autism unit. Such tools enable teams to reflect on what can be improved, so that Autistic patients achieve a better outcome. Whilst this is a short summary paper, no doubt the team may be happy to share their full audit checklist, on request.
The audit identified several areas requiring immediate attention to enhance the sensory environment and overall ward quality for Autistic inpatients. It also highlighted the importance of specialised spaces and therapy rooms tailored to sensory needs. A re-audit is planned in six months to assess the implementation of recommendations and ensure continued improvements in the ward environment. An Autism ward environment should be designed to be calm, low-sensory, and predictable, with features like soft lighting, quiet spaces, minimal noise, clear visual cues, and a consistent routine to minimise sensory overload and create a therapeutic space for autistic individuals who can be easily distressed by overstimulation in a typical hospital ward; this often includes designated quiet areas, muted colours, and staff trained in autism-specific communication strategies.
Khan Hameed, A., & Seekulo, J. (2025). Audit of the Ward Environment in an Inpatient Autism Unit. BJPsych Open, 11(S1) https://doi.org/10.1192/bjo.2025.10667
“I'm kind of stuck in the middle. I don't know where to go”: Race, Autism, and Intersectional Stigma Among Black and White Autistic Adults
Jones, Botha and Sasson asked 16 Black and 16 White Autistic adults about their experience of marginalisation, battling for example racial bias and the stigma against autistic people, as well as considering the experiences of women and of those in LGBTQ+ communities. This preprint gives invaluable insights into the intersecting challenges.
Autistic adults frequently experience social stigma, which may be compounded by additional marginalised identities such as race, gender, and sexual orientation. Black Autistic adults, in particular, may face unique challenges at the intersection of racial bias and autism stigma. However, the experiences of Autistic people with intersecting marginalised identities remain under-explored in research, contributing to a limited understanding of stigma’s impact across diverse communities.…32 Autistic adults (16 Black, 16 White) completed a semi-structured interview regarding their social experiences. Participants shared recent stories of peer exclusion, acceptance, discrimination and support that they had experienced, as well as their feelings surrounding these events... While Autistic adults broadly reported stigma experiences, Black participants often described layered forms of exclusion related to both their race and Autistic traits. Women and LGBTQ+ participants also reported distinct forms of marginalization and erasure. Conclusion: These findings highlight how Autism stigma intersects with other marginalised identities to shape social experiences. Black Autistic adults, along with Autistic women and LGBTQ+ Autistic people, may encounter compounded barriers to acceptance, identity development, and belonging. These results underscore the need for more inclusive research and supports that attend to the diversity of Autistic experiences.
Jones, D., Botha, M., & Sasson, N. (2025). “I’m kind of stuck in the middle. I don’t know where to go”: Race, Autism, and Intersectional Stigma Among Black and White Autistic Adults. Preprint DOI:10.31234/osf.io/hnkxy_v1
The Lived Experience of Dyspraxia: Challenging Ableism and Embracing Neurodiversity
Dyspraxia, sometimes called Developmental Co-ordination Disorder (DCD) in medical fields, is common; around 1 in 10 people. Past research has tended to focus on attempts to fix and ‘normalise’ the person, without considering the ways that society makes life difficult or impossible for Dyspraxic people or considering their potential strengths. There is very little research on this as yet, with much of the focus being on the better-known Neurodivergences such as Autism and ADHD.
This commentary aims to shift the understanding of dyspraxia from a purely medical perspective to a social model, centring the living experiences of dyspraxic individuals as experts and advocating for their full inclusion in society. Dyspraxia's causes are debated, ranging from a pathological view emphasizing motor and speech deficits and reduced quality of life, to a social model focusing on societal barriers and masking behaviours. However, this commentary argues that the medical model's focus on aetiology and cure, which positions dyspraxic individuals as passive recipients, is insufficient. Instead, we contend that societal barriers and the pressure to mask dyspraxic behaviours significantly hinder participation. Therefore, we recommend a collaborative approach that partners professionals, academics, and dyspraxic individuals as allies, fostering an inclusive and supportive environment to promote social justice. Ultimately, this analysis positions dyspraxia as a form of neurodivergence within natural neurodiversity, akin to autism or attention dysregulation hyperactivity development, further emphasizing the need for inclusive environments.
Elsherif, M. M. (2025). The Lived Experience of Dyspraxia: Challenging Ableism and Embracing Neurodiversity. Neurodiversity, 3. https://doi.org/10.1177/27546330251346861
What do people with a learning disability say is good for their mental wellbeing?
The team set up focus groups with twenty people with a learning disability. Good to see the team properly including the participants as co-researchers throughout the research process, including during data analysis.
They found six themes around good mental health: (1) physical health, (2) working and living environment, (3) social contacts, (4) appropriate support, (5) competencies, and (6) psychosocial functioning.
Item (6), psychosocial functioning, included, “…five sub-themes: (6a) emotions, (6b) self-determination and self-concept, (6c) doing something meaningful, (6d) responding well in social situations, and (6e) having energy and being able to relax.”
When setting out goals for good care and support for people with a learning disability, these are a good checklist. Including people with a learning disability at every stage of research affecting their lives is so important, and this & other recent research papers are demonstrating its value.
Komenda-Schned, S., Landskron, S.J., Moritz, P., Braunstein, N., Hochmeister, J., Riegler, K., Saugspier, R., Hillenkamp, L., Lueger-Schuster, B., Salvador-Carulla, L. & Zeilinger, E.L. (2025) Good mental health for people with intellectual disabilities: a participatory focus group study. International Journal for Equity in Health, 18, 24 doi: 10.1186/s12939-025-02562-8
What do we mean by ‘Neurodiversity Affirming’, in Psychology and other fields?
Flower and team take a look at the views of Psychologists and Autistic participants on what they thought ‘neurodiversity affirming’ really means.
…seven principles characterizing neurodiversity affirming psychology practice for Autistic clients. These principles are as follows: (1) a commitment to continued learning about autism, (2) providing safety to be one’s Autistic self, (3) finding a way to communicate, (4) authenticity and humility in practice, (5) validation of Autistic experiences, (6) Autistic informed person-centered support, and (7) genuine acceptance and appreciation of autism.
An invaluable checklist for any service, intervention or therapy, in my view, and arguably applicable to a wider range of Neurodivergence. Well worth a read.
Flower, R. L., Benn, R., Bury, S., Camin, M., Muggleton, J., Richardson, E. K., ... & Jellett, R. (2025). Defining Neurodiversity Affirming Psychology Practice for Autistic Adults: A Delphi Study Integrating Psychologist and Client Perspectives. Autism in Adulthood. https://doi.org/10.1089/aut.2024.0305
Underrepresented in research – autistic people with higher support needs, including learning disability and/or additional communication needs
Years of examining research output leads me to affirm the title of this paper. There is worryingly little good research in this area so far, with e.g. funding and tricky Ethics Committee barriers often behind this shortfall.
Autistic individuals with higher support needs, including those with co-occurring intellectual disability (ID) and language impairment (LI), are underrepresented in research. Researchers who attempt to include this population face unique challenges regarding participant recruitment, informed consent, accurate measurement, and protecting privacy and confidentiality. This leads to gaps in understanding as well as a lack of evidence-based support for clinical and public health practice. …This commentary… reviews existing literature on the topic, and the resulting recommendations are informed by autistic individuals with substantial support needs. Increased representation of the full Autism spectrum in research is necessary to ensure equitable health outcomes for all Autistic individuals. Ethical analysis, guidance from Autism research organisations, and recommendations from Autistic adults can assist with this process.
Reuben, K.E., Arias, J.J., Self-Brown, S. & Thomas, E.V. (2025) Inclusion of Individuals with Autism and Co-Occurring Intellectual Disability or Language Impairment as Research Participants. Journal of Autism and Developmental Disorders https://doi.org/10.1007/s10803-025-06905-w
Social skills through an Autistic lens – young adults
Useful work by Walsh and team, who have asked Autistic young adults about their views on what was, and wasn’t useful for ‘social skills training’. Typically, programmes have expected Autistic individuals to mimic non-Autistic social skills, without asking them whether this worked to improve quality of life, and whether it had any negative impacts on the person. The social skills of the communication-partner have been ignored in the majority of interventions in this field, yet of course communication is a two-way (or multi-way) process, not something that happens only from the Autistic people.
..we identified four key themes: (1) Social divide between neurotypes, (2) Conscious efforts in social interaction, (3) Adverse social experiences, and (4) Balancing authenticity and social adaptation in social skills programs. Participants emphasised the importance of choice and an individualised approach regarding support. While expressing a desire to develop various social skills, many participants embraced their identity and desired to improve self-advocacy. There is a need for tailored and individualised approaches in social skills programs, acknowledging the diverse experiences of autistic people. Additionally, choice and autonomy are important, aligning with the desire for self-advocacy.
Walsh, Ó., Linehan, C. & Ryan, C. (2025) Social Skills Through an Autistic Lens: A Qualitative Analysis of Young Adults’ Insights and Experiences. Journal of Autism and Developmental Disorders (2025). https://doi.org/10.1007/s10803-025-06869-x
Autistic Asexuals
Asexuality, often shortened to ACE, means having little or no sexual attraction to others, and is a little-explored topic in Autism research. Good to see a new paper on this aspect, therefore.
... The study included a global sample of 10,419 individuals identifying on the asexual spectrum from the 2020 Ace Community Survey. They completed a questionnaire on asexual identification, romantic relationships, sexual behaviours, and community engagement. The results revealed an autism prevalence rate of 6.9% among individuals on the asexual spectrum, which is higher than the prevalence rate in general populations. Autistic individuals had a stronger identification with their sexual orientation than non-Autistic counterparts. They were also more likely to disclose their asexual identity, be in a partnered relationship with others on the asexual or aromantic spectrum, and participate in online LGBTQ communities. The results emphasise the necessity for heightened awareness and understanding of the intersection between Autism and asexuality among healthcare professionals, social service providers, and educators. The findings have significant implications for inclusive and affirming sexuality education for individuals on the Autism spectrum. Such education is crucial in promoting self-acceptance and empowering them to have greater control over their (a)sexual journeys.
Chan, R. C., & Hung, F. N. (2025). Sexual, Romantic, and Community Experiences of Individuals at the Intersection of Autism and Asexuality. Archives of Sexual Behavior, 1-13. https://doi.org/10.1007/s10508-025-03170-x
Exploring stakeholder perspectives of self-harm assessment tools for Autistic adults
Autistic people are at greater risk of self-harm than non-Autistic people, yet no tools exist specifically for assessing self-harm in this population.
Newell and team asked five Autistic adults and four professionals about three self-harm assessment tools (Non-Suicidal Self-Injury – Assessment Tool, Inventory of Statements About Self-Injury and Questionnaire for Non-Suicidal Self-Injury).
…we found one overarching theme – ‘picking the best of a bad bunch’ – where participants acknowledged some strengths of the tools, but multiple limitations outweighed these. Subthemes included cognitive considerations (e.g. complexity, length, working memory demands, introspection), missing elements (e.g. broader self-harm behaviours, functions, context, support) and challenges in conceptualising self-harm, particularly around intentionality and stimming. Participants also stressed the importance of addressing stigma, considering co-occurring conditions like attention-deficit hyperactivity disorder and intellectual disabilities and upholding a duty of care. Overall, findings show that existing self-harm assessment tools are not appropriate or acceptable for Autistic adults who self-harm, indicating a clear need for a new self-harm assessment tool developed with and for autistic people.
Newell, V., Richards, C., & Cassidy, S. (2025). ‘Picking the best of a bad bunch’: Exploring stakeholder perspectives of self-harm assessment tools for autistic adults. Autism, 0(0). https://doi.org/10.1177/13623613251348555
