Guiding Principles and Research Priorities for Early Childhood Autism Therapy Research: Results of a Community-Engaged Project

Authors

Abstract

Many autistic adults report negative long-lasting consequences of their early childhood therapy experiences, calling for supports that promote development and inclusion according to their natural ways of learning and being, instead of using non-autistic developmental standards. In the United States (US), young children with disabilities receive services through early intervention (EI), a federally-mandated program with a focus on helping families understand and support their child; however, much of current autism research is child-focused, limiting its ability to address key clinical practice needs. Together, this demonstrates the misalignment of autism therapy research with the goals of many autistic people and caregivers, and the contextual demands of EI. This manuscript reports the outputs of a collaborative project in which 17 autistic adults, autistic caregivers, and non-autistic caregivers of autistic children living in the US developed guiding principles and priorities for future early childhood autism research. This project will provide a foundation for autism researchers to develop therapies and supports that are aligned with community needs and priorities, resulting in more equitable and effective practices for the diverse families served through EI. The full list of guiding principles and priorities may be viewed at https://www.eicollab.northwestern.edu/research-priorities/.

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