DOI work
Fetched
Post
crossref
Audrey Linden, Courtenay Norbury, Molly McCabe, Jo Saul, Estelle Killick, Evelyn Sam, Simone Dufresne, Freya Elise, et al.
(2026).
Language interventions for autistic people: An online survey of community member views and priorities.
JCPP Advances, e70125.
Wiley.
- Publication date
-
11 Apr 2026
- Identifier
-
10.1002/jcv2.70125
- Authors
-
Audrey Linden,
Courtenay Norbury,
Molly McCabe,
Jo Saul,
Estelle Killick,
Evelyn Sam,
Simone Dufresne,
Freya Elise,
Kurinchi Gurusamy,
Laura Crane
- Source
- JCPP Advances
- Details
- e70125
- Reference type
- article
- Publisher
- Wiley
- Metadata source
- crossref
Abstract
Abstract Background Identifying interventions for developing language skills in autistic people is a top research priority. To develop effective language interventions, it is essential to understand whether community members feel they are important, acceptable, and meaningful. The aim of our research was to elicit views from members of the autism community on language and language interventions for autistic people. Methods Our diverse team (comprising those with lived and professional experience of autism and/or language interventions) achieved our goals using an online survey. Via opportunity sampling, we recruited 356 participants including autistic adults, parents of autistic children, and professionals/researchers working with autistic people. Data were thematically analyzed. Results Participants recognised the importance of language for self‐advocacy, societal participation, interacting with others, and expressing needs, feelings and desires. Language was seen as a potential tool for communication, but one of crucial importance in navigating a world designed for non‐autistic people. Responses also strongly emphasised the importance of language interventions being focused on autistic people's individual needs, that benefit them, allow them to be their authentic selves, and prioritise choice and agency. Conclusion Our research highlights the importance of including community voices in the development of language interventions. Future language interventions should be individualised to a person's needs and wishes, respect autistic people's identity, and support self‐advocacy. Subsequent work should ensure that seldom‐heard voices are centered in such discussions.
Study authors in this cited reference