Find here references that inform our workshop content. Please note that we are adding to and editing this list as our content develops.
Biegun, D., Peterson, Y., McNaught, J., & Sutterfield, C. (2020). Including student voice in IEP meetings through use of assistive technology. Teaching Exceptional Children, 52(5), 348-350. https://doi.org/10.1177%2F0040059920920148
Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, 3(1), 18-29
Bradshaw, P., Pickett, C., van Driel, M. L., Brooker, K., & Urbanowicz, A. (2021). 'Autistic’ or 'with autism'? Australian Journal of General Practice, 50(3), 104-108.
Brady, N. C., Fleming, K., Thiemann-Bourque, K., Olswang, L., Dowden, P., Saunders, M. D., & Marquis, J. (2012). Development of the communication complexity scale. American Journal of Speech-Language Pathology, 21(1), 16-28. doi:10.1044/1058-0360(2011/10-0099
Butler, T. L., Anderson, K., Garvey, G., Cunningham, J., Ratcliffe, J., Tong, A., ... & Howard, K. (2019). Aboriginal and Torres Strait Islander people's domains of wellbeing: a comprehensive literature review. Social science & medicine, 233, 138-157. https://doi.org/10.1016/j.socscimed.2019.06.004
Chen, R. S. (2021, June). Embodied design for non-speaking Autistic children: the emergence of rhythmical joint action. In Interaction Design and Children (pp. 648-651). https://journals.sagepub.com/d...
Clark, M. & Adams, D. (2020). The self-identified positive attributes and favourite activities of children on the autism spectrum. Research in Autism Spectrum Disorders, 72, 101512. doi: 10.1016/j.rasd.2020.101512
Clark, M. Adams, D., Westerveld, M. & Roberts, J. (2019). How do teachers support their students on the autism spectrum in Australian primary schools? Journal of Research in Special Educational Needs, doi: 10.1111/1471-3802.12464
Clark, M., Adams, D., Westerveld, M., & Roberts, J. (2019). The classroom environment and engagement of Australian students on the autism spectrum as reported by their teachers [Poster]. International Society for Autism Research 2019 Annual Meeting, 1 May. International Society for Autism Research
Courchesne, V., Langlois, V., Gregoire, P., St-Denis, A., Bouvet, L., Ostrolenk, A., & Mottron, L. (2020). Interests and Strengths in Autism, Useful but Misunderstood: A Pragmatic Case-Study. Frontiers in Psychology, 11, 2691. https://hal.archives-ouvertes.fr/hal-03014221/document
Crompton C, DeBrabander K, Heasman B, Milton D and Sasson N (2021) Double Empathy: Why Autistic People Are Often Misunderstood. Front. Young Minds. 9:554875. doi: 10.3389/frym.2021.554875
Crompton, C. J., Sharp, M., Axbey, H., Fletcher-Watson, S., Flynn, E. G., & Ropar, D. (2020). Neurotype-matching, but not being autistic, influences self and observer ratings of interpersonal rapport. Frontiers in psychology, 11, 2961
Davey, L. (2020). Using the special interests of autistic children to facilitate meaningful engagement and learning. Good Autism Practice (GAP), 21(1), 43-64. https://www.bild.org.uk/wp-content/uploads/2020/01/Davey-GAP-May-2020.pdf
Davidoff, B. E. (2018). Characteristics of the Spoken Language Interactions of Young Beginning Communicators with Autism Spectrum Disorder and Their Mothers: A Preliminary Investigation
Dixon, R. (2018). Towards inclusive schools: The impact of the DDA and DSE on inclusion participation and exclusion in Australia. In The Palgrave Handbook of Education Law for Schools (pp. 283-295). Palgrave Macmillan, Cham
Emery, S. (2019). Cultural wellbeing in classroom communities: a constructivist grounded theory study (Doctoral dissertation, University of Tasmania). https://eprints.utas.edu.au/31521/1/Emery_whole_thesis.pdf
Frost, K. M., Koehn, G. N., Russell, K. M., & Ingersoll, B. (2019). Measuring child social communication across contexts: Similarities and differences across play and snack routines. Autism Research, 12(4), 636-644. https://onlinelibrary-wiley-com.ezproxy.usq.edu.au/doi/epdf/10.1002/aur.2077
Gillespie-Smith, K., Hendry, G., Anduuru, N., Laird, T., & Ballantyne, C. (2021). Using social media to be ‘social’: Perceptions of social media benefits and risk by autistic young people, and parents. Research in Developmental Disabilities, 118, 104081
Graham, L., McCarthy, T., Killingly, C., Tancredi, H., & Poed, S. (2020). Inquiry into Suspension, Exclusion and Expulsion Processes in South Australian Government Schools. https://www.education.sa.gov.au/sites/default/files/report-of-an-independent-inquiry-into-suspensions-exclusions-and-expulsions-in-south-australian-government-schools.pdf
Jones, M., Bölte, S., Falkmer, M., Milbourne, B., Tan, T., Sheehy, L., & Girdler, S. (2018). A strength-based program for adolescents with autism. Research Report No. 17/18. Bankwest Curtin Economics Centre. A-strength-based-program-for-adolescents-with-autism.pdf (bcec.edu.au)
Kaliukhovich, D. A., Manyakov, N. V., Bangerter, A., Ness, S., Skalkin, A., Goodwin, M. S., ... & Pandina, G. (2020). Social attention to activities in children and adults with autism spectrum disorder: effects of context and age. Molecular autism, 11(1), 1-14. https://doi.org/10.1186/s13229-020-00388-5
Kapp, S. K., Steward, R., Crane, L., Elliott, D., Elphick, C., Pellicano, E., & Russell, G. (2019). ‘People should be allowed to do what they like’: Autistic adults’ views and experiences of stimming. Autism, 23(7), 1782-1792
Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442-462
Kettle, M. (2021). Building School-Migrant Family Connections in Culturally-and Linguistically-Diversifying Rural Communities: A Participatory Study From Australia. In Rural Education Across the World (pp. 107-128). Springer, Singapore
Lawson, W. (2013). Sensory connection, interest/attention and gamma synchrony in autism or autism, brain connections and preoccupation. Medical hypotheses, 80(3), 284-288. http://www.brainmaster.com/software/pubs/brain/Lawson_2012_Sensory%20connection%20interest_attention%20and%20gamma%20%20syn.pdf)
Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic Self-Advocacy and the Neurodiversity Movement: Implications for Autism Early Intervention Research and Practice. Frontiers in Psychology, 12, 782
Lee, E.A.L., Black, M.H., Falkmer, M. et al. “We Can See a Bright Future”: Parents’ Perceptions of the Outcomes of Participating in a Strengths-Based Program for Adolescents with Autism Spectrum Disorder. J Autism Dev Disord 50, 3179–3194 (2020). https://doi-org.ezproxy.usq.edu.au/10.1007/s10803-020-04411-9
Maitland, C. A., Rhodes, S., O'Hare, A., & Stewart, M. E. (2021). Social identities and mental well-being in autistic adults. Autism : the international journal of research and practice, 25(6), 1771–1783. https://doi.org/10.1177/136236...
Pellicano, E., Brett, S., den Houting, J., Heyworth, M., Magiati, I., Steward, R., ... & Stears, M. (2021). COVID-19, Social Isolation and the Mental Health of Autistic People and Their Families: A Qualitative Study. Social Isolation and the Mental Health of Autistic People and Their Families: A Qualitative Study. https://papers.ssrn.com/sol3/p...
Prata, J., Coelho, R., & Lawson, W. (2018). How the attitude of acceptance, enthusiasm and learning through motivation affects brain development in children with autism: A literature review. Journal of Intellectual Disability-Diagnosis and Treatment, 6(1), 14-24. https://doi.org/10.6000/2292-2598.2018.06.01.3
Saggers, B., Klug, D., Harper-Hill, K., Ashburner, J., Costley, D., Clark, T., Bruck, S., Trembath, D., Webster, A. A., & Carrington, S. (2018). Australian autism educational needs analysis – What are the needs of schools, parents and students on the autism spectrum? Full report and executive summary, version 2. Cooperative Research Centre for Living with Autism, Brisbane. ISBN: 978-0-9953735-8-7 https://www.autismcrc.com.au/s...
Saggers, Beth, Carrington, Suzanne B., & Harper-Hill, Keely (2016) The Australian Cooperative Research Centre for Living with Autism (Autism (CRC): Supporting improved educational outcomes for students on the autism spectrum. CAISE Review, 4, pp. 66-85
Sinclair, J. (2010). Being autistic together. Disability Studies Quarterly, 30(1). https://dsq-sds.org/article/vi...
Tansley, R., Parsons, S., & Kovshoff, H. (2021). How are intense interests used within schools to support inclusion and learning for secondary-aged autistic pupils? A scoping review. European Journal of Special Needs Education, 1-17. https://doi.org/10.1080/088562...
Williams, E. I., Gleeson, K., & Jones, B. E. (2019). How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis. Autism, 23(1), 8-28. https://journals.sagepub.com/doi/pdf/10.1177/1362361317723836
Van Grunsven, J., & Roeser, S. (2022). AAC technology, autism, and the empathic turn. Social Epistemology, 36(1), 95-110. https://doi.org/10.1080/02691728.2021.1897189
