This research explores autistic university students’ experiences navigating sensory challenges and communication differences on campus. It highlights the “double empathy problem,” where misunderstandings occur between autistic and non-autistic individuals. Using applied linguistics, the study argues that mutual understanding is essential to ensure equitable access to education and improve student well-being and inclusion.

This research examines misrepresentation of autistic individuals in media, particularly when non-autistic actors portray autistic roles. It highlights how such portrayals reinforce stereotypes and contribute to social harm. Using interdisciplinary methods and audience analysis, the study advocates for authentic inclusion of autistic voices in media production to improve representation and reduce ableism.

This research investigates the use of Bee-Bot, a programmable robot, to support children with autism. Structured robot-based activities aim to improve communication, social interaction, and purposeful play, while incorporating parent and teacher perspectives to assess long-term developmental and behavioral benefits.

This research uncovers how two proteins, GluA1 and PKC, regulate behavioural flexibility in the striatum. Deleting GluA1 causes animals to get “stuck,” mirroring symptoms in OCD, addiction, and autism. A new molecular tool restores flexibility by 80% in hours, offering a potential pathway for future neuropsychiatric treatments.

This research explores masking, unmasking, and disclosure among autistic individuals. Through interviews and surveys, the study shows masking is exhausting and harmful, while unmasking and disclosure can reduce stress and foster authenticity—but only in supportive environments. Findings highlight the need for societal change to genuinely accept autistic people and their differences.

This research investigates how children use the left and right hemispheres for language and spatial reasoning. Using ultrasound while children play custom games, it shows that those with the typical left-language/right-spatial pattern tend to have stronger skills. The findings reveal how brain-activity patterns relate to developmental risks and complex tasks like reading.