BackgroundPlay is important for mental health and wellbeing. Descriptions of autistic play have typically focused on ‘deficits’ and are based on comparisons to neurotypical ‘norms’. According to the neurodiversity paradigm, it is important that autistic voices are highlighted, and that difficulties, differences and strengths are explored. With this in mind, we designed the present study to focus on the experiences and perspectives of autistic people concerning the topic of autistic play.MethodsWe conducted a consultation with autistic stakeholders, as well as with parents and teachers of autistic individuals to help us design the study and interview questions. We used semi-structured interviews with 22 autistic adults aged 18-57 (clinically confirmed diagnosis, n = 21; self-diagnosed, n = 1) who live in the UK. We analysed the data using interpretative phenomenological analysis to identify themes. Results We found important commonalities and differences in the ways that socialisation in play, imaginary play and flow (a state involving intense focus on the play) are experienced. Autistic adults discussed the importance of both solitary and social play, with solitary play having an important recuperative function. They also reported preferences for parallel play and playing with similar autistic people. They also discussed imaginary play experiences including social role play and grounded-in-reality play, and the dual nature of flow experiences during play.ConclusionsThe findings of this study contrast with deficit-focused understandings of autistic play and build on neurodiversity-informed studies. We highlight, for example, the importance of considering the different circumstances under which solitary or social play are preferred, as well as the importance of taking an individual approach to play. We encourage wider understanding and acceptance of these play preferences and experiences, to support autistic people’s wellbeing.

Aim This study explores how bilingual parents of autistic children made language decisions for their families, how the event of the SARS-CoV-2 pandemic and subsequent lockdown impacted the communication environment of their households, and whether these experiences affected their language habits. Method Semi-structured interviews were conducted with five bilingual parents of autistic children who lived through lockdown in France. Data were analysed using interpretative phenomenological analysis. Demographic and background information was collected using an adapted version of the Questionnaire for Parents of Bilingual Children. Results Participants reported conflicting advice given by a range of practitioners. Parents expressed differing beliefs about the impact of language choices on their children. Parents described active engagement with their children's home-learning as generally positive. Parents identified an increase in children's exposure to their first language during the lockdown. Parents reported an increase in children's overall communication abilities. Conclusion Parents believed that their children's positive communication development during lockdown was related to increased exposure to their first language(s), and direct involvement in their children's learning programs.

Aims and objectives: the aim of this scoping review is to investigate the association between bilingualism in the family and child subjective well-being, by reviewing the literature to identify key themes to date and remaining questions for future research. Methodology: Scopus, Web of Knowledge, ERIC, Psych Articles and PsychInfo were searched systematically between September and October 2018, and after title, abstract and full-text screening, 17 of the initial 1433 articles were included in this review. Data and analysis: Each study was coded for the discipline from which it emerged, the language combination studied, the measures of well-being and language proficiency it used, the geographical location of the study and the number of participants. Data on the link between bilingualism and well-being was extracted from each study. Findings and conclusion: Two main themes were identified: ‘The effect of language proficiency on family relationships’ and ‘The acculturation of parents and children as mediated by language’. Across studies, there was significant heterogeneity in definition of concepts and a diverse range of measures employed. In addition, the studies identified suggest a positive link between minority language maintenance and child well-being, and a positive influence of bilingualism, rather than knowledge of only the home or the majority language. However, the directionality of these relationships will need to be investigated in future research. Originality: This is the first scoping review conducted systematically to explore the link between bilingualism in the family and child well-being internationally. It builds on previous work such as a narrative review which examined this association in the European context.

AbstractA growing body of evidence suggests that bilingual exposure does not negatively impact children on the autism spectrum. This study sought to illuminate parents’ perceptions and choices regarding maintaining bilingualism in autism. Semi-structured interviews were conducted with 16 family members in England and Wales. Data were analysed using interpretative phenomenological analysis (IPA). Although parents expressed positive attitudes towards bilingualism, these views were not always congruent with their language practices. Instead, several factors influenced decisions about language maintenance in autism, including the severity of the child’s autism, advice received, and the importance of English as the dominant societal language. This article calls for greater support for families in making language decisions that are suitable for the individual child and their family.

Qualitative studies within autism research are gaining prominence, yet there is little evidence about the usefulness of particular qualitative approaches in reflecting the perspectives and experiences of autistic participants. This short report serves to introduce interpretative phenomenological analysis as one among a range of qualitative approaches to autism research. We argue that certain features of interpretative phenomenological analysis, including its commitment to an equality of voice and researcher reflexivity, may help to illuminate the experiences of autistic individuals. The procedures of interpretative phenomenological analysis are presented through the lens of 10 studies into autistic people’s experiences, and a case is made for the suitability of this approach within qualitative autism research.