Expanding on “Screening, Diagnosis, and Intervention for Autism: Experiences of Black and Multiracial Families Seeking Care” to Support BIPOC Autistic Postsecondary Students

As researchers and individuals with lived experience focused on neurodiversity, autism, and Black, Indigenous, and other People of Color (BIPOC) populations, we read with interest the article, “Screening, Diagnosis, and Intervention for Autism: Experiences of Black and Multiracial Families Seeking Care,” (Weitlauf et al., 2023) in the Journal of Autism and Developmental Disorders. This mixed methods study shed light on critical issues related to BIPOC autistic children and their families, including the need for culturally sensitive and accessible care related to developmental monitoring, diagnosis, and follow-up care.

To be sure, this need is well-supported in the literature and aligns with the growing body of research that finds inequities for this population early in development (Fombonne & Zuckerman, 2022). In accordance with life course science, there is, however, a corollary need to support this population across development, particularly during sensitive developmental periods of high risk and opportunity after childhood (Halfon & Hochstein, 2002). Currently, there is an urgent need to support this population during emerging adulthood (Arnett et al., 2014), particularly in postsecondary education settings (Arnett, 2016).

In this Letter to the Editor, we seek to underscore and expand on the critically important contribution to the literature made by Weitlauf et al. (2023). We aim to expand on this article by adopting a developmental lens—that is, a lens that is particularly attuned to the needs of BIPOC autistic individuals at the critical transition to adulthood within salient developmental ecosystems (i.e., the postsecondary context). We highlight research on autistic postsecondary students who are BIPOC; identify key gaps in the literature; and propose recommendations for supporting this population.