I had never considered raising money through my running. After all, I love to run. Why should anyone pay me to do it? I (mostly) don’t think of running as suffering, but as an activity that brings me joy, connection and satisfaction. The only reason I decided to fundraise is that I wanted to run the London Marathon and it’s almost impossible to get into London through the lottery. When I filled out the application for London last year, I checked the box that I would be interested in a charity bib.
Of course, I didn’t get into to London through the lottery. But Organization for Autism Research (OAR) was one of the charities you could apply to run for. Our daughter had been recently diagnosed as autistic, just a few months shy of her sixteenth birthday. I had two friends who had run for OAR and they raved about the experience. It seemed like a perfect fit. I submitted my application and was accepted. I was so excited! And a little nervous. I had never raised more than a couple hundred dollars for anything and now I had six months to raise $5500. Yikes.
A friend who is a professional fundraiser gave me the best advice. She said, when we ask people for money, we are doing them a favor. Most people want to do something good in the world, but they don’t know what to do. When we offer friends and family the opportunity to donate to an organization we care about, we are giving them a clear path about how they can help. The first few times I asked for money, it was challenging, but I kept her advice in mind and it got easier. Asking for money became a chance for conversation and connection. A friend donated and then two more donations came in – from her mother and her aunt. It turns out my friend’s cousin is autistic. That’s just one story, but variations on this theme happened often. I got to know people better by asking for donations. I had not expected that.
I was also determined to make fundraising FUN. My husband and I have given a lot of money (for us) to a local mental health foundation because their main fundraiser is a dinner with fancy desserts, a live auction, and a hilarious trivia contest. At the end of the night, we’ve had a great evening out with friends and supported a cause we care about.
I knew I couldn’t do an upscale gala, so instead I organized an “All Ages Happy Hour” at a local café that serves beer and wine along with coffee and pastry. I asked local businesses to donate prizes for a raffle. I ordered infinity rainbow pins to give away and we put up rainbow balloons. We turned it into a party! We gave away the infinity rainbow pins to everyone who came into the café. I had planned some games but everyone was so busy talking that we didn’t end up playing them. The owner of the barbershop next door came in. It turns out he is autistic and he was excited to learn about OAR. The café is considering scheduling an event for families with sensory sensitivities. It wasn’t a huge gala, but it was genuinely fun and the “All Ages Happy Hour” raised a lot of money.
By the end of the campaign, I had raised over $7000 dollars. It turns out that the things I love about running – joy, connection, and satisfaction – were also possible through fundraising. I plan to learn what I used raising money for OAR to help other organizations in my local community and I look forward to running for OAR again in the future. I am so grateful for opportunity OAR offered me. Thank you!
Sarah Elise Wiliarty is an Associate Professor of Government at Wesleyan University specializing in European politics. Her daughter Geneva was diagnosed with autism and ADHD at the age of 15. Sarah is a passionate runner and coach. She has run sixteen marathons and countless other races. She and Geneva enjoy baking and traveling together.
ARLINGTON, VA, June 7, 2024 – The Organization for Autism Research (OAR) is delighted to announce the recipients of its 2024 Graduate Research Competition. The program offers up to $1,000 to master’s students and $2,000 to doctoral candidates or post-doctoral students to conduct autism-focused research. This year, OAR is awarding five grants totaling $7,199. These newly funded grants are a part of the more than $329,266 awarded to fund 193 graduate research studies since 2004.
OAR received 27 study proposals this year from graduate students across the world. Members of the OAR Scientific Council, a group of 18 autism professionals from a variety of fields and backgrounds, reviewed and scored each proposal. Their evaluation was based on three key criteria:
- Alignment with OAR’s research priorities
- Methodological soundness
- Relevance of potential findings for those affected by autism
In keeping with OAR’s dedication to high-quality research, only the best of the best proposals were selected for funding.
Congratulations to the 2024 grant recipients:
Tianna Etes, Oklahoma State University
Trust Me, I’m a Therapist: Investigating the Role of Mistrust in Mental Health Service Utilization and Well-Being among Black Mothers of Autistic Children
Christina Layton, University of Rochester
An Investigation of the Complex Relationships between Sensory Reactivity, Coping Strategies, and Mental Health in Autistic Adults
Renming Liu, Baylor University
Caregiver Assisting in Developing Independent Daily Living Skills (AID)
Viviana Morales, Felician University
Challenges Faced by Latino Families in New Jersey to Access and Maintain Evidence-Based Interventions for Children with Autism Spectrum Disorder
Luciana White, York St. John University
Autistic and Not Lonely: A Creative and Participatory Exploration of How Autistic Adolescents Experience Loneliness
For inquiries regarding the Graduate Research Grant Program or for more information on the 2025 funding cycle, please contact OAR at 571-977-5391 or e-mail at research@researchautism.org
About OAR: The Organization for Autism Research (OAR) is a national non-profit organization formed and led by relatives of children and adults with autism. OAR is dedicated to promoting research that can be applied to help families, educators, caregivers, and individuals with autism find much-needed answers to their immediate and urgent questions. Learn more at www.researchautism.org.
Boundaries help us build trust, safety, and respect in relationships. How do you set and communicate boundaries with others around you?
Clear communication yields the best results when establishing boundaries. If I need to communicate boundaries, I must ensure that my delivery is tactful and kind. I articulate my needs using the same methods as I do when advocating for myself: by using the “w” questions. I communicate directly with the person I’m creating the boundary with, i.e., the who. I express what the boundary is and tell them why I am making it. I do not shy away from expressing when I will enforce the boundary if necessary.
While it can sometimes make me seem like a buzzkill, I am putting myself first by clearly setting expectations and enabling others to understand me better in the future. I want to create a positive atmosphere and give a good impression while establishing clear and mutually respectful relationships.
For example, I’ve had friends try to convince me to attend parties even after I’ve clearly explained that loud noises overstimulate me. In those instances, I just didn’t show up. I then waited for an opportune time to articulate my absence and request that they refrain from asking me to put myself in environments that aren’t healthy for me. I suggested that we plan activities where I can be included and we all can have fun while keeping my ears intact. They agreed.
How do you keep yourself safe when developing personal or professional relationships online?
As a rule, I do not develop personal relationships online. My preferred way to initiate relationships is in person. This affords me the opportunity to observe how people present themselves and interact with others. It’s way too easy for people to sit behind a keyboard and create the perfect illusion of themselves. There’s a lot of truth in the statement, “Nothing on social media is real.”
However, I’m a gamer, so I interact with an array of individuals online. Because these relationships are often within the context of the game, conversations can easily be controlled. I only talk in general about my day-to-day life. I intentionally avoid discussing anything too personal about myself. I never give out my phone number, address, or anything that would lead a person to think I am vulnerable.
I remain cordial and focused on our professional tasks regarding online professional relationships, whether with mentors, job recruiters, or even coworkers. I understand the importance of not mixing work with personal life and thus try to stay task-oriented and friendly even under stress.
Have you had any encounters with law enforcement or first responders, and if so, do you have any tips as to how autistic people can navigate through these interactions?
I considered myself well-prepared for emergencies. If I were honest, I’d say I was confident that I’d be able to handle such an encounter. After all, I attended multiple mock traffic stops and first responders’ presentations. I even gave autism awareness speeches where law enforcement and first responders were in attendance. I also keep autism information in my car to present to police officers and first responders in an emergency. I knew, without a doubt, that the time I spent preparing and practicing would prove to be well worth it. Boy, was I wrong.
Last year, I was involved in a car accident. I was away at school and alone when it happened. Police, fire department, and ambulance were called. They arrived with sirens blazing. I was both terrified and overstimulated. Can you imagine trying to cover your ears and talk on the phone simultaneously? Despite all of my preparation, the reality of the situation was overwhelming.
I’ve concluded that no matter how much we prepare, these encounters will be scary and throw us off balance. However, preparation and having the printed information describing my disability and how officers and responders can best help me proved invaluable.
I would encourage every person with Autism to prepare for such encounters. If I were speaking in person, I would repeat that last sentence.
I’m a huge proponent of disclosing my disability and encourage others to do the same. It’s nothing to be ashamed of. It’s an opportunity to raise awareness and teach others how to best support us. We are valuable, exceptional people who have unique perspectives to offer this world. We’re assets in educating first responders and law enforcement on how to best help us. As a matter of fact, we are the experts.
Do you have any recommendations or tips on safety precautions or guidelines for autistic individuals living independently?
Individuals with autism need to remember that being independent does not mean being alone. It is always okay to ask for help from a trusted friend, family member, neighbor, or coworker. In my personal experience with living alone, I take precautions by maintaining a network of people who know about me and my health.
For example, I have interception, which means that I cannot feel pain like most people. A level 2 pain for me is the most people’s level 9. This is very dangerous and scary. In fact, I’ve been hospitalized twice because of it.
I feel it’s imperative to have an easily accessible place in our homes where we keep essential information about ourselves. It’s a good idea to have emergency contacts, allergy information, medical and insurance information, etc., visible in an emergency.
Also, getting acquainted with a neighbor or two is ideal because they can watch out for us and notice if something isn’t right. Ideally, they’d also have our emergency contact information.
What are some resources you might know of that can help protect the physical and psychological well-being of autistic people, and how can one access them?
Of course, the Organization of Autism Research is an excellent resource (researchautism.org). I’m a huge fan of The Arc (thearc.org) and Easterseals (easterseals.com). I believe there’s one in each state. There’s the Exceptional Family Members Program (militaryonesource.mil) for military families, and the Council of Parent Advocates (copaa.org) helps equip families to advocate for their loved ones. Every special education department in our school systems should have various resources for families. I’d also recommend families contact their local health departments and primary care physicians.
Finding a good provider can be daunting and overwhelming due to the many available options. Joining support groups is a great way to meet people, learn about local resources, and gain firsthand information.
Regarding psychological health, a great start would be asking primary care physicians and also support groups. Many therapists offer telehealth services, which allow individuals with autism to receive services in the comforts of home.
Tory Ridgeway is a fourth-year Aerospace Engineering major at Embry Riddle Aeronautical University. Tory was diagnosed with Autism at the age of four. He received early intervention services, special education, and related services throughout high school and graduated as a distinguished scholar. At the age of 14, he earned the highest rank in Scouting, Eagle Scout. Tory is a strong advocate for the Autism Community. As a public speaker, Tory uses his voice to educate, advocate, and inspire others. He considers himself a “beacon of hope” for others like him.
There are few events as satisfying as overcoming an obstacle.
Navigating the politics, personalities, and job tasks required to hold your own in the workplace can be intimidating. Autism presents some challenges, but the resilience and ability to adapt—that’s already inside of you. You already possess some of the tools needed to shine in a professional environment.
Sometimes, we need a little help pulling that out.
Do you find it difficult to make friends, initiate conversations, or know what to say in social situations? Do you struggle with confidence, insecurities, or Imposter Syndrome? As someone who has wrestled with social anxiety and “What Do I Do Now?” fears, these struggles are all too familiar to me. Through goal setting and the right self-improvement training, I was able to build my social skills and develop a sense of how to present the best version of myself in any situation.
There is no reason you cannot do that as well. Here are my tips for building confidence in your social skills.
If you can see it, you can be it: Visualize
Visualization is the use of mental imagery to emulate a real-world activity. The benefit of visualization is that it provides your mind with an opportunity to improve in whatever skill you like. The act of mentally moving through the ins and outs of a skill enhances your ability to perform that skill. To employ visualization, simply close your eyes and see yourself performing an action. We want to use a first-person perspective (i.e. see an event through your own eyes instead of seeing yourself as an object within that event) for maximum effectiveness.
What skills are you using? What does it feel like to participate? What do you see while you’re engaging in the action? All of these are great prompts for proper visualization exercises.
Here is a real-life example of how I put visualization to use:
Football is one of my favorite activities. In one notable game a few months back, I committed a series of errors, including dropping a pass in a key spot that could have led to a touchdown. After the game, I spent some time breaking down why I played as poorly as I did.
During my self-evaluation, I realized that I dropped the pass because I did not keep my eyes on the ball while it was headed my way. Catching a football is all about your eyes and hand technique, learning how to stare at the ball while it is in flight and blocking out all of the on-field distractions around you until you catch it. My catch technique was flawed, so it should be no surprise that I did not get the result I wanted.
These are the instructions I gave myself:
“Visualize yourself staring at the tip of the ball. Use proper technique, extending your hands out to meet the ball–instead of catching with your body and letting the ball come close to you. Do this at least one-hundred times daily, just like you do when catching the ball. Visualize yourself running one-hundred routes five days a week. See yourself breaking long plays, hauling in tough passes, and maintaining laser-like focus on the ball, and you will do that in games with ease.”
There’s immense value in visualization. You can multiply that effect by pairing it with practice, physical actions that mimic the skills you want to improve.
Confront Your Fears about Socialization
Let’s walk through an example of how you can use visualization to boost your confidence in the workplace.
Say you want to get better at speaking to co-workers on the job that you do not know well. It’s helpful to start by addressing some of the fears that may be hindering your improvement.
These fears may include:
- Worrying about what others think of you
- Worrying about not knowing what to say
- Worrying that other people may not like you or not want to talk to you
You may think about an experience in school when you shared something in class and someone laughed at you. Or a time when you wanted to get to know someone new, so you summoned the courage to say a few words and it all went horribly wrong.
Confronting a fear—by examining its validity and undertaking action to address it—is the surest way to eliminate it. And there is no better way to demolish a limiting belief than by facing it head-on.
Visualize what it would be like to be comfortable conversing with your co-workers. See how at ease you are while speaking to them and how much they enjoy their time with you. What are you asking them about? What does your body language look and feel like?
And here is a way you can practice your conversation skills:
Say “Hello” to two strangers next time you’re out. Maybe you’re at the grocery store. Walk around and exchange a greeting with two people you do not know. You can spark a conversation with a few good follow-up questions such as “What’s your name?” or “How’s your day been?”
There are a litany of questions you can pose, if you do some thinking beforehand.
The value of saying “Hello” to people you do not know helps you practice your conversation skills and disabuses you of the notion that people are looking for you to fail. By and large, people want to see others succeed—that includes socializing as well.
Most people are receptive to meeting a new friendly face. The more you utilize a skill, the better you become at it. And the more you practice your social skills, the easier it will be for you to feel confident in any situation.
Kene Erike provides social skills coaching for clients on the spectrum. His organization, K.E. Consulting, provides the tools for building connections and achieving your potential. Kene has a passion for helping others become better public speakers and build confidence in the workplace.
Website: https://keneerike.com/services
YouTube: https://www.youtube.com/@k.e.consulting
Instagram: @K.E.Consulting
Hire Autism welcomes its spring navigator cohort of eight talented volunteers. Congratulations to Debbie Lamb, Orissa Adams, Leon Carter, Lorraine Hernandez, Cherish Holder, Ganesh Sawant, Jack James, and Katie Hanson!
These new navigators will offer invaluable support in refining resumes, crafting compelling cover letters, honing interview skills, and building confidence. While they come from various personal and professional backgrounds, each is passionate about helping autistic individuals secure meaningful employment.
Mike, a previous job seeker, said this about his experience working with a navigator: “My navigator helped me with my resume, interviewing skills, choosing the right jobs to apply to, and provided resources to continue to guide me through the job search. Going through the Navigator Program has significantly increased my confidence in myself and my skills and removed much of the mystery around different aspects of job seeking. I feel well prepared for interviews and am confident my resume will stand out.”
Are you or someone you know interested in mentoring autistic job seekers? Apply for our July 2024 navigator cohort. Applications will be accepted until Thursday, July 4, 2024, at 11:59 p.m. ET.
If you have questions about the Navigator Program or other volunteer opportunities, contact the Hire Autism team at mail@hireautism.org
In November, OAR’s Board of Directors authorized funding for eight applied autism research studies in 2024. These new grants, totaling $297,569, bring OAR’s total research funding to more than $5 million since 2002. This article is the fifth of eight previews to be featured in The OARacle this year.
Being able to get from place to place in daily life is critical—jobs, social activities, appointments, and other activities often require transportation. For autistic adults, transportation can be challenging. Some autistic adults are unable to meet the demands of driving due to deficits in spatial perception, sustained attention, speed of information processing, social problem-solving, and responding to unexpected changes. Others are capable of driving but prefer not to because of the anxiety driving evokes. Public transportation is an option for autistic adults, but as with driving, it can also pose challenges due to executive functioning and social interaction skills. In some places, public transportation is not a viable option.
Rideshare services, like Uber and Lift, provide efficient door-to-door transportation and avoid many of the barriers that come with public transportation. In this one-year OAR-funded study, researchers Stacey Reynolds, Ph.D., and Alissa Brooke, M.S., will evaluate the effectiveness of an innovative training program that teaches autistic adults, as well as adults with other intellectual and developmental disabilities, how to safely use rideshare services.
The aims of the study, “Improving Access to Community-Based Occupations via a Rideshare Training Program,” are to:
- Conduct a trial using the Safe Rideshare Program.
- Evaluate the impact of the program on community engagement, social participation, and employment over a two-month period.
The study would be the first step towards a clinical trial of training effectiveness. The long-term goal is for this training program to be implemented nationwide to provide transportation for autistic adults.
Dr. Reynolds is the director of research and a professor in the Department of Occupational Therapy at Virginia Commonwealth University, Richmond, Va. Her research focuses on how children with neurodevelopmental disorders, such as autism, respond to sensory stimuli in their environment and how these responses impact functional performance and behavior. Her broad aim has been to discover neurological mechanisms underlying sensory-motor deficits in children and develop innovative treatments for these conditions. More recently, she and her team have begun to test the effectiveness of clinical interventions and community-based programs for children, adolescents, and adults with neurodevelopmental disorders.
Brooke is the director of employment research training at the Virginia Commonwealth University Rehabilitation Research and Training Center. She has extensive experience supporting autistic individuals and individuals with intellectual and developmental disabilities in employment, training them on their jobs, and training their colleagues on the best ways to work with them. This work also includes connecting individuals with transportation resources and teaching them how to access and utilize specialized transportation. She has provided training nationally and internationally to employment specialists and other vocational rehabilitation professionals on supported employment and customized employment.
Methodology
The research team will recruit 12 autistic adults from central Virginia, four each from urban, rural, and suburban regions. They will use a wait-list control design, providing the intervention to participants in the experimental group first within a two-month timeframe. After two months, the wait-list group will receive the intervention while the experimental group participates in a two-month follow-up. The waitlist group will participate in the two-month follow-up after they receive the intervention.
The researchers developed The Safe Rideshare Program in 2019 in partnership with autistic residents of a semi-independent living community. The program includes five modules:
- Introduction to Rideshare
- Starting the Ride
- During the Ride
- Ending the Ride
- Paying for the Ride
The researchers will engage their community partners throughout the research study. At least one autistic adult from the community will participate in the training sessions for research staff and will provide input on all training materials. They will be compensated for their time. The researchers will also invite community partners and any interested participants to help disseminate their findings via conferences, publications, and/or social media.
Participants will first complete the online module with virtual support from the research team. Successful completion of the online module will be followed by an in-person ride-along evaluation. The ride-along sessions will be tailored to the individual’s communication preferences, verbal or augmentative communication, and learning pace. The modules may be repeated within the two-month intervention timeframe as needed. Trained research staff will deliver the program, with a primary instructor delivering the content and a second staff member collecting data and scoring sessions for fidelity. The researchers anticipate that most participants will be able to schedule one virtual session and one ride-along session per week for the first five weeks, with the remaining three weeks allotted to practicing ride-along sessions and repeating modules as needed.
The virtual training sessions, which are estimated to require 20 to 30 minutes, will take place over Zoom. The lead trainer will either lead the participant through the modules or allow the participant to self-pace with the option to ask questions any time. Exercises are built into each module to test comprehension. If the participant does not complete an exercise accurately, the lead trainer will explain why the response was incorrect and prompt them to repeat the video modeling exercise.
The first ride-along session will be the baseline session for assessing the participant’s level of independence, i.e., number of cues needed, and safety. The participant will have up to eight ride-along sessions to reach full independence, i.e., no cues needed, and full marks on the safety assessment. The lead trainer will provide the cues as needed to complete each step of the rideshare process.
Evaluation
The researchers will measure outcomes related to effectiveness (user independence and safety), feasibility, acceptability, and use of services. To assess independence and safety, the research team developed an independence checklist for trainers to use during the ride-alongs.
In the two months after the intervention, the researchers will track the number of times the individual uses rideshare after receiving training. Participants will be instructed how to “share trip” with the research team using the rideshare app, including what types of activities they use rideshare for, to get food, for example, or go to work, and whether the activity was done alone or with others. They will confirm all outings with participants via email or text. They will compare the number of times participants used rideshare after the intervention to how many times they used rideshare during the eight-week baseline.
Practical Relevance
From a research standpoint, this study will provide the information needed to support a larger clinical trial. As the evidence for this intervention is demonstrated, future steps would include looking at options for training reimbursement, such as via health plans, adjusting policies to include rideshare vouchers or waivers, and partnering with rideshare companies to make their services even more accessible and autism-friendly.
The project has the potential to expand community mobility options for autistic adults and is well suited for widespread use given that training elements of the program are already freely accessible and available in a virtual format. Access to reliable and safe transportation will allow autistic adults to be more independent, hold a wider variety of jobs, access more opportunities for education, socializing, self-care, and healthcare, and improve their quality of life.
Sherri Alms is the freelance editor of The OARacle, a role she took on in 2007. She has been a freelance writer and editor for more than 20 years.
This spring, OAR teamed up with several experts from its Scientific Council to deliver a three-part webinar series about autism education. This series included presentations on connection and community building, the development of confidence in mathematics, and wellbeing integration for teachers and students.
Each webinar provided extensive information and practical strategies for special education teachers, self-advocates, caregivers, and community members on how to meaningfully and authentically support autistic people in the classroom. If you missed any of the live events because they took place during school hours, then we encourage you to watch or share the archived events for convenient self-paced viewing.
A total of 185 out of 704 registrants attended the live events. Of the 119 participants who provided feedback, 98% percent reported the content as being helpful and relevant to their needs. One attendee who participated in Practical Ways to Integrate Wellbeing into Special Education for Teachers and Students said, “This was one of the most engaging webinars I have attended. Thank you!”
We want to thank the expert presenters for sharing such thoughtful and informative information on how to better support autistic advocates and encourage their academic leaders. Stay tuned for updates on the 2024 fall webinars!
Earlier this year, OAR laid out a set of ambitious goals to continue engaging community members in celebration of April’s Autism Acceptance Month. OAR staff worked with teachers, parents, clinicians, autistic individuals, employers, and researchers to support their local initiatives and increase autism acceptance. This recap describes what was accomplished in partnership with community supporters like you.
Goal 1: Support the autism community with information resources for autistic individuals, families, educators, and professionals.
OAR’s informational resources
include guidebooks, manuals, and lessons on how to help autistic individuals thrive as active members of their communities. These resources are provided at little to no cost to autistic individuals, families, schools, nonprofit organizations, and police and fire stations. OAR’s goal was to distribute 40,000 informational resources to autism community members by the end of April.
Results: Between January and April, OAR distributed over 83,000 resources, more than double the original goal.
Goal 2: Teach students in general education about autism using the Kit for Kids program.
Since 2012, more than 194,000 students have learned about autism through the Kit for Kids program. OAR’s goal was to expand that number to an additional 15,000 students, using the Kit for Kids and Autism Tuned In peer education programs to teach them how to understand autism and learn to be good friends with their autistic classmates.
Results: Between January and April, OAR surpassed its goal by reaching 23,474 students, bringing the total number of students impacted by Kit for Kids to over 217,000.
Goal 3: Support autistic young adults through OAR’s Hire Autism initiative.
Since 2017, Hire Autism has directly supported over 1,000 job seekers, welcomed over 360 employer partners, and trained over 140 volunteers. In support of our mission this year, Hire Autism aims to provide job search mentorship to 220 job seekers to help them find employment and recruit 90 national employer partners of varying scopes and sizes.
Results: From January to May of 2024, Hire Autism supported 112 job seekers through the Navigator Program, welcomed 33 new employer partners, and trained 16 new volunteers to help carry out this mission.
Goal 4: Raise money for OAR’s programs, resources, and new research.
OAR’s signature fundraising program, RUN FOR AUTISM, raises funds to support applied autism research that aims to help autistic individuals and their families improve their quality of life. During the month of April, the RUN FOR AUTISM program set a goal to raise $80,000 and engage up to 500 runners dedicating their 2024 miles to autism research.
Results: RUN FOR AUTISM surpassed its goal by raising $108,000 and engaging a total of 866 athletes during the month of April. The funds raised will go towards OAR’s mission to apply research to the challenges of autism.
Goal 5: Fundraise for OAR’s mission with a new and exciting initiative: Stream for Autism.
Stream for Autism gives gamers, streamers, and content creators an opportunity to support the autism community by raising awareness and funds for OAR. In April, our goals were to raise $50,000 to support the distribution of informational resources, educational programs, and OAR’s mission to apply research to the challenges of autism through the Stream for Autism program. We also aimed to sign up 100 new content creators and streamers to fundraise for OAR and spread autism awareness in April.
Results: Despite not reaching our initial fundraising goals, Stream for Autism made a significant educational impact during Autism Acceptance Month. With 15 new streamers raising over $1,000, the initiative showcased the power of community and dedication within the gaming and streaming spheres. Each dollar raised and each new supporter recruited contributed to raising awareness and supporting OAR’s mission.
Looking Ahead
The successes OAR experienced through the Autism Acceptance Month Campaign reveal the strength of the autism community and the dedication of OAR’s supporters. OAR once again thanks our fantastic community for all the work you do to increase autism acceptance year-round!
If you are looking to stay involved in any of the above initiatives, contact info@researchautism.org. If you like what OAR does, share your feedback on the GreatNonprofits website.
OAR is delighted to announce the recipients of its 2024 Graduate Research Competition. The program offers up to $1,000 to master’s students and $2,000 to doctoral candidates or post-doctoral students to conduct autism-focused research. This year, OAR is awarding five grants totaling $7,199. These newly funded grants are a part of the more than $329,266 awarded to fund 185 graduate research studies since 2004.
OAR received 27 study proposals this year. Members of the OAR Scientific Council, a group of 18 autism professionals from various fields and backgrounds, reviewed and scored each proposal. Their evaluation was based on three key criteria:
- Alignment with OAR’s research priorities
- Methodological soundness
- Relevance of potential findings for those affected by autism
In keeping with OAR’s dedication to high-quality research, only the best of the best were selected for funding.
Congratulations to the 2024 grant recipients:
- Tianna Etes, Oklahoma State University: Trust Me, I’m a Therapist: Investigating the Role of Mistrust in Mental Health Service Utilization and Well-Being among Black Mothers of Autistic Children
- Christina Layton, University of Rochester: An Investigation of the Complex Relationships between Sensory Reactivity, Coping Strategies, and Mental Health in Autistic Adults
- Renming Liu, Baylor University: Caregiver Assisting in Developing Independent Daily Living Skills (AID)
- Viviana Morales, Felician University: Challenges Faced by Latino Families in New Jersey to Access and Maintain Evidence-Based Interventions for Children with Autism Spectrum Disorder
- Luciana White, York St. John University: Autistic and Not Lonely: A Creative and Participatory Exploration of How Autistic Adolescents Experience Loneliness
For inquiries regarding the Graduate Research Grant Program or for more information on the 2025 funding cycle, please call OAR at 571-977-5391 or e-mail us at research @researchautism.org.
The Autism Housing Network (AHN) is an online hub that neuro-inclusive communities use to list housing, developer tools, and resources. A project of Madison House Autism Foundation, AHN seeks to normalize inclusion with varying partners across America to ensure that neurodiverse adults are supported and included in their homes and community.
AHN empowers local communities across the nation to either build or find inclusive homes to meet the housing and support crises in their communities, with the neurodiverse community included throughout the entire process.
Over the past 11 years, AHN has helped thousands of families nationwide find and create housing that supports neurodiverse needs while also finding resources for the challenges that may present themselves. In those 11 years, AHN has:
- Collaborated with more than 300 housing communities and developers nationwide
- An array of existing and emerging housing models
- Housing and development resources
- Hosted multiple workshops for developers and community leaders in order to research housing markets and maintain multi-state collaborations
