Reclaiming interventions: Listening to preverbal young people with autism about their experience of evidenced based educational practices

我的博士学位专注于语言前的年轻人（YP）与教育循证实践（EBP）的自闭症经验。自闭症是一种典型的神经发育差异，影响个人与世界的互动和与他人的沟通（1）。虽然自闭症研究是完善的，子域仍然相对未开发（2，3），包括在教育中的自闭症前语言YP的经验。这一群体构成了自闭症社区的很大一部分：估计50%-80%的神经系统差异的人有明显或一些沟通问题（4），其中25-30%是语言前自闭症YP（5，6），但他们的经历研究不足。从本质上讲，我们对自闭症及其对教育的影响的理解是缺乏他们的观点的

My PhD focuses on preverbal young people (YP) with Autism experiences of educational evidenced-based practices (EBPs). Autism is typified as a neurodevelopmental difference affecting individuals' interactions with the world and communication with others (1). Whilst Autism research is well-established, subdomains remain relatively unexplored (2,3) including the experience of preverbal YP with Autism in education. This group forms a huge percentage of the autistic community: an estimated 50%-80% of people with neurological differences have significant or some communication problems (4), 25-30% of these being preverbal autistic YP (5,6), yet their experiences go under-researched. In essence, our understanding of Autism and its impacts on education is void of their views