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

我的博士学位主要针对有自闭症经历的口语前青少年(YP)和循证教育实践(EBP)。自闭症是一种神经发育差异，影响个人与世界的互动和与他人的交流(1)。虽然自闭症的研究已经很成熟，但子领域仍然相对未被探索(2，3)，包括自闭症在教育中的言语前自闭症的经验。这一群体在自闭症社区中占很大比例：据估计，有50%-80%的神经学差异患者存在显著或某些沟通问题(4)，其中25%-30%是言语前自闭症(5，6)，但他们的经历没有得到充分的研究。从本质上讲，我们对自闭症及其对教育的影响的理解是没有他们的观点的

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