As April marks Autism Acceptance Month, it’s an opportunity to recognize the experiences of individuals with autism and the communities who support them. At Texas A&M University, our community is committed to shaping how those with autism learn, grow and connect. In our College, researchers are bridging gaps through early identification, the transitions to adulthood and improved outcomes in classrooms and communities.

Early Identification Drives Success

Dr. Megan Golson is an assistant professor in our Department of Educational Psychology.

Early identification empowers students to succeed academically and personally. Dr. Megan Golson of our Department of Educational Psychology explores the challenges schools and families face in identifying autism in a timely and accurate way. Despite long waitlists in medical and clinical settings and cultural differences, schools and families can collaborate to notice patterns in how students’ behavior in environments.

With proper identification, students are more likely to access resources in schools, such as accommodations, specialized instruction and social support groups. These resources are frequently provided through a 504 Plan or an Individualized Education Program that fit each student’s needs and align with what schools have available. It’s important to seek out resources and advocate for students with autism to engage fully in their environment.

Engaging Learning Approaches

Dr. Julie Thompson is director of the BLINC Lab and associate professor in our Department of Educational Psychology.

Instruction improves how students with autism learn, especially those living with more extensive needs. Dr. Julie Thompson of our Department of Educational Psychology ensures students aren’t left out of traditional academic conversations. Her work shows that these students make progress in academics when instruction is designed around their needs. Through approaches like group-based participation and enhanced digital learning tools, small adjustments can lead to stronger outcomes. “If students have increased opportunities for active engagement, then problem behaviors are substantially reduced,” Dr. Thompson adds.

Project Teaching, Autism and Practitioner Preparation (TAPP) brings research into the classroom to prepare teachers and paraprofessionals with the knowledge and tools to put evidence-based practices to work. TAPP offers free workshops and ongoing individualized coaching for practitioners. The program is funded by the Texas Higher Education Coordinating Board through 2028 to expand access to training and resources across the state.

To learn more about Dr. Thompson and her research projects, visit blinc.tamu.edu.

Dr. Hannah Thompson is an assistant professor in our Department of Teaching, Learning and Culture.

Designing Environments for Growth

Dr. Hannah Thompson of our Department of Teaching, Learning and Culture highlights the role educators play in creating environments that drive excellence for all learners from an early age. “In safe, responsive and developmentally rich classrooms, these environments enhance children’s development and boost connections with educators and families,” Dr. Thompson notes. Reducing barriers supports children’s active engagement in structured and social settings.

Connecting with Community

Dr. Laci Watkins is an associate professor in our Department of Educational Psychology.

Beyond classrooms and clinical settings, communities shape how individuals with autism build relationships. Dr. Laci Watkins of our Department of Educational Psychology researches how different environments can create a sense of belonging for autistic children. “Educators and community members can encourage children to understand neurodiversity and value different ways of communicating,” Watkins explains. “Designing play and social activities around the interests of autistic learners leads to natural opportunities for children to connect with peers through shared experiences.”

Her work also includes directing Project Nurturing Environments for Success Together (NEST), a collaboration with Dr. Julie Thompson and Dr. Hannah Thompson and the Texas Workforce Commission that focuses on early childhood educators in rural communities. “Project NEST provides educators with strategies to foster communication and play and to promote positive behaviors in classroom environments for all learners,” Watkins said. The program meets the needs of rural regions, including the Brazos Valley and Texas Panhandle, to ensure educators have access to resources that may not be readily available.

Dr. Erinn Whiteside is a clinical associate professor in our Department of Educational Psychology.

The Role of Educators

Dr. Erinn Whiteside of our Department of Educational Psychology emphasizes that supporting students with autism is not limited to special education settings. As more students are identified across a range of classrooms, general education teachers can make an impact on student experiences.

“One important skill set is openness to differences in how students process communication and sensory input,” Whiteside continues. “Flexibility in communication styles and self-regulation strategies, along with promoting acceptance among peers, will go a long way for students with autism.”

Preparing Beyond the Classroom

Dr. Wen-Hsuan Chang is an assistant professor in our Department of Educational Psychology.

One of the main turning points for youth with autism is the transition to adulthood. Support is often more clearly defined and easier to access in early childhood and throughout K-12 because of early-intervention policies and school-based services. As youth move toward adulthood, services can become harder to navigate, so families manage complex decisions with less coordinated guidance.

Dr. Wen-Hsuan Chang of our Department of Educational Psychology studies how families can manage this transition while supporting youth with disabilities in building long-term independence. Parents and caregivers play a key role in transition planning by providing structure, engagement and space that allow them to practice decision-making and autonomy.

“Anxiety and worry are natural feelings for caregivers and can motivate thoughtful planning, including preparing for challenging scenarios,” Chang explains. “At the same time, those feelings can lead caregivers to take on more active roles in the decision-making process or underestimate what their young adult can do, which can unintentionally limit opportunities to build the skills needed for independence.”

Chang’s research highlights caregiver well-being and the value of preparing early. She encourages families to establish supportive daily routines and to foster self-determination skills. This preparation can reduce a common barrier: uncertainty. “Uncertainty makes it difficult for families to take the next step,” Chang notes. “When caregivers feel more confident in the process, they’re more likely to take on a guiding role that gives young people room to grow and make progress toward greater independence.”

Looking ahead, strengthening outcomes for those with autism depends on coordinated support across families, educators, communities and researchers. Our College is dedicated to advancing systems that respond to students’ learning needs and long-term goals. “As our understanding evolves, systems of support continue to respond more effectively to the needs of each student,” Chang emphasizes. With these support systems, those with autism can pursue their next steps with greater confidence.

For media inquiries, contact Ruben Hidalgo.