Please go to these hackathon notes.
Ahuvia, I. L., Gurbuz, E., Cuda, J., Kapp, S. K., Houck, A., Gates, J. A., Schleider, J. L., & Gurba, A. N. (2025). Identifying as autistic without a formal diagnosis: Who self-identifies as autistic and why? Autism in Adulthood, 25739581251409920. https://doi.org/10.1177/25739581251409920
Apperly, I. A., Lee, R., van der Kleij, S. W., & Devine, R. T. (2024). A transdiagnostic approach to neurodiversity in a representative population sample: The N+ 4 model. JCPP advances, 4(2), e12219. https://doi.org/10.1002/jcv2.12219
Elsherif, M. M. (2025). The lived experience of dyspraxia: Challenging ableism and embracing neurodiversity. Neurodiversity, 3, 27546330251346861. https://doi.org/10.1177/27546330251346861
Le Cunff, A. L., Glover, C., Martis, B. L., Giampietro, V., & Dommett, E. (2024). Methodological adjustments for experimental studies including neurodiverse participants: A checklist for before, during, and after laboratory visits. MethodsX, 12, 102658. https://doi.org/10.1016/j.mex.2024.102658
Livingston, L. A., Hargitai, L. D., & Shah, P. (2025). The double empathy problem: A derivation chain analysis and cautionary note. Psychological Review, 132(3), 744–757. https://doi.org/10.1037/rev0000468
Mahak, S., Malone, S., Elsherif, M., Hand, C. J., & Morsanyi, K. (2025). Academic anxiety and cognitive reflection in neurodivergence based on evidence from a large international sample. Scientific Reports, 15(1), 37522. https://doi.org/10.1038/s41598-025-21504-6
Milton, D., Gurbuz, E., & López, B. (2022). The ‘double empathy problem’: Ten years on. Autism, 26(8), 1901-1903. https://doi.org/10.1177/13623613221129123
Pearson, A. D., Grant, A., Leigh, J., Macdonald, S. J., Williams, K., Williams, G. L., Spaeth, E., Rose, K., Memmott, A., & Botha, M. (2025, August). “It’s like calling short people vertically challenged”: Language and terminology preferences among neurodivergent adults. PsyArXiv. https://doi.org/10.31219/osf.io/jf62e_v1
Rudkin, G., Warrington, K. L., Wilson, E., Iley, B., & Zisk, A. H. (2025). Curricula may not apply:“Abnormal” exceptions speak back to the curriculum. Teaching of Psychology, 00986283251328986. https://doi.org/10.1177/00986283251328986
To be added