An Interactive and Neurodiversity-Affirming Approach to Communication Supports for Autistic Students Through Videogaming.

This article describes using video games to help autistic and non-autistic students interact and communicate better in school. Instead of trying to make autistic students communicate 'normally', this approach celebrates different communication styles. Students play video games together in groups, which creates a fun way to practice social skills and helps reduce prejudice. The approach is designed to be affordable and easy for schools to use.

This tutorial presents a neurodiversity-affirming approach using videogaming to support communication and peer interaction for autistic students in middle and high school settings. The approach facilitates meaningful engagement between autistic and non-autistic students through group-based gaming activities. Grounded in anti-ableist, neurodiversity frameworks, this intervention values communication differences rather than targeting normative communication benchmarks. The tutorial provides practical guidance on development, planning, goal-writing, and implementation.

The approach aims to reduce stigma and promote acceptance of autistic communication styles while providing cost-effective intervention options for schools. The framework explicitly challenges ableist practices in educational settings and supports autistic students' preferences and strengths.

Provides practical framework for implementing neurodiversity-affirming communication supports in schools. Offers alternative to traditional deficit-focused interventions. Requires further research to establish effectiveness and optimal implementation parameters before widespread adoption.

This is a tutorial paper without empirical data or outcome measures. No sample size, control groups, or effectiveness data are provided. The approach lacks research validation through controlled studies or systematic evaluation of outcomes.

Videogaming offers an interactive, enjoyable, and socially valid context for interaction between autistic and non-autistic students in schools. In this tutorial, I describe an approach that supports communication and peer interaction through group-based videogaming. This approach creates an opportunity for autistic and non-autistic students to engage in a meaningful and enjoyable activity and to promote acceptance and appreciation of communication differences. This tutorial includes development, planning, essential components, goal writing, and a list of resources and directions to implement the videogaming-based group intervention in middle and high school settings.

This tutorial is grounded in a supports-based, anti-ableist, neurodiversity framework that embraces a difference-based view of autistic communication. Cost-effectiveness and ease of implementation make this intervention feasible for school settings. Ableist practices are pervasive in academic and clinical settings. There is an urgency within the field of speech-language pathology to address misconceptions regarding autism and autistic individuals, increase the understanding and appreciation of diversity in autistic communication, and eliminate practices that may promote autistic masking.

These can be achieved by developing supports that value the preferences and experiences of autistic individuals and honor their strengths. Videogaming is one context that supports social communication. It does not hinge upon normative communication as a benchmark. Increased contact and exposure to autistic peers through fun and engaging game-based interactions help reduce stigma and prejudice toward autistic students.