The intersectional experiences of Black Autistic women and girls (BAWG) are missing from medical and educational research on autism spectrum disorder (ASD). Understanding the intersectional experiences of BAWG is important due to the rising prevalence of autism in Black children and girls (CDC, 2016) and the concurrent lack of availability of culturally relevant autism-related interventions (Maenner, 2020;West, 2016). Intersectionality is the study of the overlapping discrimination produced by systems of oppression (Collins, 2019;Crenshaw, 1989;1991) and allows the researcher to simultaneously address race and disability in special education (Artiles, 2013). In this scoping review, the authors used the PRISMA-ScR checklist (Tricco et al., 2018) and Arksey and O!Malley!s ( 2005) framework to investigate the degree to which autism-related research (ARR) has included the intersectional experiences of BAWG. Utilizing narrative synthesis, strengths and gaps across the current body of literature are identified in order to set new directions for intersectional ARR. Overall, the authors found that across a 77-year period, three studies foregrounded BAWG and none addressed intersectionality as measured through criteria advanced by García and Ortiz (2013). These results reveal the scholarly neglect BAWG face in ARR, discourse, policy, and practice. A future agenda including research, practice, and policy priorities is identified and discussed.

Although the literature has predominantly focused on elementary youth, preliminary findings indicate that attentional benefits may arise from adolescent physical activity as well. Limited research has examined the impact of classroom-based physical activity for secondary students, and no research to date has explored bicycle workstations as a means to improve physical activity within the special education classroom. participants and procedureTwo special education resource classrooms within a high school took part in the research study. Students were given the option of riding on the bike or sitting on chairs in each classroom. Heart rate, calories, miles, time, and on-task behavior data were collected. In addition, student acceptability of bikes was explored. resultsThe results indicated that the overall mean heart rate during bike riding was significantly higher than the overall mean heart rate when seated on a traditional chair. Also a significant main effect was found for time on calories expended while riding. No significant results were found for miles or on-task behavior. conclusionsOverall, students enjoyed the use of bicycles during class, found the bicycle workstations to be beneficial to their learning, and appeared to note as many benefits as limitations with the bicycle workstations. Limitations and future directions are discussed.

The intersectional experiences of Black Autistic women and girls (BAWG) are missing from medical and educational research on autism spectrum disorder (ASD). Understanding the intersectional experiences of BAWG is important due to the rising prevalence of autism in Black children and girls (CDC, 2016) and the concurrent lack of availability of culturally relevant autism-related interventions (Maenner, 2020; West, 2016). Intersectionality is the study of the overlapping discrimination produced by systems of oppression (Collins, 2019; Crenshaw, 1989; 1991) and al-lows the researcher to simultaneously address race and disability in special education (Artiles, 2013). In this scoping review, the authors used the PRISMA-ScR checklist (Tricco et al., 2018) and Arksey and O’Malley’s (2005) framework to investigate the degree to which autism-related research (ARR) has included the intersectional experiences of BAWG. Utilizing narrative synthesis, strengths and gaps across the current body of literature are identified in order to set new directions for intersectional ARR. Overall, the authors found that across a 77-year period, three studies foregrounded BAWG and none addressed intersectionality as measured through criteria advanced by García and Ortiz (2013). These results reveal the scholarly neglect BAWG face in ARR, dis-course, policy, and practice. A future agenda including research, practice, and policy priorities is identified and discussed.