There is growing research on autism spectrum disorder (ASD) that examines linguistically diverse samples, increasing research generalizability as many individuals with ASD live in bilingual or multilingual communities. However, bilingualism is not a homogenous experience that can be easily categorized. By clarifying participants' language experiences, research findings can be more meaningful for clinicians and practitioners. In this systematic review, we document how the language experiences of samples with and without ASD were described in 103 peer-reviewed journal articles. We observed that language experiences were characterized using a wide range of labels and descriptions. Approximately half of the studies in this review reported participants' language acquisition history, and 64% of the studies defined language proficiency using standardized measures or parental reports. However, <20% of the studies reported daily language exposure and/or usage of the participants. The diversity in how participants' language experiences were characterized in research reflects the complexity of bilingualism. Yet, to further understand how ASD and bilingualism intersect across studies, to facilitate meta-science development, and to balance generalizability with specificity, reporting common characteristics of bilingual experiences is recommended.

Sensory sensitivities are common in autism spectrum disorder (ASD) and impact daily life, but research has largely focused on children, neglecting older individuals. Likewise, while there is research regarding parental concerns for their autistic children’s transition to adulthood, little is known about the role of sensory sensitivities. To address this gap, 66 parents of autistic adolescents and young adults were interviewed and their responses were qualitatively analyzed. All parents believed their children’s sensory sensitivities impacted their transition to adulthood, primary developmentally/psychologically, interpersonally/socially, and managerially. These beliefs did not significantly differ by child characteristics, such as age and ASD severity. Parent perceptions were modality and context specific. Given these findings, transition planning should consider individual’s specific sensory sensitivities to optimize independence. Supplementary Information The online version contains supplementary material available at 10.1007/s10803-022-05815-5.

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