Working with Adults on the Spectrum: Finding ways to help those diagnosed later in life work with, rather than against, their brains
Presented by Megan Connell, psyd, abpp
2 CONTINUING EDUCATION CREDITS
BASE is approved by the American Psychological Association to sponsor continuing education for psychologists. BASE maintains responsibility for this program and its content.
DESCRIPTION
This course is designed to help professionals understand the needs and challenges of with working with adults on the Autism spectrum. With increased awareness of diagnostic criteria and presentations of Autism more and more adults are starting to recognize that they are likely on the Autism spectrum and are seeking diagnosis (Huang et al., 2020; Norris et al., 2025). For many of these adults, especially for women, learning masking or camouflaging has likely impacted how others perceive them, and their own mental health and well being (Bargiela et al., 2016; Beck et al., 2020; Cage & Troxell-Whitman, 2020; Duvekot et al., 2017; Gould, 2017; Harmens et al., 2022; Huang et al., 2020; Tint & Weiss, 2018; Tubío-Fungueiriño et al., 2021). Being undiagnosed, or uninformed of their diagnosis can lead to co occuring psychological challenges which in turn can make diagnosis and intervention more difficult (Bargiela et al., 2016; Beck et al., 2020; Duvekot et al., 2017; Harmens et al., 2022; Huang et al., 2020; Rai et al., 2018; Riccio et al., 2021). Further, many are learning of their diagnosis and possible interventions via social media which while not always accurate can be a powerful tool for providers to use to help their clients (Bury et al., 2024; Edwards et al., 2024; Ritzman & Subramanian, 2024; Skafle et al., 2024). Providers, caregivers, teachers and researchers not having a full understanding Autism and not listening to the needs of the Autistic community can cause harm to those with Autism (Bargiela et al., 2016; Bury et al., 2024; Cage et al., 2024; Corbett et al., 2025; Crane et al., 2018; Crasta et al., 2024; Harris et al., 2021; Huang et al., 2020; Lever & Geurts, 2018; Linton, 2014; Norris et al., 2025; Pellicano & Den Houting, 2022; Pickard et al., 2022; Riccio et al., 2021; Savard et al., 2024). Providers will leave this training with improved knowledge of the lifelong course of ASD, how to better listen to and work with their clients and further resources for information for both themselves and their clients.
LEARNING OBJECTIVES
Based on the content of this workshop, you will be able to:
Explain the value of being diagnosed with Autism at any age
Discuss the role of masking/camouflage for adults with ASD, the risk associated with masking/camouflage and the possible impact that masking/camouflage has on diagnosis
Describe how social media platforms are helping to educate people on ASD and the benefits and risks therein. Additionally how professionals can utilize social media to help their adult clients with ASD
Explain the possible harm that can be caused by professionals that are dismissive of ASD symptoms, especially for those high masking/camouflaging individuals.
AUDIENCE
This program is appropriate for licensed psychologists and other mental health practitioners who utilize cognitive behavioral therapy approaches. Training is at an introductory level.
RESOURCES
Bargiela, S., Steward, R., & Mandy, W. (2016). The Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype. Journal of Autism and Developmental Disorders, 46(10), 3281–3294. https://doi.org/10.1007/s10803-016-2872-8
Beck, J. S., Lundwall, R. A., Gabrielsen, T., Cox, J. C., & South, M. (2020). Looking good but feeling bad: “Camouflaging” behaviors and mental health in women with autistic traits. Autism, 24(4), 809–821. https://doi.org/10.1177/1362361320912147
Bury, S. M., Haschek, A., Wenzel, M., Spoor, J. R., & Hedley, D. (2024). Brief Report: Learning About Autism: Is the Source of Autism Knowledge Associated with Differences in Autism Knowledge, Autism Identity, and Experiences of Stigma. Journal of Autism and Developmental Disorders, 54(11), 4346–4353. https://doi.org/10.1007/s10803-022-05823-5
Cage, E., Crompton, C. J., Dantas, S., Strachan, K., Birch, R., Robinson, M., Morgan-Appel, S., MacKenzie-Nash, C., Gallagher, A., & Botha, M. (2024). What are the autism research priorities of autistic adults in Scotland? 28(9), 2179–2190. https://doi.org/10.1177/136236132312226
Cage, E., & Troxell-Whitman, Z. (2020). Understanding the Relationships Between Autistic Identity, Disclosure, and Camouflaging. Autism in Adulthood, 2(4), 334–338. https://doi.org/10.1089/aut.2020.0016
Corbett, B. A., Key, A. P., Klemencic, M. E., Muscatello, R. A., Jones, D., Pilkington, J., Burroughs, C., & Vandekar, S. (2025). Investigating Social Competence in a Pilot Randomized Clinical Trial of a Theatre-Based Intervention Enhanced for Adults with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 55(1), 130–146. https://doi.org/10.1007/s10803-023-06214-0
Crane, L., Batty, R., Adeyinka, H., Goddard, L., Henry, L. A., & Hill, E. L. (2018). Autism Diagnosis in the United Kingdom: Perspectives of Autistic Adults, Parents and Professionals. Journal of Autism and Developmental Disorders, 48(11), 3761–3772. https://doi.org/10.1007/s10803-018-3639-1
Crasta, J. E., Green, O. J., Gavin, W. J., & Davies, P. L. (2024). The Relationship Between Attention, Sensory Processing, and Social Responsiveness Among Adults on the Autism Spectrum. Journal of Autism and Developmental Disorders, 54(8), 2972–2986. https://doi.org/10.1007/s10803-023-06019-1
Duvekot, J., Van Der Ende, J., Verhulst, F. C., Slappendel, G., Van Daalen, E., Maras, A., & Greaves-Lord, K. (2017). Factors influencing the probability of a diagnosis of autism spectrum disorder in girls versus boys. Autism, 21(6), 646–658. https://doi.org/10.1177/1362361316672178
Edwards, C., Love, A. M. A., Jones, S. C., Cai, R. Y., Nguyen, B. T. H., & Gibbs, V. (2024). ‘Most people have no idea what autism is’: Unpacking autism disclosure using social media analysis. Autism, 28(5), 1107–1119. https://doi.org/10.1177/13623613231192133
Gould, J. (2017). Towards understanding the under-recognition of girls and women on the autism spectrum. Autism, 21(6), 703–705. https://doi.org/10.1177/1362361317706174
Harmens, M., Sedgewick, F., & Hobson, H. (2022). The Quest for Acceptance: A Blog-Based Study of Autistic Women’s Experiences and Well-Being During Autism Identification and Diagnosis. Autism in Adulthood, 4(1), 42–51. https://doi.org/10.1089/aut.2021.0016
Harris, L., Gilmore, D., Longo, A., & Hand, B. N. (2021). Short report: Patterns of US federal autism research funding during 2017–2019. Autism, 25(7), 2135–2139. https://doi.org/10.1177/13623613211003430
Huang, Y., Arnold, S. R., Foley, K.-R., & Trollor, J. N. (2020). Diagnosis of autism in adulthood: A scoping review. Autism, 24(6), 1311–1327. https://doi.org/10.1177/1362361320903128
Lever, A. G., & Geurts, H. M. (2018). Is Older Age Associated with Higher Self- and Other-Rated ASD Characteristics? Journal of Autism and Developmental Disorders, 48(6), 2038–2051. https://doi.org/10.1007/s10803-017-3444-2
Linton, K. F. (2014). Clinical Diagnoses Exacerbate Stigma and Improve Self-Discovery According to People With Autism. Social Work in Mental Health, 12(4), 330–342. https://doi.org/10.1080/15332985.2013.861383
Norris, J. E., Harvey, R., & Hull, L. (2025). Post-diagnostic support for adults diagnosed with autism in adulthood in the UK: A systematic review with narrative synthesis. Autism, 29(2), 284–309. https://doi.org/10.1177/13623613241273073
Pellicano, E., & Den Houting, J. (2022). Annual Research Review: Shifting from ‘normal science’ to neurodiversity in autism science. Journal of Child Psychology and Psychiatry, 63(4), 381–396. https://doi.org/10.1111/jcpp.13534
Pickard, H., Pellicano, E., Den Houting, J., & Crane, L. (2022). Participatory autism research: Early career and established researchers’ views and experiences. Autism, 26(1), 75–87. https://doi.org/10.1177/13623613211019594
Rai, D., Heuvelman, H., Dalman, C., Culpin, I., Lundberg, M., Carpenter, P., & Magnusson, C. (2018). Association Between Autism Spectrum Disorders With or Without Intellectual Disability and Depression in Young Adulthood. JAMA Network Open, 1(4), e181465. https://doi.org/10.1001/jamanetworkopen.2018.1465
Riccio, A., Kapp, S. K., Jordan, A., Dorelien, A. M., & Gillespie-Lynch, K. (2021). How is autistic identity in adolescence influenced by parental disclosure decisions and perceptions of autism? Autism, 25(2), 374–388. https://doi.org/10.1177/1362361320958214
Ritzman, M. J., & Subramanian, R. (2024). Voices from a pandemic: Understanding how young adults on the autism spectrum use computer-mediated communication. Autism, 28(2), 381–389. https://doi.org/10.1177/13623613231170963
Savard, L. B., Prelock, P. A., Medeiros, S., & Lodestone, A. Z. (2024). Empowering Autistic Youth and Adults to Advocate for Mental Health and Social Connection Goals as they Transition to Adulthood. Topics in Language Disorders, 44(4), 331–347. https://doi.org/10.1097/TLD.0000000000000351
Skafle, I., Gabarron, E., & Nordahl-Hansen, A. (2024). Social media shaping autism perception and identity. Autism, 28(10), 2489–2502. https://doi.org/10.1177/136236132412304
Tint, A., & Weiss, J. A. (2018). A qualitative study of the service experiences of women with autism spectrum disorder. Autism, 22(8), 928–937. https://doi.org/10.1177/1362361317702561
Tubío-Fungueiriño, M., Cruz, S., Sampaio, A., Carracedo, A., & Fernández-Prieto, M. (2021). Social Camouflaging in Females with Autism Spectrum Disorder: A Systematic Review. Journal of Autism and Developmental Disorders, 51(7), 2190–2199. https://doi.org/10.1007/s10803-020-04695-x
PROFESSIONAL AND ETHICAL ISSUES
There is no commercial support for this CE program, instructor, content of instruction, or any other relationship that could be construed as a conflict of interest. There is no endorsement of products.
CANCELLATION POLICY
Cancellations will be accepted and payments refunded in full up to two (2) weeks prior to any training event. Following two weeks prior to the event, a credit for future trainings matching the amount already paid for that event’s registration will be given to registrants who cancel their registration, for whatever reason, up to two (2) days prior to the event date. This credit can only be applied to one future training, regardless of its cost. If the cost of the future training is less than the amount paid, the difference will be lost. If the cost of the future training is greater than the credit, then the balance will become due at registration time. If a registrant cancels or no-shows within two days of the event date, a refund will not be given.
LOCATION
This CE will be in-person at 1515 Mockingbird Lane, Suite 580, Charlotte, NC 28209.
ACCESSIBILITY
BASE strives to ensure that each CE program is accessible to all participants. If you would like any accommodations, please contact us at 704-910-8381.
QUESTIONS
Please contact us at info@findyourbase.com or 704-910-8381 if you have any questions or grievances about the program.
WAITLIST
If this program is full, please email us at info@findyourbase.com to indicate your interest. If someone cancels we will contact you.