Abstract
Limited research has examined how neurodiversity-affirming approaches are (1) co-created with autistic people, (2) operationalized, (3) implemented, (4) assessed and (5) iterated. Across a 3-year program of research, we co-developed and iterated game design and employment workshops for and with autistic youth. After encountering difficulties enacting authentically neurodiversity-affirming approaches during the Year 2 workshop, we developed neurodiversity-affirming principles that guided hiring, training, curriculum development and student and staff advocacy opportunities in Year 3 workshops. We assessed fidelity to these principles. This paper examines if these changes were associated with increases in: 1) neurodiversity-affirming staff practices and (2) student engagement with workshop content. Masked coders analysed the following data sources from Years 2 and 3: (1) video recordings of staff teaching practices, (2) pre- and post-workshop staff surveys and (3) students’ ratings of engagement with workshop activities. Staff used neurodiversity-affirming practices more frequently after the aforementioned changes. Student-reported engagement did not differ across years and was generally high. However, in Year 3 only, student engagement improved within workshops following intentionally advocacy-oriented student feedback loops. Findings show that redefining fidelity as a flexible, values-driven process offers a model for inclusive program design that fosters socially valid, responsive learning environments.