Description and Evaluation of a Co-design Process Involved in the Creation of a Workforce Training Package Aiding Sport and Exercise Professionals Work with Autistic Young People.
Let autistic youth co-write your staff training; they will give you practical, dignity-first tips staff actually use.
01Research in Context
What this study did
Rebbettes et al. (2025) asked autistic young people, their parents, and sport coaches to build a training pack together.
The team met in relaxed, youth-led sessions where everyone could speak or use pictures.
They kept notes on what felt safe, fun, or hard, and used these notes to shape the final pack.
What they found
All groups said the process felt respectful and useful.
The pack covers more than rules; it explains sensory needs, how to offer breaks, and why words matter.
Youth said, "They finally heard us," and coaches left wanting to try the tips right away.
How this fits with other research
Andrews et al. (2024) found most autistic teens are left out of service planning; Jessica’s work shows youth can lead when we make room.
Black et al. (2019) surveyed staff and saw big knowledge gaps; Jessica fills those gaps with tools co-made by the people who live them.
Ditzian et al. (2015) proved staff change when we give the right feedback; Jessica adds that staff also change when autistic voices drive the lesson.
Why it matters
You can copy this youth-led, feel-safe style in your own trainings. Invite one autistic client to your next staff meeting. Ask, "What would make this place better for you?" Take their exact words, build a one-page tip sheet, and try it for a week. You will see buy-in faster than any top-down slide deck.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Ask one autistic client to draw or say three things coaches should do; turn those into a mini-poster for your team.
02At a glance
03Original abstract
Increasingly, researchers are encouraged to include consumers and stakeholders in the development of health and service provider education. This is particularly important for education relating to autistic people to ensure that resources are developed from a neurodiversity-affirming lens. Limited literature exists outlining or evaluating the processes used within co-design autism research. This study aimed to describe and qualitatively evaluate the co-design process used in the development of a training package for community sport and exercise professionals working with autistic young people. Semi-structured interviews were conducted with the 10 consumers and stakeholders involved in this co-design project. Interviews were analysed using inductive thematic analysis. From the transcripts, four themes emerged. In theme 1 members described characteristics relating to the co-design process they perceived enhanced their engagement. Members emphasised the importance of the project being consumer and stakeholder led, and flexible to support each person's needs. In theme 2 members described the connection they felt to the other group members, facilitated by the creation of an emotionally safe environment. In theme 3 members discussed how the processes put in place and the supportive environment created resulted in a holistic understanding of the skills and knowledge community sport and exercise professionals need to effectively work with young autistic people. In theme 4 members provided recommendations for future co-design research. Consumer and stakeholders involved in this project described an overall positive experience of the co-design process, with findings resulting in three key recommendations to support future autism co-design research.
Journal of autism and developmental disorders, 2025 · doi:10.1007/s10803-021-04918-9