Research

We examine how autistic and neurodivergent individuals are stigmatized and dehumanized across societies. Our research explores how personal, cultural, psychological, and structural factors—such as interpersonal contact, cultural tightness, and essentialist beliefs—relate to both explicit and implicit forms of stigma and dehumanization. Using cross-cultural, experimental, and mixed-method approaches, our work aims to inform evidence-based strategies for stigma reduction and foster more inclusive, neurodiversity-affirming environments.

We design and evaluate neurodiversity-based interventions to reduce stigma toward and support autistic and neurodivergent individuals at both individual and systemic levels. Our work focuses on developing culturally sensitive autism stigma interventions grounded in neurodiversity frameworks. We have examined the effectiveness of these interventions through a pilot mixed-methods study, a randomized controlled trial, and the creation of a metaverse-based training platform to assess their potential for scalable dissemination. We are currently extending this work to develop stigma-reduction training for professionals involved in autism diagnosis.

We study how autistic adults navigate autonomy, choice, and agency across life contexts, recognizing self-determination as a key factor in quality of life. Using community-based participatory research methods, we are currently collaborating with AASPIRE team to adapt and validate the Self-Determination Inventory (SDI)-AASPIRE and the AASPIRE Choices and Decisions Scale (CDS) in American contexts, with plans to extend this work to Korea. Through cross-cultural research, we aim to examine how self-determination shapes the lived experiences and outcomes of autistic individuals.

We examine how stigma shapes the autism diagnosis process and impacts how autistic individuals struggle with and come to accept their diagnosis. In an ongoing qualitative study, we are exploring the lived experiences of how Korean autistic adults were informed of their diagnosis—whether through professionals, parents, other routes, or not at all. This work aims to develop guidelines for timely, respectful, and neurodiversity-affirming communication to support inclusive diagnostic practices, clinician training, and parent support.

We investigate how strength-based, neurodiversity-affirming approaches can improve employment outcomes and reduce stigma toward autistic individuals. Our research examines how organizational supports—such as those implemented in initiatives like Autistar—can foster belonging, agency, and inclusion for autistic employees with diverse support needs. Through qualitative and mixed-method studies, we explore how inclusive employment models not only support positive autistic identity and challenge societal stigma, but also leverage autistic strengths to enhance team collaboration, innovation, and organizational effectiveness.

We are currently evaluating the social validity of the TEACCH model in South Korea, examining how educators, families, and professionals perceive its cultural relevance, feasibility, and effectiveness. This study follows our hosting of the first TEACCH online workshop in Korea, conducted in collaboration with the TEACCH Autism Program at the University of North Carolina at Chapel Hill. More broadly, our research aims to identify effective and culturally responsive strategies to better support autistic students in Korean educational and clinical settings.

We developed and validated autism diagnostic instruments including the ADOS-2, ADI-R, BeDevel, and educational diagnostic tools designed for use in Korean clinical and educational settings. This work emphasizes early identification and culturally appropriate diagnostic practices in South Korea.

This line of research examined how autistic college students navigate transition, persistence, and support systems in higher education. We investigated students’ experiences with disability support offices, as well as the perspectives and attitudes of DSO staff. These studies offered insights into how universities can more effectively and systematically support autistic students’ success and sense of belonging.

We have explored specific characteristics often associated with autism—such as anxiety, visual processing abilities, and social communication patterns—to better understand how autistic individuals can be more effectively supported. This line of work emphasizes not only the challenges but also the potential strengths related to these characteristics, informing strengths-based and individualized approaches to inclusion and support.