Excerpts from current research with people who have autism using online discussion groups are provided. Two major themes emerged that focus on "expert" knowledge of autism and identity. In contrast to the image of people with autism being unable to speak for themselves, our research on chat rooms has demonstrated that these individuals are finding a voice in an online environment, and the Internet may be a powerful tool in enabling this voice to be heard. The challenge that experiential knowledge poses to scientific knowledge is discussed in light of diagnosis, and the positive nature of an autism spectrum (AS) identity is highlighted as a common thread in discussions.

For families with limited opportunities for face-to-face interaction, social media can be a vital communication medium to help shape the family identity, maintain bonds, and accomplish shared tasks. This mixed-methods systematic review of quantitative, qualitative, and mixed-method empirical studies published between 1997 and 2019 uses a convergent data-based framework to explore how long-distance families engage in family practices using various modes of social media. Fifty-one papers were synthesized into four domains: (1) doing family in a social media environment, (2) performing family through stories and rituals, (3) the nature of online communication practices, and (4) privacy, conflict, and the quality of family relationships. Given the value of patterned routines to families, research into the role of family kinkeepers is suggested. Finally, families use chat (messages) extensively for both assuring behaviour and conflict resolution so further investigation of the impact of this asynchronous mode is recommended.

In the current research climate, in which many autistic and autism communities are increasingly calling for a move towards collaborative forms of research, we consider how a loosely formed epistemological community may serve to challenge ‘business as usual’ in the academy. Mindful of the need to move beyond theory, we use this experience to concretely consider how knowledge about autism and neurotypicality can be meaningfully (co)-produced, and made available both to the research community and also to autistic and autism communities. Here, we use our own co-production of this article to explore how autistic experience may trouble normative meanings of academic knowledge production. We also consider the limits and possibilities of a neurodiverse research collaboration to reflect on ways in which a loose epistemological space may serve to contribute to knowledge about both autism and neurotypicality, adding to debate around collaborative research.

Recent years have witnessed a rapid growth in Internet technologies, which offer new possibilities for researching hard to reach groups. However, research guidelines, which could aid research in this new forum, have not yet been fully developed. The focus of the article will be ethical issues that may arise from using the Internet as a research tool if we are to protect and respect our participants. Questions surrounding gaining informed consent, privacy of participants and new power differentials, which may arise through interaction in an on-line forum, are raised. These are supplemented by reflections from work conducted by the authors using on-line discussion formus as method of research with people with autism.