Table 2. Themes covered in papers by participant group.
| Autistic People | Parents and others | |||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Preparation | Education, Skill Development | Personal Awareness | Impact | Management | Support | Preparation | Education, Skill Development | Personal Awareness | Impact | Management | Support | |||||||||||||||||||||||||||||
| Planning | Communication | Ahead of Time | Independence | The Need to Understand | Tailored resources | Not being ready | Puberty as positive | Organising self | Individual Differences | Breaching societal norms | Social experiences | Emotional experiences | Physical experiences | Autism specific | Menstrual products | Support tools | Menstrual Accidents | Wider Support Network | Familial Support | Planning | Communication | Ahead of time | Independence | The Need to understand | Tailored resources | Not being ready | Puberty as positive | Organising self | Individual Differences | Breaching societal norms | Social experiences | Emotional experiences | Physical experiences | Autism specific | Menstrual products | Support tools | Menstrual Accidents | Wider Support Network | Familial Support | |
| Cridland (2014) |
✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ||||||||||||||||||||||||||||||||||
| Cummins (2018) |
✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ||||||||||||||||||||||||||
| Eriksen (2016) |
✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |||
| Gray & Durand (2023) |
✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |||||||||||||||||||||||||||
| Grove et al. (2023) |
✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ||||||||||||||||||||||||||||||||||
| Jones (2022)2 |
✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |||||||||||||||||||||||||
| Kendall (2023)2 |
✓ | ✓ | ✓ | ✓ | ✓ | |||||||||||||||||||||||||||||||||||
| Mademtzi (2018) |
✓ | ✓ | ✓ | ✓ | ||||||||||||||||||||||||||||||||||||
| Navot (2017) |
✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |||||||||||||||||||||||||||||||||
| Ross (2017)2 |
✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |||||||||||||||||||||||||||||||||
| Steward1 (2018) | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |||||||||||||||||||||||||||
| Whiting (2020) |
✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |||||||||||||||||||||
1
Non-Autistic participants in this study included parents, professionals and siblings, however, it wasn’t clear which of these groups quotes were attributed to and so weren’t included in this table.
2
Online source. Note: Cells shaded grey are where these participants were not involved in the source.