See Patrick’s CV:

LINK TO FULL CURRICULUM VITAE (CV)

Research Articles

Nelson, H., Switalsky, D., Ciesielski, J., Brown, H. M., Ryan, J., Stothers, M., Coombs, E., Crerear, A., Devlin, C., Bendevis, C., Ksiazek, T., Dwyer, P., Hack, C., Connolly, T., Nicholas, D., Di Rezze, B. (2023). A scoping review of supports on college and university campuses for autistic postsecondary students. Frontiers in Education. In press.

Chapman, C. R., Quinn, G. P., Natri, H. M., Berrios, C., Dwyer, P., Owens, K., Heraty, S., & Caplan, A. L. (2023). Consideration and disclosure of group risks in genomics and other data-centric research: does the Common Rule need revision? American Journal of Bioethics. In press.

Dwyer, P., Williams, Z. J., Vukusic, S., Saron, C. D., & Rivera, S. M. (2023). Habituation of Auditory Responses in Young Autistic and Neurotypical Children. Autism Research. https://doi.org/10.1002/aur.3022

Poulsen, R., Dwyer, P., Gassner, D., Heyworth, M., & Williams, Z. J. (2023). The INSAR Community Collaborator Request: Using community–academic partnerships to enhance outcomes of participatory autism research. Autism Research. https://doi.org/10.1002/aur.3027

Natri, H. M., Chapman, C. R., Heraty, S., Dwyer, P., Walker, N., Kapp, S. K., Dron, H. A., Martinez-Agosto, J. A., Mikkola, L., & Doherty, M. (2023). Ethical challenges in autism genomics: Recommendations for researchers. European Journal of Medical Genetics, 66(9): 104810. https://doi.org/10.1016/j.ejmg.2023.104810

Gillespie-Lynch, K., Grossman, E., Herrell, J., Riccio, A., Delos Santos, J., Biswas, S., Kofner, B., Dwyer, P., … Shevchuk-Hill, S. (2023). A Participatory Approach to Iteratively Adapting Game Design Workshops to Empower Autistic Youth. Frontiers in Education. In press.

Dwyer, P. (2023). Disability in Schools: Segregation, Full Inclusion or Free Inclusion? In S. Halder & G. Squires (Eds.), Inclusion and Diversity: Communities and Practices Across the World. Routledge.

Schuck, R. K., Dwyer, P., Baiden, K. M. P., Williams, Z. J., Wang, M. (2022.) Social validity of pivotal response treatment for young autistic children: Perspectives of autistic adults. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-022-05808-4

Dwyer, P., Vukusic, S., Williams, Z. J., Saron, C. D., & Rivera, S. M. (2022.) “Neural noise” in auditory responses in young autistic and neurotypical children. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-022-05797-4

Vivanti, G., Rogers, S. J., Dwyer, P., & Rivera, S. M. (2022.) Early learning in autism as an atypical balance between assimilation and accommodation processes. Human Development. https://doi.org/10.1159/000526416

Dwyer, P., Takarae, Y., Zadeh, I., Rivera, S. M., & Saron, C. D. (2022.) Multisensory integration and interactions across vision, hearing, and somatosensation in autism spectrum development and typical development. Neuropsychologia, 175: 108340. https://doi.org/10.1016/j.neuropsychologia.2022.108340

Waisman, T.C., Williams, Z. J., Cage, E., Santhanam, S.P., Magiati, I., Dwyer, P., Stockwell, K. M., Kofner, B., Brown, H., Davidson, D., Herrell, J., Shore, S. M., Caudel, D., Gurbuz, E., & Gillespie-Lynch, K. (2022). Learning from the experts: Evaluating a participatory autism and universal design training for university educators. Autism. https://doi.org/10.1177/13623613221097207

Dwyer, P., Takarae, Y., Zadeh, I., Rivera, S. M., & Saron, C. D. (2022.) A multidimensional investigation of sensory processing in autism: Parent- and self-report questionnaires, psychophysical thresholds, and event-related potentials in the auditory and somatosensory modalities. Frontiers in Human Neuroscience, 16: 811547. https://doi.org/10.3389/fnhum.2022.811547

Orendipe, T., Kofner, B., Riccio, A., Cage, E., Vincent, J., Kapp, S. K., Dwyer, P., & Gillespie-Lynch, K. (2022.) Does learning you are autistic earlier in development lead to better adult outcomes? A participatory exploration of the perspectives of autistic students. Autism. https://doi.org/10.1177/13623613221086700

Dwyer, P., Ryan, J. G., Williams, Z. J., & Gassner, D. L. (2022). First do no harm: Suggestions regarding respectful autism language. Pediatrics, 149(s4): e2020049437N. https://doi.org/10.1542/peds.2020-049437N

Brown, H. M., Dwyer, P., Gassner, D. L., Kapp, S. K., Ne’eman, A., Ryan, J. G., Waisman, T., & Williams, Z. J. (2022). The Autism Intervention Research Network on Physical Health Autistic Researcher Review Board. Pediatrics, 149(s4): e2020049437FF. https://doi.org/10.1542/peds.2020-049437F

Dwyer, P. (2022). The neurodiversity approach(es): What are they and what do they mean for researchers? Human Development. https://doi.org/10.1159/000523723

Dwyer, P., Mineo, E., Mifsud, K., Lindholm, C., Gurba, A., & Waisman, T. C. (2022.) Building neurodiversity-inclusive postsecondary campuses: Recommendations for leaders in higher education. Autism in Adulthood.  https://doi.org/10.1089/aut.2021.0042

Dwyer, P. (2022). Stigma, incommensurability, or both?  Pathology-first, person-first, and identity-first language and the challenges of discourse in divided autism communities.  Journal of Developmental and Behavioral Pediatrics.  https://doi.org/10.1097/DBP.0000000000001054

Nordahl, C. W., Andrews, D. S., Dwyer, P., Waizbard-Bartov, E., Restrepo, B., Lee, J. K., Heath, B., Saron, C., Rivera, S. M., Solomon, M., Ashwood, P., & Amaral, D. G. (2022). The Autism Phenome Project: Working towards identifying clinically meaningful subgroups of autism. Frontiers in Neuroscience, 15: 786220.  https://doi.org/10.3389/fnins.2021.786220

Cheriyan, C., Shevchuk-Hill, S., Riccio, A., Vincent, J., Kapp, S., Cage, E., Dwyer, P., Kofner, B., Attwood, H., Gillespie-Lynch, K. (2021). Exploring the career motivations, strengths, and challenges of autistic and non-autistic university students: Insights from a participatory study. Frontiers in Psychology, 12: 719827. https://doi.org/10.3389/fpsyg.2021.719827

Schuck, R. K., Tagavi, D. M., Penner-Baiden, K. M., Dwyer, P., Williams, Z. J., Osuna, A., … Vernon, T. W. (2021). Neurodiversity and naturalistic developmental behavior interventions: Reconciling perspectives on autism intervention. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-05316-x

Dwyer, P., Ferrer, E., Saron, C. D., & Rivera, S. M. (2021). Exploring sensory subgroups in typical development and autism spectrum development using factor mixture modelling. Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s10803-021-05256-6

Dwyer, P., Acevedo, S. M., Brown, H. M., Grapel, J., Jones, S. C., Nachman, B. R., Raymaker, D. M., & Williams, Z. J. (2021). An expert roundtable discussion on experiences of autistic autism researchers. Autism in Adulthood, 3(3). https://doi.org/10.1089/aut.2021.29019.rtb

Dwyer, P., Wang, X., De Meo-Monteil, R., Hsieh, F., Saron, C. D., & Rivera, S. M. (2021). Using clustering to examine inter‑individual variability in topography of auditory event‑related potentials in autism and typical development. Brain Topography, 34(5), 681-697. https://doi.org/10.1007/s10548-021-00863-z

Brown, H., Stahmer, A., Dwyer, P., & Rivera, S. M. (2021.) Changing the story: How diagnosticians can support a neurodiversity perspective from the start. Autism, 23(5), 1171-1774. https://doi.org/10.1177%2F13623613211001012

Dwyer, P., De Meo-Monteil, R., Saron, C. D., & Rivera, S. M. (2021.) Effects of age on loudness-dependent auditory ERPs in young autistic and typically-developing children. Neuropsychologia, 156: 107837. https://doi.org/10.1016/j.neuropsychologia.2021.107837

Gillespie-Lynch, K., Dwyer, P., Constantino, C., Kapp. S. K., Hotez, E., Riccio, A., DeNigris, D., Kofner, B., & Endlich, E. (2020.) Can we broaden the neurodiversity movement without weakening it? Participatory approaches as a framework for cross-disability alliance building. In A.C. Carey, J. M. Ostrove, & T. Fannon (Eds.), Disability Alliances and Allies: Opportunities and Challenges, Research in Social Science and Disability (vol. 12). United Kingdom: Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-354720200000012013

Dwyer, P., Wang, X., De Meo-Monteil, R., Hsieh, F., Saron, C. D., & Rivera, S. M. (2020). Defining clusters of young autistic and typically developing children based on loudness-dependent auditory electrophysiological responses. Molecular Autism, 11: 48. https://doi.org/10.1186/s13229-020-00352-3

Dwyer, P., Saron, C. D., & Rivera, S. M. (2020). Identification of longitudinal sensory subtypes in typical and autism spectrum development using growth mixture modelling. Research in Autism Spectrum Disorders, 78: 101645. https://doi.org/10.1016/j.rasd.2020.101645

Dwyer, P., Xu, B., & Tanaka, J. (2019). Investigating the perception of face identity in adults on the autism spectrum using behavioural and electrophysiological measures. Vision Research, 157, 132-141. https://doi.org/10.1016/j.visres.2018.02.013

Tanaka, J., Dwyer, P., & Kyotani, H. (2017). Face processing in autism: Active avoidance of the eyes versus passive indifference.  In F. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (living ed.). https://doi.org/10.1007/978-1-4614-6435-8_102199-1

Blog and Website Posts

Dwyer, P., Harrington, L., & Gurba, A. (2021, October 22). About that study on ‘preventing’ autism diagnoses, and how autism researchers can do better. Thinking Person’s Guide to Autism. https://tinyurl.com/TPGAonWhitehouseStudy

Dwyer, P. (2019, April 8). Rules about technology in the classroom: A barrier for students with disabilities? Stairway to STEM. Retrieved from https://www.stairwaytostem.org/rules-about-technology-in-the-classroom-a-barrier-for-students-with-disabilities/

Dwyer, P. (2019, April 4). Establishing an autism peer support community. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/establishing-a-peer-support-community-for-autistic-students/

Dwyer, P. (2019, February 19). Patrick pontificates: Feel free not to do foolish things (even if other students behave foolishly). Stairway to STEM. Retrieved from https://www.stairwaytostem.org/patrick-pontificates-feel-free-not-to-do-foolish-things-even-if-other-students-behave-foolishly/

Dwyer, P. (2019, January 22). Problem-focused coping: Autism and preparing for graduate school in research fields. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/problem-focused-coping-autism-and-preparing-for-graduate-school-in-research-fields/

Dwyer, P. (2019, January 9). Autistic sensory sensitivity on campus, part five: Food and cooking. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/autistic-sensory-sensitivity-on-campus-part-five-food-and-cooking/

Dwyer, P. (2019, January 7). Autistic and transitioning to college? What students and families need to know. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/autistic-and-transitioning-to-college-what-students-and-families-need-to-know/

Dwyer, P. (2018, December 19). Take a campus tour with us: What autistic students can learn through self-guided campus exploration. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/take-a-campus-tour-with-us-a-guide-for-autistic-students-prepping-for-college/

Dwyer, P. (2018, November 14). Patrick pontificates: An autistic STEM grad student says, “Go to office hours!” Stairway to STEM. Retrieved from https://www.stairwaytostem.org/patrick-pontificates-an-autistic-stem-grad-student-says-go-to-office-hours/

Dwyer, P. (2018, October 21). Patrick pontificates: An autistic STEM grad student on not just memorizing facts, but understanding the material. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/patrick-pontificates-an-autistic-stem-grad-student-on-not-just-memorizing-facts-but-understanding-the-material/

Dwyer, P. (2018, October 10). Autistic sensory sensitivity on campus: Part four, coping strategies. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/autistic-sensory-sensitivity-on-campus-part-four-coping-strategies/

Dwyer, P. (2018, October 4). The ultimate college guide: Lists, schedules, and calendars for autistic students. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/the-ultimate-college-guide-lists-schedules-and-calendars-for-autistic-students/

Dwyer, P. (2018, September 6). Autistic sensory sensitivity on campus: Part three, the role of environmental context and internal stress. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/autistic-sensory-sensitivity-on-campus-part-three-the-role-of-environmental-context-and-internal-stress/

Dwyer, P. (2018, July 30). 10 things for autistic students to remember when choosing college classes. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/five-things-for-autistic-students-to-remember-when-choosing-college-classes/

Dwyer, P. (2018, July 30). Patrick pontificates: An autistic STEM grad student on all you need to know about lists, schedules, and calendars. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/patrick-pontificates-an-autistic-stem-grad-student-on-all-you-need-to-know-about-lists-schedules-and-calendars/

Dwyer, P. (2018, July 30). Patrick pontificates: An autistic STEM grad student on the value of jobs and volunteer experience… Stairway to STEM. Retrieved from https://www.stairwaytostem.org/patrick-pontificates-an-autistic-stem-grad-student-on-the-value-of-jobs-and-internships-and-how-to-prioritize-the-work-school-balance/

Dwyer, P. (2018, July 30). Autistic sensory sensitivity on campus: Part two, real-world examples. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/autistic-sensory-sensitivity-on-campus-part-two-real-world-examples/

Dwyer, P. (2018, July 27). Autistic sensory sensitivity on campus: Part one, introduction. Stairway to STEM. Retrieved from https://www.stairwaytostem.org/autistic-sensory-sensitivity-on-campus-part-one-introduction/

Dwyer, P. (2018, July 11). Autistic and looking for social connections on campus? Join a club! Stairway to STEM. Retrieved from https://www.stairwaytostem.org/autistic-and-looking-for-social-connections-on-campus-join-a-club/

Other

Dwyer, P. (2021). Recommendations on neurodiversity. University of California Academic Senate.

Benson, A., Derraugh, M., Dwyer, P., Gilmour, L., Lowe, K., Sheppard, J., Symonds, S., & Waisman, T. C. (2021). Autism Campus Prep. Sinneave Family Foundation.

Dwyer, P. (2017, June 21). Bridging the divide: Autism and neurodiversity in universities. The Martlet.

Dwyer, P. (2016). The accepted duckling. Autism’s Own Journal, 3, 15-16. Retrieved from https://journals.uvic.ca/index.php/autismsown/article/download/16103/6811

Dwyer, P. (2014). In the words of an alien. Autism’s Own Journal, 2, 5-8. Retrieved from https://journals.uvic.ca/index.php/autismsown/article/download/13208/4092