Young adults face numerous barriers to mental health treatment, with additional challenges for those with disabilities. Individuals with autism spectrum disorder (ASD), attention-deficit hyperactivity disorder (ADHD), and obsessive-compulsive disorder (OCD) experience unique cognitive processes and comorbidities that influence well-being. Access to effective treatment is essential for reducing distress and preventing further complications. While research supports the efficacy of various psychotherapies, little is known about how neurodivergent traits shape the perceived potential effectiveness of treatment. An understudied barrier to seeking treatment is the anticipation of poor therapy outcomes, which reduces the likelihood of pursuing care. This study examines the potential perceived effectiveness of six different psychotherapy types (cognitive behavioral therapy, dialectical behavior therapy, psychodynamic therapy, interpersonal therapy, mindfulness-based cognitive therapy, and acceptance and commitment therapy) by describing hypothetical scenarios utilizing unique techniques of each. Respondents (N = 87) were drawn from a college sample. Scores from the Adult ADHD Self-Report Scale (ASRSv1.1; Kessler et al., 2005), Autism Spectrum Quotient (ASQ-28; Hoekstra et al., 2010), and Obsessive-Compulsive Inventory-Revised (OCI-R; Foa et al., 2002) were collected and correlated with participants’ reported expectations of therapy outcomes. Findings will explore whether neurodivergent individuals are more or less likely to perceive different types of therapy as likely to result in positive outcomes.

Exposure and response prevention (ERP) has long been considered the gold standard first-line treatment for obsessive-compulsive disorder (OCD). Access to ERP, however, can be challenging at times due to the specialized training required in order to administer the treatment (Senter et al., 2021). It is for this reason that alternative treatment options have been developed and considered to address the growing concerns of limited access and treatment resistance to ERP and pharmacological methods. Metacognitive training/therapy (MCT) has seen a large increase in popularity due to these concerns and presents the opportunity to meet the need for increased access to OCD treatment, due to the intervention not requiring such specialized training. The current literature lacks a large systematic overview of the effectiveness of MCT and its plausibility as a first-line treatment (Moritz et al., 2019; Atmaca, 2022). The aim of this meta-analysis is to assess the efficacy of MCT and its comparison to ERP by methodologically selecting studies that administered MCT and/or ERP and evaluated treatment outcomes utilizing scales such as the Yale-Brown Obsessive Compulsive Scale (Y-BOCS), Obsessive-Compulsive Inventory-Revised (OCI-R), and the Beck Depression Inventory (BDI). We hypothesize that MCT will reduce obsessive and compulsive symptoms and aid in addressing the treatment gap for OCD.

Autism Spectrum Disorder (ASD) involves diverse challenges in social communication, with social cognition—understanding and responding to social cues—providing a valuable lens for examining these differences (Cervone, 2023). Social-cognitive theory suggests that behaviors in ASD arise from interactions between cognitive processes and environmental conditions. Neurocognitive traits such as difficulties with theory of mind, joint attention, and emotional regulation influence perceptual tendencies like sensory sensitivity and focused interests (Leekam, 2016; Ostrolenk et al., 2025). For instance, some autistic children engage deeply with stimuli like letters or numbers to self-regulate in sensory-rich environments, highlighting the link between perception and cognition (Ostrolenk et al., 2025). Emotional processing in ASD often diverges from neurotypical patterns, with autistic individuals focusing on fixed facial or vocal features rather than broader social cues (Livingston & Happé, 2021). These perceptual styles challenge deficit-based views and support neurodiversity-affirming models. Interventions grounded in social-cognitive theory—such as peer-supported play in inclusive settings (Gladh et al., 2025) and caregiver-led strategies to reinforce functional behaviors (Kamenski et al., 2025)—leverage autistic strengths. Role-playing and video-based instruction also help adolescents develop emotional understanding and perspective-taking (Tseng et al., 2020). Given the spectrum’s diversity, individualized approaches are essential. Sociocultural factors like inclusive education and family dynamics shape developmental outcomes. Longitudinal research is vital to evaluate these interventions and reframe neurocognitive differences as adaptive assets (Cervone, 2023; Ostrolenk et al., 2025).

Research around autism has rapidly advanced in recent years, including on autistic individuals’ engagement with camouflaging behaviors. These behaviors are understood to allow an autistic person to mask their typical behavior to better blend into a social environment. This study examines the possibility that engaging in camouflaging enhances individuals’ social status among their groups via enhancement of social interactions. This study also examines autistic and non-autistic individuals' scores on camouflaging and subjective social status. To achieve this, we will first provide an overview of social camouflaging, then explain social status and how it is achieved, and finally, explore the potential connections between the two. The goal of this proposal is to uncover the relationship between social camouflaging frequency and an individual’s self-perception of the status they hold within their social groups.