This qualitative study explored therapist perspectives on therapeutic processes and adaptations needed when delivering mindfulness-based interventions to autistic adolescents, using Interpretative Phenomenological Analysis (IPA) of semi-structured interviews with 11 therapists.
Therapists identified four core mindfulness skills (shifting attention from the mind, non-reactive observation, acceptance of experiences, and silencing the inner critic) and found autistic adolescents faced unique barriers — including discomfort with ambiguity, poor mind–body awareness, sensory and attention difficulties, and cognitive rigidity — requiring autism-specific adaptations such as clear routines, concrete language, visual teaching tools, and paced introduction of exercises.
- Very small sample (n=11 therapists); findings may not generalize broadly. - Data reflect therapist perspectives only — no direct input from autistic adolescents or their families. - Study is not preregistered, and full interview data are not publicly available.
When delivering mindfulness to autistic adolescents, clinicians should use structured routines, avoid ambiguous language, pair verbal inquiry with visual or concrete tools, and introduce exercises gradually. Be alert to over-aroused interoceptive responses and cultural factors that may shape how mindfulness is received.
