Representing the Spectrum, Autism in the United States Children’s Choice Book Award Nominees, 2014-2024

Authors

  • Amanda Harrison University of Central Missouri image/svg+xml
  • Cynthia Parkhill
  • Andrea Dyche

Keywords:

critical autism studies, Children's Choice nominees, children's literature, diversity in children's literature

Abstract

This study examines the 67 books featuring autistic characters in a main or secondary role nominated on the United States’ children’s choice book award lists from 2014-2024. The books for this study were examined using directed critical qualitative content analysis guided by a framework of Critical Autism Studies (CAS).  CAS critiques the deficit model of autism that often defines how autistic individuals are understood. Several themes emerged in terms of how autism is described as a difference in communication and behavior, with individuals showing a variety of sensory needs. While these characters often needed a variety of support from schools, therapists, and their families, they also sometimes showed evidence of special knowledge or skills.  Unfortunately, the number of books showing autistic main characters who have agency over their own lives is still a tiny percentage of books nominated for state award nominees.

Author Biographies

  • Amanda Harrison, University of Central Missouri

    Amanda Harrison [aeharrison@ucmo.edu] worked for 15 years in PreK-12 education and fourteen as a school librarian in Illinois, Missouri, and Kansas. She is currently an Assistant Professor in the University of Central Missouri's Library Science program.  She currently serves on numerous professional committees and boards, including the Kansas Association of School Librarians and the ALA Library Research Roundtable. She is also an advisor for the UCM student chapter of Beta Phi Mu, Beta Beta Pi.   She also serves on the editorial boards for the ALA’s International Relations International Leads newsletter and the School Library Research journal. Current and ongoing interests include school libraries, global librarianship, critical pedagogies, and diversity in librarianship and literature.  She is both neurotypical and cisgender.

  • Cynthia Parkhill

    Cynthia M. Parkhill (cmp90370@ucmo.edu) is pursuing an MLS through the University of Central Missouri in Warrensburg, Missouri, USA. Working as a school Library Technician serving TK-to-8th-grade in Santa Rosa, California, USA, Cynthia’s work encompasses several disciplines: including youth services, circulation, collection development, outreach, and technical services. Cynthia is autistic and identifies as nonbinary and gender non-conforming. She accepts “any pronouns;” most people use “she” and “her.” Cynthia also accepts either identity-first or person-first language, but dislikes functioning labels. Cynthia prefers to frame such discussions in terms of higher or lower support needs. Cynthia’s academic interests include critical autism studies, and much of her explorations in this discipline have been through blogging and through posting videos to a YouTube channel. Cynthia is interested in how autistic characters are portrayed in children’s and young adult literature, and the implications of these portrayals for autistic people in real life.

  • Andrea Dyche

    Andrea Dyche, (andreadyche@gmail.com) LCSW, LSCSW, is a clinical social worker with the Department of Veterans Affairs (VA). Andrea began her career at the Kansas City VA in 2015 as a HUD-VASH social worker and is currently the Intimate Partner Violence Assistance Program Coordinator.  Prior to joining the VA, Andrea worked in community mental health, Intellectual/Developmental Disabilities, and Medicaid waiver services.  Andrea earned her Masters in Public Administration from University of Missouri-Kansas City in 2005 and her Masters in Social Work from University of Missouri-Kansas City in 2009.  All views expressed in this paper are Andrea's and do not reflect the views of the federal government or the Department of Veteran Affairs. No funding was received for Andrea's participation in this research.

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Published

2025-04-13

Issue

Vol. 11 (2025)

Section

Research Articles

License

Copyright (c) 2025 Amanda Harrison, Cynthia Parkhill, Andrea Dyche

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