Historically autism research and practice has been deficit focused. Only in recent years have we seen a shift away from deficit-based approaches toward strengths-based approaches. Current literature now includes work exploring and using strengths-based approaches in autism in a variety of clinical and research contexts. For example, clinical guidance for autism diagnostic assessments recommends using a strengths-focused approach to ensure that the strengths, skills, and interests of the individual are recognized.1 Research has explored the use of strength-based language by multidisciplinary clinicians in autism diagnostic reports,2 the use of strengths-based interventions to support young autistic adults prepare for leaving school,3 and called for new strength-based models for aging well on the autism spectrum.4