Avoiding Ableist Language: Suggestions for Autism Researchers

Bottema‐Beutel, Kristen; Kapp, Steven K.; Lester, Jessica Nina; Sasson, Noah J.; Hand, Brittany N.

doi:10.1089/aut.2020.0014

Cited by 643 publications

(388 citation statements)

References 84 publications

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“…Autistic autism researchers have critiqued the widespread use of deficit highlighting in nomenclature and advise a wide scale revision of language. 18 A new umbrella term is proposed herein for included conditions that is neutral and statistically accurate: ‘neurominorities’.…”

Section: Neurodiversity At Workmentioning

confidence: 99%

Neurodiversity at work: a biopsychosocial model and the impact on working adults

Doyle

2020

British Medical Bulletin

156

110

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Introduction The term neurodiversity is defined and discussed from the perspectives of neuroscience, psychology and campaigners with lived experience, illustrating the development of aetiological theories for included neurodevelopmental disorders. The emerging discourse is discussed with relevance to adults, social inclusion, occupational performance and the legislative obligations of organizations. Sources of data Literature is reviewed from medicine, psychiatry, psychology, sociology and popular press. No new data are presented in this article. Areas of agreement There is consensus regarding some neurodevelopmental conditions being classed as neurominorities, with a ‘spiky profile’ of executive functions difficulties juxtaposed against neurocognitive strengths as a defining characteristic. Areas of controversy The developing nomenclature is debated and the application of disability status versus naturally occurring difference. Diagnosis and legal protections vary geographically, resulting in heretofore unclear guidance for practitioners and employers. Growing points The evolutionary critique of the medical model, recognizing and updating clinical approaches considering the emerging consensus and paradigmatic shift. Areas timely for developing research It is recommended that research addresses more functional, occupational concerns and includes the experiences of stakeholders in research development, moving away from diagnosis and deficit towards multi-disciplinary collaboration within a biopsychosocial model.

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Section: Neurodiversity At Workmentioning

confidence: 99%

Neurodiversity at work: a biopsychosocial model and the impact on working adults

Doyle

2020

British Medical Bulletin

156

110

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“…While there are a number of efforts underway to address gaps in the early identification of ASD and ASD risk (Eisenhower et al 2020 ; Pierce et al 2019 ), providing access to early interventions for ASD and positive outcomes for young children and their families is essential. To do so, it is imperative to deliver evidence-based early interventions within systems of care that support both young children with ASD in addition to those who have an increased chance of having ASD (Bottema-Beutel et al 2020 ), but who may not have a medical diagnosis (Vivanti et al 2018 ). The early intervention (EI) system is one example of a system that is well positioned to do this, as it is federally mandated to provide services to children birth to three with developmental delays under Part C of the individuals with disabilities education act (IDEA; Adams and Tapia 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Balancing Fidelity and Flexibility: Usual Care for Young Children With an Increased Likelihood of Having Autism Spectrum Disorder Within an Early Intervention System

Pickard

Mellman

Frost

et al. 2021

J Autism Dev Disord

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Naturalistic developmental behavioral interventions (NDBIs) are evidence-based interventions for young children with autism spectrum disorder. There has been growing interest in implementing manualized NDBIs within the early intervention (EI) system without a clear understanding of how these programs and the broader strategies encompassed within them are already used by EI providers. This study examined the use of manualized NDBI programs and broader NDBI strategies within an EI system and factors that impacted their use. Eighty-eight EI providers completed a measure of NDBI program and strategy use. Thirty-three providers participated in a supplemental focus group or interview. Overall, providers described using broader NDBI strategies and the need to adapt manualized NDBI programs. Provider-, intervention-, and organization-level factors impacted their use of NDBI programs and strategies.

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“…The researchers' own approach may also have influenced their findingsfor example, in their paper negative characteristics such as 'difficult' and 'unpleasant' are reported as being consistent with being autistic, and non-autistic children were framed as 'normally developing' (as opposed to more neutral terminology such as typically-developing or non-autistic). These views could inadvertently have endorsed ableism (Bottema-Beutel et al, 2020). Autism researchers researching stigma should be careful to avoid unintentionally endorsing stigma.…”

Section: As Shown Inmentioning

confidence: 99%

Investigating the implicit and explicit attitudes of primary school educators in Scotland towards autistic children

Cage¹,

Doyle²

2021

Preprint

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Background: Autistic children are frequently taught in mainstream schools, and it is imperative educators have appropriate knowledge and attitudes towards autism. In Scotland, policy aims for inclusion. However, there are few studies investigating Scottish educator’s knowledge and attitudes towards autism, even though these could be a barrier to inclusion.Aims: This study investigated Scottish educator’s implicit and explicit attitudes towards autistic children. We also aimed to understand the relationships between attitudes, knowledge and experience.Sample: Seventy primary school educators working in Scotland took part, with a mean age of 43. Most were female (n=64) and had on average 12 years’ experience working in schools. Methods: Participants completed a Single-Category Implicit Association Test (SC-IAT), to assess implicit attitudes towards autism. They also completed two explicit attitude measures (openness to autism and cognitive attitudes), and measures of autism knowledge and level of contact.Results: Overall, participants held positive attitudes in explicit and implicit measures. Some participants (24%) expressed negative implicit attitudes. There were correlations between explicit attitudes, age and years of experience, with older, more experienced staff having more negative attitudes. In regression analyses, greater autism knowledge predicted more positive explicit cognitive attitudes towards autistic children.Conclusions: These findings indicate mostly positive attitudes in this sample. Younger educators with less experience may have more positive attitudes, perhaps reflecting societal changes in perceptions of autism. Greater knowledge predicted positive attitudes, suggesting that targeting knowledge may improve attitudes. Scotland’s policies may have the potential to support the effective inclusion of autistic pupils in schools.

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Avoiding Ableist Language: Suggestions for Autism Researchers

Cited by 643 publications

References 84 publications

Neurodiversity at work: a biopsychosocial model and the impact on working adults

Neurodiversity at work: a biopsychosocial model and the impact on working adults

Balancing Fidelity and Flexibility: Usual Care for Young Children With an Increased Likelihood of Having Autism Spectrum Disorder Within an Early Intervention System

Investigating the implicit and explicit attitudes of primary school educators in Scotland towards autistic children

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