Exploring an e-learning community’s response to the language and terminology use in autism from two massive open online courses on autism education and technology use

Abstract

Prior research has identified the divergence across different stakeholder groups in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity- first language (autistic person), whereas professionals were more likely to use person- first language (person with autism). This study explored 803 e-learners’ responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Comments from members of the autistic and autism community and professionals were analysed together using thematic analysis, to identify shared opinions on what, why and how language should be used when describing autism across stakeholder groups. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism and that the diagnostic label is a way to facilitate understanding across stakeholder groups and help the individual gain access to support. Semantic language choices may matter less as long as the person’s difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that consideration for semantic choice of language use should focus on communicating an individual’s strengths and differences. Lay abstract Within the neurodiversity movement, one recent divergence is in the semantic choice of language when describing autism, as members of the autism and autistic community preferred to use identity- first language (autistic person), whereas professionals were more likely to use person-first language (person with autism). This study explored 803 e-learners’ responses from their comments across two massive open online courses on autism education held between 2017 and 2019. Learners agreed that autistic individuals should guide others on which terminology to use when describing autism, and although identity-first language acknowledges autism as part of an individual’s identity, it can also conjure up negative stereotypes and be stigmatising. Although family, friends and professionals highlighted that the diagnostic label is a way to facilitate understanding across stakeholder groups and help autistic individuals gain access to support, autistic self-advocates found the process of disclosing autism as a form of disability to conflict with their sense of identity, and broader terms such as ‘autism spectrum’ failed to capture individual strengths and weaknesses. Semantic language choices may matter less as long as the person’s difficulties are clearly acknowledged, with adaptations made to meet their specific needs. Adding to a growing body of literature on terminology use in autism research and practice, we highlight that language used when describing autism should follow the autistic individual’s lead, with the primary focus on communicating an individual’s strengths and difficulties, to foster a sense of positive autism identity and inclusivity, and enable access to appropriate support.

Hyperacusis in Autism Spectrum Disorders

“…It is important to note the semantic preferences in the autism community have changed over the years as the neurodiversity movement has become increasingly widespread. Research demonstrates that many members of the autistic community most commonly prefer use of identity first language (autistic person), whereas allies and professionals working were more likely to use person first language (person with autism) [ 28 ]. It is important for professionals to understand and acknowledge the preferences of autistic individuals in order to help to facilitate a positive and inclusive environment.…”

“…The participants were split into experimental and placebo groups, with the experimental group receiving AIT and the control group listening to music that was not modified to filter out frequencies. Results suggested that the AIT group improved significantly in terms of repetitive behaviors, irritability, hyperactivity, and attention [ 28 ]. However, it is important to note that these two groups were not described in terms of comparability and were not randomly assigned to each group; in fact, the AIT group had statistically significantly different baseline data before beginning treatment.…”

A Self-Determination Theory Approach to Work Motivation of Autistic Adults: A Qualitative Exploratory Study

“…For others, manifesting interests was not a goal they achieved at all, or even expected to. In a recent study examining the role of self-determination in shaping university experiences (Lei & Russell, 2021 ), autistic students stated being motivated only to pursue goals that aligned with their intrinsic interests, focusing on specific related professions. In our group of employed autistic adults who maintain a steady job, interests do not appear to be a primary consideration.…”

Child language and autism diagnosis impact hierarchical temporal structure of parent–child vocal interactions in early childhood

“…The terminology used throughout this paper reflects both identity‐first (i.e., “autistic children”) and person‐first (i.e., “individuals with autism”) language, in line with pref‐erences expressed by autistic self‐advocates, caregivers, and professionals (Botha et al, 2021; Lei et al, 2021) and APA guidelines regarding language and disability (APA, 2020).…”