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Ryan J, Brown HM, Borden A, Devlin C, Kedmy A, Lee A, Nicholas DB, Kingsley B, Thompson-Hodgetts S. Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613241254432. [PMID: 38757674 DOI: 10.1177/13623613241254432] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/18/2024]
Abstract
LAY ABSTRACT Autistic young adults with intellectual disabilities want to be autonomous but are less autonomous than other people. However, they can be autonomous with appropriate support. We wanted to learn how we can support autistic adults with intellectual disabilities to be more autonomous. We designed our study with help from five autistic community partners to make sure the research was relevant to autistic people and would improve their lives. We talked with eight autistic young adults with intellectual disabilities about autonomy. We defined "talk" as verbal language, as well as non-verbal cues such as body language, facial expressions, vocalizations, and laughter. We did art projects and played games while we talked. We met in small groups over multiple sessions. Our participants told us that being autonomous meant being able to be themselves. They told us three main ways to support their autonomy: (1) having choice and control, (2) being able to communicate in their own way, and (3) being in a safe environment. Families, support staff, and caregivers can use this information to help autistic young adults with intellectual disabilities to be autonomous.
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Underhill JC, Clark J, Hansen RS, Adams H. Exploring Autistic College Students' Perceptions and Management of Peer Stigma: An Interpretative Phenomenological Analysis. J Autism Dev Disord 2024; 54:1130-1142. [PMID: 36547792 DOI: 10.1007/s10803-022-05867-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/09/2022] [Indexed: 12/24/2022]
Abstract
Autistic college students are often forced to navigate stigma on campus, but little is known about how autistic college students manage communicated stigma. Semi-structured interviews with ten autistic college students were conducted to explore how they manage peer stigma. Interpretative Phenomenological Analysis (IPA) was used to identify three themes from the data: First, participants seek to avoid peer stigma by concealing attributes associated with autism. Next, participants buffer against peer stigma by engaging in favorable social comparison. Finally, participants perceive the autism label as highly stigmatizing, necessitating limited disclosure on campus. These results can help researchers and practitioners focus efforts to promote neurodiversity to both autistic students and their peers on campus.
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Affiliation(s)
- Jill C Underhill
- Communication Studies Department, Marshall University, Smith Hall 257, 1 John Marshall Drive, Huntington, WV, 25755, USA.
| | - Jaclyn Clark
- College Program for Students with ASD, West Virginia Autism Training Center, Huntington, USA
| | - Rebecca S Hansen
- College Program for Students with ASD, West Virginia Autism Training Center, Huntington, USA
| | - Hillary Adams
- College Program for Students with ASD, West Virginia Autism Training Center, Huntington, USA
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Frizell CA, Graham D, DuVentre A, Brown SD. Embracing Neuro-Inclusivity Within Physician Assistant/Associate Education: Challenging Organizational Cultural Norms and Navigating Communication Challenges. J Physician Assist Educ 2024:01367895-990000000-00128. [PMID: 38306305 DOI: 10.1097/jpa.0000000000000575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2024]
Abstract
ABSTRACT Effective communication in health care education is essential for creating an inclusive learning environment. This manuscript examines the crucial role of communication in physician assistant/associate (PA) education, particularly in the context of neurodiverse individuals, who constitute approximately 20% of the global population. A groundbreaking study by Nouri et al reveals a 3.1% overall disability prevalence among US practicing physicians, emphasizing the necessity for a comprehensive understanding of diversity in the health care profession. Considering the intersectionality of marginalized identities, this research sheds light on potential challenges health care providers face, underscoring the importance of promoting inclusivity and support for neurodiverse individuals in the PA profession. The increasing presence of neurodivergent students in postsecondary institutions, despite academic strengths, holds relevance for PA education. Recognizing the barriers and stigmas associated with neurodiversity is crucial for fostering inclusive environments within PA programs and sponsoring institutions. This manuscript explores the challenges faced by neurodiverse individuals in PA education and proposes strategies for cultivating a neuroinclusive culture through effective communication. With a focus on celebrating and using the strengths of all learners, regardless of neurodiversity, the overarching goal is to contribute to a paradigm shift in PA education, enriching the educational experience for students, educators, and support staff.
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Affiliation(s)
- Carl A Frizell
- Carl A. Frizell, DMSc, MSPAS, PA-C, is a graduate student at University of Central Arkansas, Conway, Arkansas
- Devin Graham, BA, is a graduate student at University of California, Irvine, Irvine, California
- Amber DuVentre, MS, CNP, is a member of Southern States Communication Association, Knoxville, Tennessee
- Sheena D. Brown, PhD, MSCR, is a volunteer with South College PA Program, Atlanta, Georgia
| | - Devin Graham
- Carl A. Frizell, DMSc, MSPAS, PA-C, is a graduate student at University of Central Arkansas, Conway, Arkansas
- Devin Graham, BA, is a graduate student at University of California, Irvine, Irvine, California
- Amber DuVentre, MS, CNP, is a member of Southern States Communication Association, Knoxville, Tennessee
- Sheena D. Brown, PhD, MSCR, is a volunteer with South College PA Program, Atlanta, Georgia
| | - Amber DuVentre
- Carl A. Frizell, DMSc, MSPAS, PA-C, is a graduate student at University of Central Arkansas, Conway, Arkansas
- Devin Graham, BA, is a graduate student at University of California, Irvine, Irvine, California
- Amber DuVentre, MS, CNP, is a member of Southern States Communication Association, Knoxville, Tennessee
- Sheena D. Brown, PhD, MSCR, is a volunteer with South College PA Program, Atlanta, Georgia
| | - Sheena D Brown
- Carl A. Frizell, DMSc, MSPAS, PA-C, is a graduate student at University of Central Arkansas, Conway, Arkansas
- Devin Graham, BA, is a graduate student at University of California, Irvine, Irvine, California
- Amber DuVentre, MS, CNP, is a member of Southern States Communication Association, Knoxville, Tennessee
- Sheena D. Brown, PhD, MSCR, is a volunteer with South College PA Program, Atlanta, Georgia
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Petty S, Allen S, Pickup H, Woodier B. A Blog-Based Study of Autistic Adults' Experiences of Aloneness and Connection and the Interplay with Well-Being: Corpus-Based and Thematic Analyses. AUTISM IN ADULTHOOD 2023; 5:437-449. [PMID: 38116056 PMCID: PMC10726169 DOI: 10.1089/aut.2022.0073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
Abstract
Background Autistic adults appear to be more vulnerable to mental ill health, with loneliness being a variable associated with multiple outcomes of poorer well-being. However, a description of meaningful social connection that is suitable for autistic adults is missing from this research, along with a missing understanding of the conditions that contribute to well-being. Methods In this study, autistic adults' experiences of connectedness and aloneness were systematically searched for within data collected from blogs. This contributed a creative method to hear the viewpoint of autistic adults. Corpus-based and thematic analyses explored the descriptions and contexts of relationships. A total of 16 autistic authors contributed views. Results Social connection was desired and was achieved through self-acceptance and rejecting deficit-based views of being autistic, and selectively choosing important relationships. Meaningful social connection changed over time, being more difficult to attain in childhood, and benefiting from self-learning and effortfully applying neuro-normative skills in social communication. Loneliness was only described alongside other causes of unhappiness and was not associated with being autistic. Conclusions The findings offer some explanation for the high estimates of both loneliness and mental ill health for autistic adults. We consider the implications for autistic individuals, clinicians, educators, and researchers. We are also cautious not to imply that these views reflect all autistic people. The findings suggest that improvements are needed in society to share communication differences and relationship expectations for autistic individuals to be accepted and valued.
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Affiliation(s)
- Stephanie Petty
- Department of Psychology, School of Education, Language and Psychology, York St John University, York, United Kingdom
| | - Shannon Allen
- Department of Psychology, School of Education, Language and Psychology, York St John University, York, United Kingdom
| | - Hannah Pickup
- Department of Psychology, School of Education, Language and Psychology, York St John University, York, United Kingdom
| | - Bethannie Woodier
- Department of Psychology, School of Education, Language and Psychology, York St John University, York, United Kingdom
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Hamilton LG, Petty S. Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Front Psychol 2023; 14:1093290. [PMID: 36874864 PMCID: PMC9978378 DOI: 10.3389/fpsyg.2023.1093290] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 01/30/2023] [Indexed: 02/18/2023] Open
Abstract
The neurodiversity paradigm challenges pathologising accounts of neurodevelopmental differences, including autism, attention deficit disorder (ADHD), dyslexia, developmental language disorder (DLD) and others. From a neurodiversity perspective, these differences in the way people perceive, learn about and interact with the world are conceptualised as naturally occurring cognitive variation, akin to biodiversity in the natural environment, which may bring unique strengths and challenges for individuals. An implication of this approach is that interventions designed to create contexts in which neurodivergent people can thrive are needed, in addition to those that seek to ameliorate individual-level difficulties. In this conceptual review, we consider how higher education can offer a context in which cognitive diversity can be noticed, welcomed and accepted with warmth. In universities, neurodiversity is one dimension of difference within an increasingly diverse student population, which overlaps - but is not synonymous - with disability. We argue that improving experience and outcomes for neurodivergent students should be a priority for universities aiming to produce graduates equipped to tackle the complex problems of contemporary society. Drawing on the foundational principles of compassion-focused psychological therapies, we consider how compassion can be enacted within interpersonal interaction, curriculum design, and leadership culture in universities. We apply the insights of double empathy theory to the problem of overcoming barriers of difference in the classroom. Finally, we make recommendations for Universal Design for Learning (UDL) and strengths-based pedagogical approaches, which create a fit-for-purpose educational environment for the widest possible range of learners. This realignment with the neurodiversity paradigm offers an antidote to bolt-on provisions for students who differ from the neuro-normative, and might enable neurodivergent thinkers to flourish within and beyond higher education.
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Affiliation(s)
- Lorna G Hamilton
- School of Education, Language and Psychology, York St John University, York, United Kingdom
| | - Stephanie Petty
- School of Education, Language and Psychology, York St John University, York, United Kingdom
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Kirjava SA, Witham K. Practical and ethical considerations for neurodiversity inclusion in audiology education and practice. Trends Neurosci Educ 2022; 29:100185. [PMID: 36470615 DOI: 10.1016/j.tine.2022.100185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 08/16/2022] [Accepted: 08/30/2022] [Indexed: 01/13/2023]
Abstract
BACKGROUND . An increasing number of people who are neurodiverse (people who have conditions such as autism, ADHD, and dyslexia) are pursuing higher education, including education and employment in the field of audiology METHODS: . This conceptual article was written by neurodivergent professionals to promote a cultural shift of inclusion for students, clinicians, researchers, and professors who identify as neurodivergent. FINDINGS . People with these conditions thrive with supportive accommodations in higher education and workplaces but little has been reported in the literature on neurodiversity accommodations in audiology education and practice CONCLUSIONS: . This article reviews the current literature on neurodiversity as it relates to audiology and discusses the practical and ethical considerations for neurodiversity inclusivity in the discipline of audiology.
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Affiliation(s)
- Shade Avery Kirjava
- University of California, Program in Public Health, 8421 Palo Verde Rd, Irvine, CA 92617, United States of America.
| | - Kate Witham
- Gallaudet University, United States of America
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Lopez K, Nicolaidis C, Garcia A, Waisman TC, Cascio MA, Feng B. An Expert Roundtable Discussion on Intersectionality and Autism in Adulthood. AUTISM IN ADULTHOOD 2022; 4:258-264. [PMID: 36777376 PMCID: PMC9908277 DOI: 10.1089/aut.2022.29021.klo] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Affiliation(s)
| | - Christina Nicolaidis
- Autism in Adulthood
- School of Social Work, Portland State University
- Department of Medicine, Oregon Health & Science University
| | - Arianne Garcia
- School of Social Work, Arizona State University
- Autism in Adulthood
- School of Social Work, Portland State University
- Department of Medicine, Oregon Health & Science University
- Central Michigan University College of Medicine
| | - T C Waisman
- School of Social Work, Arizona State University
- Autism in Adulthood
- School of Social Work, Portland State University
- Department of Medicine, Oregon Health & Science University
- Central Michigan University College of Medicine
| | | | - Bin Feng
- School of Social Work, Arizona State University
- Autism in Adulthood
- School of Social Work, Portland State University
- Department of Medicine, Oregon Health & Science University
- Central Michigan University College of Medicine
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