Eugenics and the Origins of Autism
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“I Can't Thank You Enough”
“I Can’t Thank You Enough” A Contemporary Guide for Peer Mentors Hoping to Make a Difference in the Lives of Autistic College Students By Sylvia Cusack Johnson cuny.edu/projectreach @CUNYDisability Foreword It is with great pleasure that we introduce and share the ‘Contemporary Guide for Peer Mentors Hoping to Make a Difference in the Lives of Autistic College Students’. We hope that you will find it to be an informative and entertaining guide for new mentors in the field of neurodiversity. CUNY has been fortunate to be a recipient of a grant from the FAR Fund to enhance the university’s capacity to support its growing population of students with autism spectrum disorders (ASD) and to provide training and resources to faculty and staff about autism. We are eternally grateful to Dr. Shirlee Taylor, Executive Director of the FAR Fund for her endless support, confidence, and encouragement. Under the leadership of Assistant Vice Chancellor of Student Inclusion Initiatives, Dr. Christopher Rosa, five pilot campuses were designated to develop best practices to share with the university and interested stakeholders. Our campus Project REACH directors, Dr. Kristen Gillespie of College of Staten Island, Valerie Stewart Lovell of Brooklyn College, Dr. Regina Varin-Mignano of LaGuardia Community College, Dr. Stella Woodroffe of Kingsborough Community College and Marcos Gonzalez of Borough of Manhattan Community College worked tirelessly to create and develop inclusive initiatives, mentor programming and universal design practices for faculty and staff. A huge thanks to Jenna Lamm, who is responsible for the development, programming, creativity, and success of our annual CUNY Neurodiversity Conference. -
Sensory Integration Used with Children with Asperger's Syndrome
Sensory Integration Used with Children with Asperger’s Syndrome Analisa L. Smith, Ed.D. Abstract Sensory Integration Program on Children with Asperger’s Syndrome This literature review will document the effects of a parent implemented Sensory Integration Program upon children diagnosed with Asperger’s Syndrome in order to discern its influence upon these children’s overall ability to attend to learning and social development. The infrequency of research on Asperger’s Syndrome and sensory-based programs indicates a need for further study into the potential relationship between evaluation regarding Asperger’s Syndrome and sensory- based approaches. The following literature review reflects the findings of current research within the fields of psychology, education, neurology, medicine, and occupational therapy as they pertain to Asperger’s Syndrome. Asperger’s Syndrome Volkmar and Klin (2000) state that Asperger’s Syndrome (AS) is a neuro- developmental disability that can be distinguished by limited interests and social deficits. Viennese pediatrician Hans Asperger (1943) identified the features of AS in the early 1940s and Wing (1981) gave further details about the disability's features decades later. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR, 2004), Asperger’s is classified as a Pervasive Developmental Disorder (PDD). Although, Asperger’s differs from other PDDs in that children diagnosed with AS meet normal developmental milestones in the area of language acquisition and cognitive ability. There is a continued need to research Asperger’s Syndrome (Bashe, Kirby, & Attwood, 2001). Although an AS diagnosis does not look at sensory processing deficits (DSM-IV-TR, 2004), numerous studies note that sensory deficits are common in people with AS (Barnhill, 2001; Dunn, et. -
LEO KANNER (1894-1981) PAPERS to Many As "Kanner's Syndrome")
Kanner Papers (1 of 3) student, Kanner taught himself pediatric psychiatry--and went on to teach generations of students what he learned. He published the first American textbook to bear the title "Child Psychiatry." In separate prefaces to the first edition, Adolf Meyer wrote, "it will serve as a safe starting point and an incentive to proceed from what is well tried to the ever new ground to be conquered" and Edwards Parks added, "the book is full of wisdom and common sense, no other book is quite like it. It brings to the pediatrician much needed aid." Dr. Kanner is best known for his delineation in 1943 of the syndrome he described as "autistic disturbances of affective contact" but later designated as early infantile autism (and known LEO KANNER (1894-1981) PAPERS to many as "Kanner's syndrome"). Less well known but deserving of as much remembrance is Leo Kanner's concern for mentally ARCHIVES FINDING AID [Processed by W. E. Baxter, 12 November, 1985.] retarded children at a time when most psychiatrists excluded them from the purview of their clinics. Presentation of a paper on this subject resulted in a double row of inch-high headlines across the BIOGRAPHY Baltimore Sun on April 8, 1938, and led to community action to end a foul practice generated by the collusion of attorneys and Leo Kanner was born on June 13, 1894, in Klekotow, Austria. judges over the valiant opposition of the superintendent of the The young Kanner proved to be an extraordinary student and began Training School. The practice had been to obtain the release of to write poetry when he was only ten. -
Neurodiversity Studies
Neurodiversity Studies Building on work in feminist studies, queer studies, and critical race theory, this vol• ume challenges the universality of propositions about human nature, by questioning the boundaries between predominant neurotypes and ‘others’, including dyslexics, autistics, and ADHDers. This is the first work of its kind to bring cutting-edge research across disciplines to the concept of neurodiversity. It offers in-depth explorations of the themes of cure/ prevention/eugenics; neurodivergent wellbeing; cross-neurotype communication; neu• rodiversity at work; and challenging brain-bound cognition. It analyses the role of neuro-normativity in theorising agency, and a proposal for a new alliance between the Hearing Voices Movement and neurodiversity. In doing so, we contribute to a cultural imperative to redefine what it means to be human. To this end, we propose a new field of enquiry that finds ways to support the inclusion of neurodivergent perspectives in knowledge production, and which questions the theoretical and mythological assump• tions that produce the idea of the neurotypical. Working at the crossroads between sociology, critical psychology, medical humani• ties, critical disability studies, and critical autism studies, and sharing theoretical ground with critical race studies and critical queer studies, the proposed new field – neurodiversity studies – will be of interest to people working in all these areas. Hanna Bertilsdotter Rosqvist is an Associate Professor in Sociology and currently a Senior Lecturer in Social work at Södertörn University. Her recent research is around autism, identity politics, and sexual, gendered, and age normativity. She is the former Chief Editor of Scandinavian Journal of Disability Research. Nick Chown is a book indexer who undertakes autism research in his spare time. -
Session 1 Understanding Pervasive Developmental Disorders and Autism Spectrum Disorders
Foundations of Autism Spectrum Disorders: An Online Course Session 1 Understanding Pervasive Developmental Disorders and Autism Spectrum Disorders National Professional Development Center on Autism Spectrum Disorders (2008). Session I: Understanding pervasive developmental disorders and autism spectrum disorder. In Foundations of autism spectrum disorders: An online course. Chapel Hill: FPG Child Development Institute, The University of North Carolina. Session 1, Lesson A Historical Background and DSM IV TR Classification of Pervasive Developmental Disorders Upon completion of Session 1, Lesson A, learners will: 1. identify early theorists in the field of autism. 2. list the 5 diagnoses described in the DSM-IV-TR that comprise the category of pervasive developmental disorder (PDD). 3. describe the primary features required for a diagnosis of autistic disorder. 4. identify the distinctions between autistic disorder and Asperger’s disorder. 5. list the PDD disorder that primarily occurs in girls and is caused by a genetic mutation. 6. identify the rare PDD diagnosis that is characterized by early normal development followed by regression that occurs after 2 years of age. 7. describe the criteria for a diagnosis of PDD-NOS. Historical Background Autism was first described in 1943 by Leo Kanner, a child psychiatrist at Johns Hopkins University in Baltimore, Maryland. He wrote about eleven children who were similar to each other but whose pattern of difficulties were quite different from children diagnosed with other conditions. His rich description and characterization of these children and of their disability have provided a firm foundation for subsequent work in the field. Because Dr. Kanner considered social withdrawal to be the primary feature of the disability, he used the term “autism,” from the Greek word autos, meaning self, and called the disorder “early infantile autism”. -
Biofuturity, Disability, and Crip Communities in Anglophone Speculative Fiction
UNIVERSITY OF CALIFORNIA, SAN DIEGO The Dis-Topic Future: Biofuturity, Disability, and Crip Communities in Anglophone Speculative Fiction A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Literature by Amanda Martin Sandino Committee in charge: Professor Shelley Streeby, Chair Professor Michael Davidson Professor Brian Goldfarb Professor Ari Heinrich Professor Sarah Nicolazzo 2018 Copyright Amanda Martin Sandino, 2018 All rights reserved. The Dissertation of Amanda Martin Sandino is approved, and it is acceptable in quality and form for publication on microfilm and electronically: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ (Chair) University of California, San Diego 2018 iii Dedication This dissertation is dedicated to my chronic pain support network—nothing about us without us! iv Epigraph “They're looking for this fearsome wizard only to discover that he's nothing but a little tiny fellow. I mean, I don't think the point is that he's tiny. I think the point is, you know, things that we believe we lack are already inside of us just wanting to be found.” – George Crabtree, “Victoria Cross,” Murdoch Mysteries “You don't speak of dreams as unreal. They exist. They leave a mark behind them.” – Ursula K. Le Guin, The Lathe of Heaven “Art is not neutral. It either upholds or disrupts the status quo, advancing or regressing justice. We are living now inside the imagination of people who thought economic disparity and environmental destruction were acceptable costs for their power. It is our right and responsibility to write ourselves into the future. All organizing is science fiction. -
Information Paper
INFORMATION PAPER INTRODUCING THE DSM-5 DIAGNOSTIC CRITERIA FOR AUTISM SPECTRUM DISORDER What is the DSM-5? The Diagnostic and Statistical Manual of Mental Disorders (the DSM) is developed by the American Psychiatric Association to provide the criteria by which clinicians define and diagnose various psychiatric and developmental conditions, including autism spectrum disorders. The newest edition of this manual, the Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition (DSM-5)[1], was released in May 2013, after ten years of revision, including field trials, and input from the mental health and medical communities, patients and their families and members of the public. As yet, there are no biological tests (e.g., genetic tests, brain scans) that can be used to reliably diagnose conditions on the autism spectrum. Diagnosis is therefore made on the basis of a set of behavioural symptoms. Our understanding of conditions on the autism spectrum have continued to evolve since they were first recognised by Leo Kanner in 1943[2] and Hans Asperger in 1944[3]. What changes have been made for autism spectrum disorders in DSM-5? There have been a number of changes made to the new edition, most notably: . The diagnostic labels Autistic Disorder, Asperger’s Disorder, PDD-NOS and Childhood Disintegrative Disorder that were in the previous DSM edition: the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition Text Revision (DSM-IV-TR)[4] under the heading Pervasive Developmental Disorders will no longer be used. These subcategories have been merged into the single broader diagnostic category of Autism Spectrum Disorder (ASD). -
The Diagnosis of Autism: from Kanner to DSM‑III to DSM‑5 and Beyond
Journal of Autism and Developmental Disorders https://doi.org/10.1007/s10803-021-04904-1 S:I AUTISM IN REVIEW: 1980-2020: 40 YEARS AFTER DSM-III The Diagnosis of Autism: From Kanner to DSM‑III to DSM‑5 and Beyond Nicole E. Rosen1 · Catherine Lord1 · Fred R. Volkmar2,3 Accepted: 27 January 2021 © The Author(s) 2021 Abstract In this paper we review the impact of DSM-III and its successors on the feld of autism—both in terms of clinical work and research. We summarize the events leading up to the inclusion of autism as a “new” ofcial diagnostic category in DSM-III, the subsequent revisions of the DSM, and the impact of the ofcial recognition of autism on research. We discuss the uses of categorical vs. dimensional approaches and the continuing tensions around broad vs. narrow views of autism. We also note some areas of current controversy and directions for the future. Keywords Autism · History · Dimensional · Categorical · DSM It has now been nearly 80 years since Leo Kanner’s (1943) frst described by Kanner has changed across the past few classic description of infantile autism. Ofcial recognition of decades. When we refer to the concept in general, we will this condition took almost 40 years; several lines of evidence use the term autism, and when we refer to particular, ear- became available in the 1970s that demonstrated the valid- lier diagnostic constructs, we will use more specifc terms ity of the diagnostic concept, clarifed early misperceptions like autism spectrum disorder, infantile autism, and autistic about autism, and illustrated the need for clearer approaches disorder. -
Embracing Neurodiversity
EMBRACING NEURODIVERSITY A Compassionate Guide for Parents of children with Autism & Adhd WRITTEN BY ALICIA TRAUTWEIN COPYRIGHT @2017 THE MOM KIND Themomkind.com 1 Embracing Neurodiversity By Alicia Trautwein Table of Contents Prelude…… pg.2 Introduction……pg 6 Why would you want to “cure” autism?......pg 9 What is Neurodiversity? ......pg 10 Embracing Neurodiversity? ......pg 13 What is Autism? ......pg 21 What is ADHD? ......pg 25 What to do after a Diagnosis? ......pg 28 Explaining Autism to your child? ......pg 34 Empowering your child to share their diagnosis on their terms. ......pg 40 Is it wrong to be sad about my child’s diagnosis? ......pg 44 Conclusion......pg 48 Connect with The Mom Kind ......pg 51 2 Prelude: Embracing Neurodiversity is a book that derives from our own experiences. I first set out sharing our journey via our blog, The Mom Kind. With the realization of the lack information out there, it became clear that this concept needed to be offered as an all in one resource to families everywhere! I never thought growing up, that I would one day become an advocate for special needs. After our two youngest were diagnosed with autism just a couple months a part, my life's purpose was finally made clear to me. I found myself front and center in bringing awareness to autism and teaching neurodiversity. There are many websites and books that tell you about raising one child on the spectrum. There are a few that explain neurodiversity, all be it in an overly clinical fashion. Yet almost none exist on raising multiple children on the spectrum or teaching families to embrace neurodiversity! 3 Having a neurodiverse family comes with its own set of dynamics, routines, ups and downs to figure out. -
Personal Meanings of Restricted and Repetitive Behaviors Among Midlife Adults with Asperger Syndrome Leila Marie Shirley Walden University
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 Personal Meanings of Restricted and Repetitive Behaviors Among Midlife Adults with Asperger Syndrome Leila Marie Shirley Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Developmental Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Leila Marie Shirley has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Virginia Salzer, Committee Chairperson, Psychology Faculty Dr. Barbara Chappell, Committee Member, Psychology Faculty Dr. Andrea Goldstein, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract Personal Meanings of Restricted and Repetitive Behaviors Among Midlife Adults with Asperger Syndrome by Leila Marie Shirley MSEd, Old Dominion University, 1985 BS, Old Dominion University, 1983 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University May 2018 Abstract Restricted and repetitive behaviors (RRBs) are some of the hallmark features of autism spectrum disorder (ASD) symptomatology. There is a knowledge gap on RRBs in adults with ASD because most of the research has focused on children and adolescents. -
LGBTQ+ and Neurodiverse Voices in Transmedia Fiction
INTERSECTIONAL REPRESENTATION: LGBTQ+ AND NEURODIVERSE VOICES IN TRANSMEDIA FICTION A CREATIVE PROJECT SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF ARTS BY TYNAN DRAKE DR. KEVIN MOLONEY – ADVISOR BALL STATE UNIVERSITY MUNCIE, INDIANA DECEMBER 2020 INTERSECTIONAL REPRESENTATION 2 Abstract Diversity representation in fictional stories is a growing concern for many minority communities, as these representations have a significant impact on how members of these communities are treated by society. Cultural stigmatization of LGBTQ+ and neurodiverse communities has led to repeated misrepresentation in media which harms members of these communities and denies them the agency to define their own experiences. Though fictional narratives written by these communities are beginning to emerge, very few represent the intersectional experiences that common occur between these communities. This paper uses design thinking methods to explore the intersectional experiences of neurodiverse (plural and autistic), queer, and gender nonconforming identities and to prototype a fictional transmedia experience that presents these intersectional experiences in ways that are empowering and return agency to the communities it represents. Keywords: intersectionality, diversity representation, neurodiversity, LGBTQ+, queer, autism, plural identities, transgender, gender nonconforming, Dissociative Identity Disorder, gaslighting, transmedia, fantasy, storytelling INTERSECTIONAL REPRESENTATION 3 Acknowledgements -
Neurodiversity 10Th Annual Nurturing Developing Minds Conference
Neurodiversity 10th Annual Nurturing Developing Minds Conference Manuel F. Casanova, M.D. SmartState Endowed Chair in Childhood Neurotherapeutics University of South Carolina Greenville Health System Conflict of Interests Neuronetics (TMS platform), Neuronetrix Incorporated, Clearly Present Foundation Pfizer, Eisai, Nycomed Amersham, Aventis Pasteur Limited, Medvantis Medical Service Council of Health Care Advisors for the Gerson Lehrman Goup Royalties: Springer, Nova, Taylor and Francis, John Wiley I am a physician who deals with individuals with neurodevelopmental disabilities and have a grandson with autism. Neurodiversity “A new wave of activists wants to celebrate atypical brain function as a positive identity, not a disability.” New York News and Politics “…neurological (brain wiring) differences, traditionally seen as disadvantages, are really advantages.” Fox and Hounds “What is autism: a devastating developmental disorder, a lifelong disability, or a naturally occurring form of cognitive difference akin to certain forms of genius?” SUPOZA.COM NEURODIVERSITY AND AUTISTIC PRIDE Individual with autism vs. Autistic Individual Control subject vs. Typically developing(TD) subject What message are you sending??? “Why is it that what makes me me, needs to be classified as a disability?” A child under 18 will be considered disabled if he or she has a medically determinable physical or mental impairment or combination of impairments that cause marked and severe functional limitations, that can be expected to cause death or that has lasted or can be expected to last for a continuous period of not less than 12 months. Normal variation in the human genome A social category rather than a medical disorder Includes autism, bipolar disorders, and other neurotypes It does not need to be cured ABA is specially pernicioius.