Asperger Syndrome
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Life and Times Of'asperger's Syndrome': a Bakhtinian Analysis Of
The life and times of ‘Asperger’s Syndrome’: A Bakhtinian analysis of discourses and identities in sociocultural context Kim Davies Bachelor of Education (Honours 1st Class) (UQ) Graduate Diploma of Teaching (Primary) (QUT) Bachelor of Social Work (UQ) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2015 The School of Education 1 Abstract This thesis is an examination of the sociocultural history of ‘Asperger’s Syndrome’ in a Global North context. I use Bakhtin’s theories (1919-21; 1922-24/1977-78; 1929a; 1929b; 1935; 1936-38; 1961; 1968; 1970; 1973), specifically of language and subjectivity, to analyse several different but interconnected cultural artefacts that relate to ‘Asperger’s Syndrome’ and exemplify its discursive construction at significant points in its history, dealt with chronologically. These sociocultural artefacts are various but include the transcript of a diagnostic interview which resulted in the diagnosis of a young boy with ‘Asperger’s Syndrome’; discussion board posts to an Asperger’s Syndrome community website; the carnivalistic treatment of ‘neurotypicality’ at the parodic website The Institute for the Study of the Neurologically Typical as well as media statements from the American Psychiatric Association in 2013 announcing the removal of Asperger’s Syndrome from the latest edition of the Diagnostic and Statistical Manual of Mental Disorders, DSM-5 (APA, 2013). One advantage of a Bakhtinian framework is that it ties the personal and the sociocultural together, as inextricable and necessarily co-constitutive. In this way, the various cultural artefacts are examined to shed light on ‘Asperger’s Syndrome’ at both personal and sociocultural levels, simultaneously. -
Gesnerus 2020-2.Indb
Gesnerus 77/2 (2020) 279–311, DOI: 10.24894/Gesn-de.2020.77012 Vom «autistischen Psychopathen» zum Autismusspektrum. Verhaltensdiagnostik und Persönlichkeitsbehauptung in der Geschichte des Autismus Rüdiger Graf Abstract Der Aufsatz untersucht das Verhältnis von Persönlichkeit und Verhalten in der Defi nition und Diagnostik des Autismus von Kanner und Asperger in den 1940er Jahren bis in die neueren Ausgaben des DSM und ICD. Dazu unter- scheidet er drei verschiedene epistemische Zugänge zum Autismus: ein exter- nes Wissen der dritten Person, das über Verhaltensbeobachtungen, Testver- fahren und Elterninterviews gewonnen wird; ein stärker praktisches Wissen der zweiten Person, das in der andauernden, alltäglichen Interaktion bei El- tern und Betreuer*innen entsteht, und schließlich das introspektive Wissen der ersten Person, d.h. der Autist*innen selbst. Dabei resultiert die Kerndif- ferenz in der Behandlung des Autismus daraus, ob man meint, die Persönlich- keit eines Menschen allein über die Beobachtung von Verhaltensweisen er- schließen zu können oder ob es sich um eine vorgängige Struktur handelt, die introspektiv zugänglich ist, Verhalten prägt und ihm Sinn verleihen kann. Die Entscheidung hierüber führt zu grundlegend anderen Positionierungen zu verhaltenstherapeutischen Ansätzen, wie insbesondere zu Ole Ivar Lovaas’ Applied Behavior Analysis. Autismus; Psychiatriegeschichte; Wissensgeschichte; Verhaltenstherapie; Neurodiversität PD Dr. Rüdiger Graf, Leibniz-Zentrum für Zeithistorische Forschung Potsdam, Am Neuen Markt 1, 14467 Potsdam, [email protected]. Gesnerus 77 (2020) 279 Downloaded from Brill.com09/27/2021 01:45:02AM via free access «Autistic Psychopaths» and the Autism Spectrum. Diagnosing Behavior and Claiming Personhood in the History of Autism The article examines how understandings of personality and behavior have interacted in the defi nition and diagnostics of autism from Kanner and As- perger in the 1940s to the latest editions of DSM and ICD. -
NCEN Cognitive and Executive Functions in Anorexia Nervosa Ten Years After Onset of Eating Disorder
JOURNAL OF CLINICAL AND EXPERIMENTAL NEUROPSYCHOLOGY 2007, 29 (2), 170–178 NCEN Cognitive and executive functions in anorexia nervosa ten years after onset of eating disorder Cognitive and Executive Functions in Anorexia NervosaI. Carina Gillberg,1 Maria Råstam,1 Elisabet Wentz,2 and Christopher Gillberg1 1Child and Adolescent Psychiatry, Göteborg University, Goteborg, Sweden 2Child and Adolescent Psychiatry, Göteborg University, The Swedish National Healthcare and Sciences, Sweden In a longitudinal study, the authors explore the course of general cognition in anorexia nervosa (AN) over time and compare general cognitive problems, executive function deficits, attentional problems and visuomotor dys- functions across AN individuals and healthy controls. A community-based sample of adolescent onset AN cases (n = 40–47) was contrasted with an age-, sex- and school matched comparison group (n = 47–51) on the Wechsler Adult Intelligence Scale-Revised, the Wisconsin Card Sorting Test and Luria word recall test at a mean age of 24 years. Only two of the cases tested were underweight at the time of the study. The Wechsler scale had also been administered when the groups had a mean age of 21 years. There were few differences across the two groups even though the comparison group performed significantly better on the Object Assembly subtest of the WAIS-R. IQ increased slightly but significantly over time in both groups. There was no relationship between level of starvation and poor results on tests in the AN group. A subgroup of the subjects had autism spectrum disorders. In this sub- group there were cases with test profiles similar to those observed in autism and Asperger syndrome, just as there had been on testing three years previously. -
Editorial: Pride and Autism Spectrum Disorder
EDITORIAL: PRIDE AND AUTISM SPECTRUM DISORDER June 14, 2019 Tuesday June 18 is Autistic Pride Day and every April, thanks to National Autism Awareness Month, there’s a renewed sense of support for people living with Autism Spectrum Disorder (ASD) and those who’ve worked tirelessly to foster environments of inclusion and self-determination for all. Yet, when Autism Awareness Month comes to an end, so too does much of the focus on autism from the general public. As a society, we’ve made positive strides, but it’s important to remember that the conversations about acceptance, inclusion and support for people with ASD need to happen year-round. Today Autistic Pride Day is about celebrating differences in the autism community and realizing people’s infinite possibilities and potential. People with autism have hopes, dreams, aspirations, and a right to participate in the working world. Unfortunately, people with ASD are not afforded the same opportunities as the rest of us when it comes to employment. While the majority of Americans are enjoying a low unemployment rate and strong economy, the unemployment rate for adults with developmental disabilities remains high. According to the Bureau of Labor Statistics, only 29 percent of Americans ages 16 to 64 with a disability were employed as of June 2018, compared with nearly 75 percent of those without a disability. The unemployment rate for people with disabilities who are actively seeking work is 9.2 percent — more than twice as high as for those without a disability (4.2 percent). Employers’ lack of understanding and lasting stigmas are partly to blame for this discrepancy. -
Becoming Autistic: How Do Late Diagnosed Autistic People
Becoming Autistic: How do Late Diagnosed Autistic People Assigned Female at Birth Understand, Discuss and Create their Gender Identity through the Discourses of Autism? Emily Violet Maddox Submitted in accordance with the requirements for the degree of Master of Philosophy The University of Leeds School of Sociology and Social Policy September 2019 1 Table of Contents ACKNOWLEDGEMENTS ................................................................................................................................... 5 ABSTRACT ....................................................................................................................................................... 6 ABBREVIATIONS ............................................................................................................................................. 7 CHAPTER ONE ................................................................................................................................................. 8 INTRODUCTION .............................................................................................................................................. 8 1.1 RESEARCH OBJECTIVES ........................................................................................................................................ 8 1.2 TERMINOLOGY ................................................................................................................................................ 14 1.3 OUTLINE OF CHAPTERS .................................................................................................................................... -
Neurodiversity: Accepting Autistic Difference
Accepted version. Published in Learning Disability Practice, May 2013 | Volume 16 | Number 4, p. 32-37. Neurodiversity: accepting autistic difference Thomas Owren1 and Trude Stenhammer2 Abstract ‘Insider’ descriptions of living with autism in a world where most people are not autistic may at the same time inform and challenge a professional approach to what can be termed as ‘autistic behaviour’. This article draws on the perspectives of the ‘neurodiversity’ movement, people who themselves have diagnoses on the autistic spectrum but reject that autism is a disorder, choosing instead to fight for their right to be autistic. The authors include a case study to explore how such descriptions and perspectives can be applied to services supporting an autistic service user. They conclude that, regardless of whether autism is seen as a difference or a disorder, care staff providing services to autistic service users may need to examine their assumptions carefully if they are to avoid discriminatory practices. Introduction Autism, including Asperger syndrome, is generally perceived as a disorder. But over the past two decades, helped by the emergence of the internet (Sinclair 2010), autistic self-advocates have been cultivating the idea of autism as a neurological difference. Referring to this movement called the ‘autism rights’ or ‘neurodiversity’ movement, French researcher Brigitte Chamak writes: ‘If the disability movement is considered as the latest generation of social movements, the action of autistic persons can be viewed as the latest generation of the disability movements’ (Chamak 2008). British autism researcher Simon Baron-Cohen (2012) also commented in a recent talk that looking at the neurobiology of autism there is not much evidence for dysfunction, but a lot of evidence that people on the autistic spectrum are simply different. -
The Genetics of Autism Spectrum Disorders and Related Neuropsychiatric Disorders in Childhood
AJP in Advance. Published August 4, 2010 (doi: 10.1176/appi.ajp.2010.10020223) Article The Genetics of Autism Spectrum Disorders and Related Neuropsychiatric Disorders in Childhood Paul Lichtenstein, Ph.D. Objective: Autism spectrum disorders tic disorder. Genetic effects accounted are considered to be among the most for 80% (95% CI=29–91) of the variation Eva Carlström, M.Sc. heritable mental disorders, a notion in liability for autism spectrum disorders, based on surprisingly sparse data from 79% (95% CI=61–88) for ADHD, 70% (95% small clinical studies. Population-based CI=35–83) for developmental coordina- Maria Råstam, M.D., Ph.D. studies of the heritability of other neuro- tion disorder, and 56% (95% CI=37–68) psychiatric disorders and comorbidities for tic disorder. Among monozygotic co- Christopher Gillberg, M.D., Ph.D. among them have also been sparse. The twins of children with autism spectrum authors sought to address both of these disorders, the probability of having a Henrik Anckarsäter, M.D., Ph.D. issues. diagnosis of ADHD was 44%, compared with 15% for dizygotic co-twins. Differ- Method: Parents of all Swedish 9- and ences in cross-disorder effects between 12-year-old twin pairs born between 1992 monozygotic and dizygotic twins were and 2000 (N=10,895) were interviewed observed for most other comorbidities, regarding autism spectrum disorders and substantial proportions of the ge- and associated conditions (response rate, netic variance for autism spectrum disor- 80%). Concordance rates and structural ders was shared with each of the other equation modeling were used for evalu- disorders. ating causes for familial aggregation and overlap between conditions. -
The Cerebral Subject and the Challenge of Neurodiversity
BioSocieties (2009), 4, 425–445 ª London School of Economics and Political Science doi:10.1017/S1745855209990287 The Cerebral Subject and the Challenge of Neurodiversity Francisco Ortega Institute for Social Medicine, State University of Rio de Janeiro, Rua Saˇ o Francisco Xavier 524, Rio de Janeiro CEP 20550-900, Brazil E-mail: [email protected] Abstract The neurodiversity movement has so far been dominated by autistic people who believe their condition is not a disease to be treated and, if possible, cured, but rather a human specificity (like sex or race) that must be equally respected. Autistic self-advocates largely oppose groups of parents of autistic children and professionals searching for a cure for autism. This article discusses the posi- tions of the pro-cure and anti-cure groups. It also addresses the emergence of autistic cultures and various issues concerning autistic identities. It shows how identity issues are frequently linked to a ‘neurological self-awareness’ and a rejection of psychological interpretations. It argues that the preference for cerebral explanations cannot be reduced to an aversion to psychoanalysis or psychological culture. Instead, such preference must be understood within the context of the dif- fusion of neuroscientific claims beyond the laboratory and their penetration in different domains of life in contemporary biomedicalized societies. Within this framework, neuroscientific theories, prac- tices, technologies and therapies are influencing the ways we think about ourselves and relate to others, favoring forms of neurological or cerebral subjectivation. The article shows how neuroscien- tific claims are taken up in the formation of identities, as well as social and community networks. -
The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians
St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 12-2017 The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Cecilia Scott-Croff St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/education_etd Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Scott-Croff, Cecilia, "The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians" (2017). Education Doctoral. Paper 341. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_etd/341 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Abstract The purpose of this qualitative study was to identify the impact of a diagnosis of autism spectrum disorder on treatment options available, within the learning environment, at the onset of a diagnosis of autism spectrum disorder (ASD) from the perspective of parents and pediatricians. Utilizing a qualitative methodology to identify codes, themes, and sub-themes through semi-structured interviews, the research captures the lived experiences of five parents with children on the autism spectrum and five pediatricians who cared for those children and families. -
Trait Aggression in Adult Psychiatry Is Predicted by Childhood Hyperactivity
LUP Lund University Publications Institutional Repository of Lund University This is an author produced version of a paper published in Psychiatry Research. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. Citation for the published paper: Björn Hofvander, Ola Ståhlberg, Agneta Nydén, Elisabet Wentz, Alessio Degl'innocenti, Eva Billstedt, Anders Forsman, Christopher Gillberg, Thomas Nilsson, Maria Råstam, Henrik Anckarsäter "Life History of Aggression scores are predicted by childhood hyperactivity, conduct disorder, adult substance abuse, and low cooperativeness in adult psychiatric patients." Psychiatry Research 2010 Aug 2 http://dx.doi.org/10.1016/j.psychres.2010.05.008 Access to the published version may require journal subscription. Published with permission from: Elsevier Life History of Aggression scores are predicted by childhood hyperactivity, conduct disorder, adult substance abuse, and low cooperativeness in adult psychiatric patients Running head: Aggression in adults with autism spectrum disorders or AD/HD Björn Hofvander*a, Ola Ståhlbergb, Agneta Nydénc, Elisabet Wentzc, d, Alessio degl’Innocentib, Eva Billstedtb,c, Anders Forsmanb, Christopher Gillbergc, Thomas Nilssonb, Maria Rastamc, e, Henrik Anckarsätera,b aForensic Psychiatry, Department of Clinical Sciences, Lund University, Sweden bForensic psychiatry, Institute of neuroscience and physiology, the Sahlgrenska Academy at the University of Gothenburg, Sweden cChild and Adolescent Psychiatry, Institute -
The Joy of Autism: Part 2
However, even autistic individuals who are profoundly disabled eventually gain the ability to communicate effectively, and to learn, and to reason about their behaviour and about effective ways to exercise control over their environment, their unique individual aspects of autism that go beyond the physiology of autism and the source of the profound intrinsic disabilities will come to light. These aspects of autism involve how they think, how they feel, how they express their sensory preferences and aesthetic sensibilities, and how they experience the world around them. Those aspects of individuality must be accorded the same degree of respect and the same validity of meaning as they would be in a non autistic individual rather than be written off, as they all too often are, as the meaningless products of a monolithically bad affliction." Based on these extremes -- the disabling factors and atypical individuality, Phil says, they are more so disabling because society devalues the atypical aspects and fails to accommodate the disabling ones. That my friends, is what we are working towards -- a place where the group we seek to "help," we listen to. We do not get offended when we are corrected by the group. We are the parents. We have a duty to listen because one day, our children may be the same people correcting others tomorrow. In closing, about assumptions, I post the article written by Ann MacDonald a few days ago in the Seattle Post Intelligencer: By ANNE MCDONALD GUEST COLUMNIST Three years ago, a 6-year-old Seattle girl called Ashley, who had severe disabilities, was, at her parents' request, given a medical treatment called "growth attenuation" to prevent her growing. -
Autism and Neurodiversity
If you or someone in your family has received a diagnosis, or identifies Autism and as on, the autism spectrum, you might be interested in knowing more about the neurodiversity movement. The neurodiversity movement can Neurodiversity provide a source of support and information about living with autism. WHAT IS NEURODIVERSITY? Neurodiversity is the differences in people’s brains that affect how we experience the world. The neurodiversity movement (NDM) argues that forms of ‘neurodivergence’ such as autism, dyslexia, and ADHD are inherent and valuable parts of the spectrum of human variation. There is no ‘right’ or ‘wrong’ way to develop. There is no ‘normal’ brain. THE SOCIAL MODEL OF DISABILITY Ideas about Neurodiversity parallel the social model of disability, which recognises that the negative consequences of having an impairment – i.e, the disabling quality of a condition – are often caused by societal structures rather than the condition itself. For example, some autistic persons may react badly to lights or sounds that are common in the social world as they may overstimulate their senses. The social model of disability argues that barriers in society create disability, and require reasonable adjustments for those who need them. There are parallels between the neurodiversity movement and other social justice movements like the broader disability rights movement and feminism. RESOURCES Blog posts The Neurodiversity Movement n ‘Autism Resources’ by Kit Mead n ‘Welcome to parenting within the Neurodiversity Paradigm’ WHO IS INVOLVED? by Ally Grace People like you: n ‘Here’s What Neurodiversity Is – n Autistic people and others discriminated against for their And What It Means for Feminism’ differences.