DOCSLIB.ORG

An Investigation of Lived Experiences and Perspectives of Individuals on the Autism Spectrum with Respect to Communicative Interventions

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Investigation of Lived Experiences and Perspectives of Individuals on the Autism Spectrum with Respect to Communicative Interventions View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The College of Wooster The College of Wooster Open Works Senior Independent Study Theses 2019 Language of Disability, Language of Disorder: An Investigation of Lived Experiences and Perspectives of Individuals on the Autism Spectrum with Respect to Communicative Interventions Rebekah Burkhart The College of Wooster, [email protected] Follow this and additional works at: https://openworks.wooster.edu/independentstudy Part of the Disability Studies Commons, Medical Humanities Commons, and the Speech Pathology and Audiology Commons Recommended Citation Burkhart, Rebekah, "Language of Disability, Language of Disorder: An Investigation of Lived Experiences and Perspectives of Individuals on the Autism Spectrum with Respect to Communicative Interventions" (2019). Senior Independent Study Theses. Paper 8642. This Senior Independent Study Thesis Exemplar is brought to you by Open Works, a service of The College of Wooster Libraries. It has been accepted for inclusion in Senior Independent Study Theses by an authorized administrator of Open Works. For more information, please contact [email protected]. © Copyright 2019 Rebekah Burkhart LANGUAGE OF DISABILITY, LANGUAGE OF DISORDER: AN INVESTIGATION OF LIVED EXPERIENCES AND PERSPECTIVES OF INDIVIDUALS ON THE AUTISM SPECTRUM WITH RESPECT TO COMMUNICATIVE INTERVENTIONS by Rebekah Burkhart An Independent Study Thesis Presented in Partial Fulfillment of the Course Requirements for Senior Independent Study: The Department of Communication March 15, 2019 Advisor: Joan E. Furey, Ph.D. ABSTRACT The primary purpose of this study was to investigate the lived experiences and first-person perspectives of individuals with Autism Spectrum Disorder (ASD) with respect to interventions for communicative differences and/or deficits characteristic of autism. This study extends limited research into autistic experiences of interventions in the domain of communication. Furthermore, by extending prior research into neurodiverse values among speech-language pathologists (SLPs), this research contributes to the body of professional literature through exploration of autistic voices as in-group sources of expertise on ASD. The researcher recruited participants online, utilizing mixed methods in the form of quantitative surveys and qualitative interviews to collect and analyze data on the experiences and perspectives of autistic adults. Major conclusions of this research include the finding that participants’ experiences with communicative interventions, though on average reported to be slightly more positive than neutral, vary widely. In addition, participants valued most highly aspects of intervention that emphasized autistic clients’ autonomy and demonstrated respect for the individual expertise held by autistic people. One practical implication of this research is the need for SLPs to carefully consider intended and unintended effects of treatment on the lives of clients, in order to reduce bias and offer clients and families more comprehensive and accessible resources and perspectives to make more fully informed decisions. Keywords: autism or autism spectrum disorder (ASD), speech-language pathologists (SLP), lived experience, models of disability, neurodiversity, self-advocacy ii ACKNOWLEDGEMENTS While this Independent Study is the product of my own work, it would not be possible without the support and contributions of so many others to whom I owe so much. I would like to thank Dr. Joan Furey, my Independent Study advisor and mentor, for her considerable time and thought in guiding me through this research process and offering feedback and new ideas for future directions in countless meetings. Thank you for your time, expertise, support, and patience, all of which have been critical to my success at the College of Wooster. I would also like to thank Dr. Michelle Johnson for her expertise, perspective, and dedication of time as my second reader. I would like to thank Tessa Hall at the Writing Center for her expertise in editing, proofreading, interpreting, and listening over the course of three semesters of weekly appointments. Not only could I count on you to help me in shaping my writing in order to most effectively communicate my thinking and my research, but furthermore, you always had a kind word to offer and your confidence in me, although initially alarming, became reassuring. Thank you for your encouragement, positivity, and honesty; thank you for being a constant on whom I could always count during this process. I would like to thank Dr. Donald Goldberg, my former academic advisor, for the guidance and encouragement he has provided in the processes of acclimating to college, applying to and preparing for study abroad, planning and progressing through courses, and researching and preparing for the next great adventure of graduate school. Without your encouragement, I may never have taken the chance to pursue a semester’s study in Chile; I will always appreciate the careful push to reach out of my comfort zone and continually challenge myself. iii I would like to thank my family and friends, without whom I could never have completed such an undertaking as this research thesis. Thank you to my parents and to my brother, Joseph, for your unconditional support. Thank you for being a sounding board for ideas, connections, frustrations, fears, and solutions; your perspectives have been invaluable in reframing challenges and questions as opportunities for growth. Thank you to Kate Seader for listening, engaging with the ideas and values about which I am passionate, and encouraging me, always, to use that passion as a driving force for change. To my friends—thank you for accepting me as I am and supporting me in where I am going. I wouldn’t be who I am today without your kindness and generosity; honesty when I need help correcting course; encouragement when I’m struggling; and solidarity in screaming together. The passion, drive, and unique talents that I see in each of you are inspiring, and as sad as I will be to leave the College of Wooster and go our separate ways, I am so excited to find out what the future holds for each of us. Finally, I would like to thank Dr. Kirstin Milks—for never doubting that I could. Beyond academic content and skills, you taught me so much more about compassion, intentionality, advocacy, and dignity. You continue to inspire me to achieve more highly than I dreamed possible, and to never stop learning. Thank you for believing in me. iv TABLE OF CONTENTS CHAPTER I: INTRODUCTION .................................................................................................... 1 Purpose Statement ............................................................................................................... 2 Rationales ............................................................................................................................ 2 Definitions........................................................................................................................... 5 Background ......................................................................................................................... 6 Description of Method ........................................................................................................ 8 Conclusion .......................................................................................................................... 8 CHAPTER II: LITERATURE REVIEW ..................................................................................... 10 Autism as a Spectrum ....................................................................................................... 11 Review of Speech-Language Interventions for ASD ........................................................ 12 Models of Disability ............................................................................................. 13 Overview of Approaches to Treatment for ASD .................................................. 14 Communicative Intervention Methods and Models .............................................. 15 Augmentative and alternative communication ......................................... 16 Social skills training .................................................................................. 16 Factors in Determination of Desired Intervention Outcomes ........................................... 17 Target Population and Goals of Treatment ........................................................... 18 Stakeholders .......................................................................................................... 18 Consideration of Autistic Voices ...................................................................................... 19 State of the Neurodiversity Movement with Respect to ASD .............................. 19 History....................................................................................................... 19 Central premises and predominant themes ............................................... 21 Key Organizations and Advocacy Groups ............................................................ 30 In-group vs. out-group voices ................................................................... 30 v Societal and clinical implication of autistic self-advocacy ....................... 34 Conclusion .......................................................................................................................
Load more

Recommended publications
  • Autism Entangled – Controversies Over Disability, Sexuality, and Gender in Contemporary Culture
    Autism Entangled – Controversies over Disability, Sexuality, and Gender in Contemporary Culture Toby Atkinson BA, MA This thesis is submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy Sociology Department, Lancaster University February 2021 1 Declaration I declare that this thesis is my own work and has not been submitted in substantially the same form for the award of a higher degree elsewhere. Furthermore, I declare that the word count of this thesis, 76940 words, does not exceed the permitted maximum. Toby Atkinson February 2021 2 Acknowledgements I want to thank my supervisors Hannah Morgan, Vicky Singleton, and Adrian Mackenzie for the invaluable support they offered throughout the writing of this thesis. I am grateful as well to Celia Roberts and Debra Ferreday for reading earlier drafts of material featured in several chapters. The research was made possible by financial support from Lancaster University and the Economic and Social Research Council. I also want to thank the countless friends, colleagues, and family members who have supported me during the research process over the last four years. 3 Contents DECLARATION ......................................................................................... 2 ACKNOWLEDGEMENTS ............................................................................. 3 ABSTRACT .............................................................................................. 9 PART ONE: ........................................................................................
    [Show full text]
  • 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 ....................................................................................................................................
    [Show full text]
  • 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.
    [Show full text]
  • Educational Inclusion for Children with Autism in Palestine. What Opportunities Can Be Found to Develop Inclusive Educational Pr
    EDUCATIONAL INCLUSION FOR CHILDREN WITH AUTISM IN PALESTINE. What opportunities can be found to develop inclusive educational practice and provision for children with autism in Palestine; with special reference to the developing practice in two educational settings? by ELAINE ASHBEE A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education University of Birmingham November 2015 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Amendments to names used in thesis The Amira Basma Centre is now known as Jerusalem Princess Basma Centre Friends Girls School is now known as Ramallah Friends Lower School ABSTRACT This study investigates inclusive educational understandings, provision and practice for children with autism in Palestine, using a qualitative, case study approach and a dimension of action research together with participants from two educational settings. In addition, data about the wider context was obtained through interviews, visits, observations and focus group discussions. Despite the extraordinarily difficult context, education was found to be highly valued and Palestinian educators, parents and decision–makers had achieved impressive progress. The research found that autism is an emerging field of interest with a widespread desire for better understanding.
    [Show full text]
  • Autism Spectrum Disorder: a Neurodevelopmental Disorder
    Sarah Spence MD PhD Autism spectrum disorder: A NEUROdevelopmental Disorder Autism spectrum disorder: A NEUROdevelopmental disorder Sarah Spence MD PhD Co-Director, Autism Spectrum Center Boston Children’s Hospital Harvard Medical School Copyright © 2020 Boston Children’s Hospital 1 Sarah Spence MD PhD Autism spectrum disorder: A NEUROdevelopmental Disorder Disclosures I will discuss non-FDA approved medications used in Autism Spectrum Disorder. Member of APA DSM 5 Neurodevelopmental workgroup. Current and past grant support from Cure Autism Now, Autism Speaks, MIND Institute, Simons Foundation Autism Research Initiative (SFARI), Nancy Lurie Marks Family Foundation, NIH Past consultant for Seaside Therapeutics for Arbacolfen Past co-investigator in clinical trial of a novel compound led by Hoffman LaRoche pharmaceuticals. Current co-investigator in clinical trial of a novel compound led by Servier pharmaceuticals. Consultant to Yanmo pharmaceuticals for new compund being tested in ASD Copyright © 2020 Boston Children’s Hospital 2 Sarah Spence MD PhD Autism spectrum disorder: A NEUROdevelopmental Disorder Overview Epidemiology Diagnosis Heterogeneity Etiological theories Medical co-morbidities Treatments Neurodiversity Copyright © 2020 Boston Children’s Hospital 3 Sarah Spence MD PhD Autism spectrum disorder: A NEUROdevelopmental Disorder Epidemiology: 2020 MMWR report 2020 data (cohort of 8 year olds from 2016) 1 in 54 children or 1.8% or 18.5/1,000 (range 13.1-31.4/1,000) Fist time there were equal rates for most different
    [Show full text]
  • UNIVERSITY of CALIFORNIA Los Angeles Social
    UNIVERSITY OF CALIFORNIA Los Angeles Social Justice and Autism: Links to Personality and Advocacy A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education by Steven Kenneth Kapp 2016 © Copyright by Steven Kenneth Kapp 2016 ABSTRACT OF THE DISSERTATION Social Justice and Autism: Links to Personality and Advocacy by Steven Kenneth Kapp Doctor of Philosophy in Education University of California, Los Angeles, 2016 Professor Connie L. Kasari, Chair Autism’s history as an independent condition may originate from “autistic psychopathy”, but autism and psychopathy may entail opposite patterns of personality. Autism may incline people toward moral intuitions in the dimensions of care, loyalty, authority, sanctity, and especially fairness. Yet these may play an unconscious and visceral role that in combination with difficulties with moral reasoning and the understanding of one’s own and others’ emotional and mental states, reduces self- and other awareness of autistic people’s moral drives. Conversely, psychopathic people may have low moral values (particularly for care and fairness), yet usually strong moral reasoning skills, cognitive empathy, and mentalizing abilities. This contrast adds to the literature in part through emphasizing basic sensory and motor differences, in transaction with the social environment and life experience, as underlying these personality-relevant ii distinctions between autism and psychopathy. It thus attempts to embody both conditions, with the understanding that all behavior involves motor activity, and to think of both conditions as neurodevelopmental in their origins and early trajectories. Such an analysis raises the importance of strengths, as a matter of individual differences as well as influences from the environment, that can help to distinguish and even cause the conditions.
    [Show full text]
  • The Autism Spectrum Information Booklet
    The Autism Spectrum Information Booklet A GUIDE FOR VICTORIAN FAMILIES Contents What is Autism? 2 How is Autism Diagnosed? 4 Acronyms and Glossary 6 Common Questions and Answers 7 What does Amaze do? 11 Funding and Service Options 12 Helpful Websites 14 National Disability Insurance Scheme 16 Suggested Reading 18 This booklet has been compiled by Amaze to provide basic information about autism from a number of perspectives. It is a starting point for people with a recent diagnosis, parents/carers of a newly diagnosed child or adult, agencies, professionals and students learning about the autism spectrum for the first time. Once you have read this information package, contact Amaze if you have any other questions or you require more information. 1 What is Autism? Autism is a neurodevelopmental condition that causes substantial impairments in social interaction and communication and is characterised by restrictive and repetitive behaviours and interests. People on the autism spectrum may be affected in the following ways: Social Interaction IN CHILDREN IN CHILDREN May display indifference Does not play with other children Joins in only if adult assists & insists People on the autism spectrum may not appear to be interested in joining in with others, or they may want to join in but not know how. Their attempts to respond to social contact may appear repetitive or odd. Alternatively, they may be ‘too social’, such as showing affection to strangers. In general, people on the autism spectrum often have poor social skills and difficulty understanding unwritten social rules. They often lack understanding of acceptable social behaviour.
    [Show full text]
  • Jxt Thesis Final
    !"#$%%&'()*)+,'-).'/%,0&1$)2'#)3"%$42'5)62'/$)2'#)!"1$7$'5)820$#) 9$:21&",42%).'5$41$'5&"');4"(4277$)<"4)=:&%#4$')>&5:)*,5&07) ?@$/54,7)6&0"4#$40)&')?242>2A) ) ) ) ! ! 3$")B&'()C&') ) "!#$%&'&!&()*'##%+!',!-(.-'.*%,#!/-!#$%!0%1('0%*%,#&!-/0!#$%!+%20%%!/-! Doctor of Philosophy Performed at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
    [Show full text]
  • Lecture Bibliography Kari Dunn Buron Baron-Cohen, Simon and Golan, Ofer
    Lecture Bibliography Kari Dunn Buron Baron-Cohen, Simon and Golan, Ofer. (2014). Systemizing Emotions. Chapter in text: Learners on the Autism Spectrum: Preparing Highly Qualified Teachers. Edited by Kari Dunn Buron and Pamela Wolfberg. Autism Asperger Publishing Co. Baron-Cohen, Simon. 2009. Autism: The Empathizing-Systemizing Theory (E-S). The Year in Cognitive Neuroscience 2009: Ann. N.Y. Acad. Sci. 1156: 68-80. Buggey, Tom. 2009. Seeing is Believing: Video Self-Modeling for People with Autism and Other Developmental Disabilities. Woodbine House. Buron, Kari Dunn. 2013. When My Worries Get Too Big! Second Edition. AAPC. Buron, Kari Dunn. 2012. Adalyn’s Clare. Autism Asperger Publishing Co. (AAPC). Buron, Kari Dunn and Curtis, Mitzi. 2012. The Incredible 5-Point Scale Revised. AAPC. Buron, KD, Thierfeld Brown, J., Curtis, M., & King, L. 2012. Social Behavior and Self- Mangement. AAPC. Buron, Kari and Wolfberg, Pamela (Eds). 2008. Learners on the Autism Spectrum: Preparing Highly Qualified Educators. AAPC. Buron, Kari Dunn. 2007. A 5 is Against the Law! AAPC. Buron, Kari Dunn. 2007. A 5 Could Make Me Lose Control! An activity – based method for evaluating and supporting highly anxious students. Autism Asperger Publishing Company (AAPC). Chevallier, Kohls, Troiani, Brodkin and Schultz. 2012. The Social Motivation Theory of Autism. Trends in Cognitive Sciences. Vol. 16. #4. Goleman, Daniel and Davidson, Richard. 2012. Training the Brain: Cultivating Emotional Skills. More Than Sound LLC. Goleman, Daniel and Davidson, Richard. 2012. Training the Brain: Cultivating Emotional Skills. More Than Sound LLC. Goleman, Daniel. 2011. The Brain and Emotional Intelligence: New Insights. More Than Sound LLC. Digital Edition.
    [Show full text]
  • 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.
    [Show full text]
  • A Macro-Environmental Analysis of Competitive Employment
    A MACRO-ENVIRONMENTAL ANALYSIS OF COMPETITIVE EMPLOYMENT FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER by Marc C.M. van Bree, B.A. A thesis submitted to the Graduate College of Texas State University in partial fulfillment of the requirements for the degree of Master of Business Administration with a Major in Business December 2019 Committee Members: Alexis Stokes, Chair Melissa S. Baucus Brian K. Miller COPYRIGHT by Marc C.M. van Bree 2019 FAIR USE AND AUTHOR’S PERMISSION STATEMENT Fair Use This work is protected by the Copyright Laws of the United States (Public Law 94-553, section 107). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of this material for financial gain without the author’s express written permission is not allowed. Duplication Permission As the copyright holder of this work I, Marc C.M. van Bree, authorize duplication of this work, in whole or in part, for educational or scholarly purposes only. DEDICATION To Willem, who outshines the morning sun. To Elizabeth, who will compel the world to include women in the sequel. To Tania, best of wives and best of women. You will come of age with our young nation We’ll bleed and fight for you, we’ll make it right for you If we lay a strong enough foundation We’ll pass it on to you, we’ll give the world to you And you’ll blow us all away Someday, someday Yeah, you’ll blow us all away Someday, someday - Lin-Manuel Miranda ACKNOWLEDGEMENTS I would like to thank the committee members—Dr.
    [Show full text]
  • Autistic Subjectivities: a Critical Narrative Analysis of the Stories of Women Who Self- Identified As Autistic in Adulthood
    Autistic Subjectivities: A critical narrative analysis of the stories of women who self- identified as autistic in adulthood Jacqui Pearse A thesis submitted in partial fulfilment of the requirements of the University of the West of England, Bristol for the degree of Professional Doctorate in Counselling Psychology Faculty of Health and Applied Sciences July 2020 Abstract Until recently, autism was assumed to be a predominantly male phenomenon, but a growing number of women are now identifying as autistic in adulthood after many years of unexplained difficulties in their everyday lives. The findings of the few studies in this area indicate that ‘late diagnosed’ autistic women commonly report a longstanding sense of ‘difference’, accompanied by efforts to conform to social norms and an increased vulnerability to mental health difficulties. To date, however, little attention has been paid to the potential implications for autistic women of dominant androcentric and deficit-focused constructions of autism. The present study employed a critical narrative methodology to explore this by examining the ways that discourses of autism are deployed and/or resisted within the autobiographical stories of women who identified as autistic in adulthood. Narrative interviews were conducted with five women in order to explore the experiences that led to them identifying as autistic in adulthood, and the significance of this for their lives subsequently. The narrative analysis of the interview data was informed by critical realist and social constructionist perspectives, which view personal meaning making as socially mediated and culturally situated. It was found that dominant negative and androcentric discourses initially rendered autism unavailable to participants as a hermeneutic resource but that this changed when they discovered an alternative construction of autism which construes it as a valuable facet of human diversity.
    [Show full text]