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This paper considers some of the hidden challenges which may be faced by the neurodiverse academic. The neurodiverse academic, at times, can be seen as something 'hidden', remaining undisclosed due to the challenges which can be faced by making this declaration to colleagues and employers. As a result, our voices are often not heard, and, thus, the difficulties we face overlooked. This has begun to be addressed for the student within higher education, but not the academic. Within this paper I, therefore, reflect on my experience as a dyslexic academic. I consider the challenges of excess labour, increasingly needed to 'make it' in academia today, the pressures this creates and impact on mental health. I, also, highlight the divergence, from non-disabled colleagues, which can exist in access to development opportunities. I provide this account to challenge assumptions and spur a research agenda. [ABSTRACT FROM AUTHOR]

The anti-psychiatry movement of the 20th century has notably denounced the role of values and social norms in the shaping of psychiatric categories. Recent activist movements also recognize that psychiatry is value-laden, however, they do not fight for a value-free psychiatry. On the contrary, some activist movements of the 21st century advocate for self-advocacy in sciences of mental health in order to reach a more accurate understanding of psychiatric categories/mental distress. By aiming at such epistemic gain, they depart from the anti-psychiatry movement. Through the analysis of the epistemic and political influence of two of these movements – Neurodiversity and the Mad Studies, we show how this new activism has taken a scientific turn compatible with current philosophical scientific frameworks, while still developing a critical approach on psychiatry. [ABSTRACT FROM AUTHOR]

BackgroundAimsMethodsResultsConclusionsEye movements reflect the cognitive-linguistic processing of neurotypical readers. Numerous reading related eye movement measures are associated with language processing, including first fixation duration, gaze duration, number of fixations, word skipping, and regressions. Eye movements have also been used to examine reading in neuro-atypical populations including persons with aphasia (PWA).This study aimed to determine whether eye movement measures obtained from connected text reading differ among persons with varying types of aphasia and neurotypical individuals, as well as whether eye movement measures are associated with language processing severity and reading comprehension ability in PWA.Twenty-four PWA and twenty-four age-matched control participants completed a connected text-reading eye-tracking task. The PWA also completed assessments to evaluate overall language processing severity and reading comprehension skills and to identify specific subtypes of aphasia.Persons with aphasia had shorter gaze duration, longer regression duration, and made more fixations than control participants, while no group differences emerged for first fixation duration or word skipping. Eye movement patterns did not differ among participants with anomic, Broca’s, or conduction/Wernicke’s. Language severity scores were a significant factor for gaze duration, while reading comprehension scores were not a significant factor for the eye movement measures examined.The findings support previous eye tracking literature that indicate different eye movement patterns for persons with aphasia during text reading relative to neurotypical controls. The findings also highlight that the selection of eye movement measures examined, the stimuli used, and procedural considerations may impact the pattern of results. The results from this study can be used to further determine which eye movement measures may be most suited for studying language processing during reading in neuro-atypical individuals and determine whether persons with aphasia use different strategies for reading comprehension than neurotypical individuals. [ABSTRACT FROM AUTHOR]

Over the past decade, many philosophers have argued that to respect the moral equality of their citizens, states should be neutral toward certain forms of diversity among their populations. Areas in which the state neutrality has been advocated include, but are not limited to, citizens' different religions; languages; and sexual orientations. However, there remains an important area where its normative (ir)relevance has not been discussed: That of neurodiversity. After identifying several ways in which contemporary states disfavor the interests of neurodivergent groups relative to the neurotypical majority, including those of autistic people; dyslectic people; and people with ADHD, the most promising would be-justifications for such unequal treatment are considered. They maintain respectively that states only have to be neutral toward differences that feature in people's conceptions of the good life; that addressing the discussed neuro-inequalities is too costly, whether financially or otherwise; that doing so raises intolerable risks of a public backlash; and that a commitment to neuro-neutrality leads to overinclusion. None are found to be convincing across the board, which leads me to conclude that states should become significantly more neuro-neutral than they are today. [ABSTRACT FROM AUTHOR]

Influenced by revolutionary mothering, activists of color, and radical feminists, this article explores Neurodivergent families through the lens of Disability Critical Race Theory. As a parent of an Autistic child, I embark on redefining my role by integrating art and design into community advocacy for Autistic communities. I challenge unjust stigmas by breaking visual cycles within social and clinical practices. This journey culminated in the creation of "KnoxRoxs," a photo zine dedicated to my Autistic son, aimed at increasing visibility for children of color in Neurodiverse communities. I emphasize the multifaceted nature of Neurodivergent mothering, involving caregiving, community engagement, and creative resistance. [ABSTRACT FROM AUTHOR]

The notion that autistic individuals suffer from empathy deficiencies continues to be a widespread assumption, including in many areas of philosophy and cognitive science. In response to this, Damian Milton has proposed an interactional approach to empathy, namely the theory of the double empathy problem. According to this theory, empathy is fundamentally dependent on mutual reciprocity or salience rather than individual, cognitive faculties like theory of mind. However, the theory leaves open the question of what makes any salient interaction empathic in the first place. The aim of this paper is to integrate core tenets of the theory of the double empathy problem specifically with classical, phenomenological descriptions of empathy. Such an integration provides further conceptual refinement to the theory of the double empathy problem while recognizing its core tenets, but it also introduces important considerations of neurodiversity to classic, phenomenological descriptions of empathy. Points of interest: Dominant autism research continues to claim that autistic individuals lack empathy in some form or other. Critics of such claims argue that empathy is a two-way street where problems can emerge because of different people's social experiences and expectations. In philosophy, the tradition known as phenomenology has long studied empathy by examining how empathy is experienced. Insights from phenomenology further clarify when and how empathy can break down between autistic and non-autistic people. By including autistic and other diverse perspectives, phenomenological studies of empathy stand to benefit significantly in nuance and depth. [ABSTRACT FROM AUTHOR]

This paper examines, from a psychological perspective, why some young people may diagnose themselves with a mental health condition or neurodevelopmental difference after engaging with TikTok content. The article joins the discourse around TikTok self-diagnosis among adolescents, which has circulated since 2022, and offers alternative considerations and perspectives. The reasons a young person may self-diagnose are complicated and multifaceted, extending beyond any explanation of naivety or attention-seeking. In this paper the phenomenon is approached through an application of social psychological theories relating to identity, belonging, and self-labelling. The broader context is considered against the backdrop of the neurodiversity movement and corresponding cultural shift, with reference to the intersecting systemic barriers faced by young people which impede the availability and accessibility of adequate support. Opportunities for future research and suggestions for how educational psychologists may consider online environments within professional practice are discussed. [ABSTRACT FROM AUTHOR]

The article presents a narrative analysis on two autobiographies by women writers diagnosed with autism as adults. We analyse the issues related to neurodivergent identity development, masking, and educational trajectory combining performativity theory and cultural psychology.1 The analysis highlights three main themes: the early life challenges; the diagnosis as a turning point; and the new sense of self involving reflections of the meaning and significance of autistic identities. We claim that the complexity and intersectionality of the neurodivergent identity cannot be reduced to a single trait, and the process of construction happens through a dynamic tension between social suggestions and personal agency. [ABSTRACT FROM AUTHOR]

The practice of self-diagnosing, amplified by the spread of psychiatric knowledge through social media, has grown rapidly. Yet, the motivations behind this trend, and, critically, its psychological repercussions remain poorly understood. Self-ascribing a psychiatric label always occurs within a broader narrative context, with narratives serving as essential interpretive tools for understanding oneself and others.In this paper, we identify four principal motivators for people pursuing self-diagnosis, pertaining to 1. waiting time and cost of mental health resources, 2. recognition, 3. identity formation, and 4. destigmatization. We compare these motivators against the backdrops of psychiatric narratives, including DSM-based (operationalism), bio-medical, and Neurodiversity narratives, to evaluate the psychological implications of self-ascriptions. We show that while self-ascription aligns with many motivations, it also carries the risk of essentialism across all analyzed narratives, which can over-simplify and sometimes misrepresent people’s attempts to find meaning through psychiatric labels. Essentialism makes narratives less comprehensive, responsive, and resourceful.We contend that self-ascriptions are not inherently problematic; instead, they show the need for greater focus and understanding in psychiatric practices and the importance of incorporating people’s experiences and perspectives in clinical settings. However, both the narratives and the social climate from which they emerge may need adjustments to make self-ascriptions meaningful, comprehensive, and resourceful tools. [ABSTRACT FROM AUTHOR]

The definition of autism continually changes over time in line with the growth of autism studies and the influences of the neurodiversity movement. The current paper aims to present the ongoing changes in the definition and diagnostic criteria of Autism as well as to introduce the autistic and neurodiversity movement happening globally. It traces back histories of Autism from myths and legends, cases in history possibly related to autism, Kanner’s and Asperger’s pioneered works on autism, and the ongoing transformation of Autism diagnostic criteria presented by all versions of DSM. The contribution of adults with Autism organisations to the DSM-5 diagnostic criteria is highlighted and future studies aimed to confirm the effectiveness of the newly revised criteria of DSM-5-TR are suggested. Subsequently, the current paper also discusses the brief history and principles of the autistic and neurodiversity movements that are growing globally and reviews the evolving definition of autism. The possible impact caused by the changes in the definition on the well-being of individuals with Autism is presented as well as future predictions of Autism’s definition are discussed. [ABSTRACT FROM AUTHOR]

Autistic people often camouflage, i.e. they adopt certain behaviors in order to fit in in neurotypical environments. Autobiographical accounts suggest that autistic trans people experience camouflaging in a unique, more complex and often heightened way than cis autistic people, and this has not been studied. They have autistic traits to mask, as well as gendered traits, in a hostile neuronormative and cisnormative world. This intersection of experience is worthy of exploration, not least because this group of people are typically misunderstood and silenced, as well as being particularly at risk of the mental distress that can come from camouflaging. In this paper I discuss autistic trans people’s accounts of camouflaging and begin a preliminary phenomenological analysis. I draw primarily from Simone de Beauvoir’s concept of “doubling”, whereby (cis) women experience being both oneself and the image of oneself, under patriarchal objectification. One can argue that autistic people are similarly “doubled” when camouflaging, experiencing their neurodivergent selves as well as their more neurotypical presentation. Going beyond de Beauvoir, it can be further argued that many trans people experience “tripling” and therefore that trans autistic people experience being at least “quadrupled” if not “quintupled”. [ABSTRACT FROM AUTHOR]

AbstractDespite the documented benefits of nature-based learning (NBL), research around the use of NBL with autistic children from a strengths-based perspective remains sparse. To understand how practitioners perceive the experience of engaging in NBL with autistic children, we interviewed 14 practitioners from the United States, United Kingdom, and Canada. Using reflexive thematic analysis and framed through the neurodiversity paradigm, we developed three themes: ecology of affordances, practitioners undertake complex roles, and trust as a foundational building block. These themes emphasize the active role practitioners play in affirming and supporting autistic children in their NBL and play. Our analysis also acknowledges the challenges experienced by both practitioners and learners, suggesting that NBL will not be the right fit for all autistic children. [ABSTRACT FROM AUTHOR]

There is limited published data on how harmful sexual behaviour (HSB) by male adolescents diagnosed with Autism Spectrum Disorder (ASD) may differ from their neurotypical peers. This study examines a population of male adolescents who had engaged in HSB and were referred for assessment to a New Zealand (NZ) regional treatment centre. Autistic individuals were compared to a control group who had no mental health or neurodivergent diagnosis or presented with only depression or anxiety on characteristics of the HSB. It was found that the autistic adolescents performed HSB against a greater mean number of victims. Although the two groups harmed similar mean numbers of victims by engaging in contact HSB, the ASD group harmed a significantly greater mean number of victims by engaging in non-contact HSB. This study provides novel findings and highlights the need for further research relating to autistic male adolescents who have engaged in HSB. [ABSTRACT FROM AUTHOR]

IntroductionMethodFindingsDiscussionThis qualitative study examined the perceptions and contribution of music to the everyday lives of autistic women. It draws on the neurodiversity paradigm and feminist theories of disability. The first author’s autistic lived experience may have influenced these perspectives, but it also provides a more profound and nuanced understanding of these women’s experiences and culture.A constructivist qualitative paradigm appropriate for research involving sensitive or underexplored populations was implemented. Semi-structured in-depth interviews were conducted with nine Israeli autistic women aged 25–55 from various social backgrounds. The data were analyzed according to the Interpretative Phenomenological Analysis (IPA) approach.Four superordinate themes were developed from the data analysis: music throughout life, music as a facilitator of participation in society, music as an expression of diversity and normalization, autistic masking and the loss of musical identity.The findings suggest that the participants perceived music as highly significant, as it catalyzed self-expression and resilience. Yet, they also revealed challenges stemming from societal norms and the stigma associated with autism that potentially led to identity conflicts and masking behaviors that undermined music’s contribution to their lives. The study highlights the complex interplay between the participants’ musical, autistic and social identities, and further illustrates how music serves as a medium for expressing these intersecting aspects of their identity. [ABSTRACT FROM AUTHOR]

Aphasia is an acquired neurogenic language disorder that is often caused by stroke in adulthood. However, how does aphasia present, and how can it be effectively treated, in a neurodivergent adult with pre-existing differences in language or cognition? To confirm our intuitions that there are few published cases of aphasia resulting from stroke in adults with either Williams syndrome or autism, we searched for articles from 1990 to 2022 across multiple publication databases. For Williams syndrome, the search revealed two cases of aphasia, but few details were provided. No clear adult cases of autism with aphasia were found, though two potential cases were discovered. Despite the paucity of cases, we discuss how researchers and clinicians might meet the specific needs of these populations in relation to the assessment and treatment of aphasia. [ABSTRACT FROM AUTHOR]

The author explores the theoretical and practical implications of the co-occurrence of autism and attention deficit hyperactivitiy disorder (ADHD) and the gendered omission of women and girls in diagnoses. She talks about the missing elements from the diagnostic criteria for autism and ADHD and the need to research on neurodivergent individuals. She calls for an overhaul of the society, institutions, behavior and attitudes toward neurodivergent individuals and to tackle oppressive structures.

PRACTICE IMPACT STATEMENTResearch suggests that autistic individuals have qualitatively unique experiences of prison social environments, and that these experiences may have implications for autistic prisoners’ mental wellbeing and engagement with offending behaviour interventions. However, this has yet to be quantitatively tested. Using a sample of 177 adult prisoners from two UK prisons that exclusively house individuals with sexual convictions, this study tested a hypothesised double-mediation model, to investigate associations between autistic traits and prisoners’ readiness to engage with treatment, and whether this was mediated by experiences of the prison social climate and mental wellbeing. Results indicated that prisoners with higher levels of autistic traits had poorer experiences of prison social climates, which, in turn, predicted higher levels of anxiety and depression, which subsequently predicted reduced level readiness to engage with offending behaviour interventions. Implications for research and practice are discussed, emphasising the need for increased autism-related awareness and support provisions in prisons.The present study is a novel quantitative study, which is the first to statistically demonstrate that neurodivergence can significantly influence prisoners’ perceptions of prison social climates, mental wellbeing, and ultimately readiness to engage with rehabilitate interventions. As such, these findings emphasise the importance of embedding understanding neurodiversity in prison staff training, as well as considering and accommodating neurodiversity as a key dimension in the development of a prison’s rehabilitative culture. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodResultConclusionAlthough discourse assessment is recommended, few tools exist for adolescent acquired brain injury (ABI) and few theories describe the contribution of cognition to discourse impairment. This study explored whether a novel discourse protocol can identify difficulties following ABI and whether a discourse processing model provides a useful account of impairment.Using a case-control design, two adolescent males with moderate ABI (12 and 14 years) were compared to a neurotypical sample on a range of language and cognitive assessments. Patterns in performance were interpreted using a theoretical model. Participants completed a standardised omnibus language assessment, discourse assessment, and battery of cognitive tasks.Analyses revealed significant differences in discourse and cognition between adolescents with and without ABI. No impairment was detected on a standardised language assessment. Patterns in discourse and cognition aligned with a contemporary model of discourse processing.Participants with ABI demonstrated discourse deficits relative to the neurotypical reference sample. The findings demonstrate the value of discourse sampling across multiple genres and analysis of microlinguistic to superstructural features. A structure-building framework (SBF) model, originating in schizophrenia, provides a promising theory with which to interpret discourse impairment and has the potential to inform intervention for discourse in ABI. [ABSTRACT FROM AUTHOR]

To improve inclusion in one social work teaching department, a ‘Students-as-Partners’ project employed four social work students with lived experience of neurodiversity to work in partnership with staff on pedagogical design. The student partners’ role was to evaluate teaching and learning through neurodivergent lenses and co-design strategies to enhance provision. Higher education can often adopt an individualized, adaptive approach to difference , rather than a social approach to inclusion where whole courses and environments are designed with neurotypical and neurodivergent learners in mind. ‘Neurodiversity’ offers social work education a constructive new paradigm for understanding learning experiences and for considering individuals’ strengths alongside challenges . Using a reflective, critical storytelling approach , this article weaves published research findings with the experiences of three student partners and one staff partner, to reflect on and analyze a Students-as-Partners neurodiversity pilot. We conclude that educational designs which actively include the perspectives and ideas of neurodivergent students can deepen understanding of individual challenges and strengths and facilitate the co-creation of more inclusive teaching and assessment strategies. [ABSTRACT FROM AUTHOR]

We assembled a test battery to investigate developmental prosopagnosia (DP), a neurodevelopmental syndrome resulting in severe face recognition difficulties. To screen for general cognitive deficits that could explain poor face test performance, participants completed a fluid reasoning task using abstract shapes. This initial screening showed that DPs (n = 21) were more accurate than neurotypical controls (n = 90) but significantly slower, suggesting speed-accuracy trade-off. To address this, we calculated the Balanced Integration Score and found no group differences, highlighting that DPs clearly adopted a different strategy from controls. DPs’ longer response times (RT) on face tasks vs controls are commonly interpreted as evidence of impairment and of lengthy, atypical featural face processing. Our data suggest this interpretation may be unreliable since clear RT differences were also observed in two non-face tasks where DPs showed no accuracy impairment. Instead, slower RTs appear to reflect a strategy shift in DPs. [ABSTRACT FROM AUTHOR]

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects a significant number of medical students worldwide. It is poorly recognised by educators, and therefore inadequately accommodated for in educational strategies. In order to investigate this further, a literature review and pilot survey were conducted. Health educators employed by The University of Newcastle, Australia, completed a short online survey, which focused on their understanding of, and ability to recognise and adapt teaching strategies for students with ADHD. The results of the survey informed the development of a resource that provided evidence-based strategies for supporting the learning of tertiary students with ADHD. In addition, the results of this pilot study may form the basis for further research in this domain. Given the prevalence and potential impact of ADHD on higher education, it is important to gain deeper insight into how medical educators can best engage and support students with ADHD. This knowledge may potentially reduce the negative impacts of this neurodiversity on students and support their learning and well-being throughout their medical career. Ultimately this may help doctors to achieve their full potential, especially in clinical decision-making. [ABSTRACT FROM AUTHOR]

This study sought to examine concordance between two commonly used measures of suicidal thoughts and behaviors: the Ask Suicide-Screening Questions (ASQ) and the Self-Injurious Thoughts and Behaviors Interview—Self Report (SITBI-SR). Agreement was operationalized as the presence past month suicidal ideation and lifetime suicide attempts. To explore the utilization of these tools among neurodiverse samples, we also examined the concordance across autistic and non-autistic adults. The sample consisted of 200 individuals recruited online. Half of the sample self-reported a diagnosis of autism. A series of Cohen's kappas and confidence intervals were computed to assess agreement between the ASQ and SITBI-SR. Cohen's kappa was computed separately for each set of comparisons for the autistic and non-autistic samples. Past month suicidal ideation had a kappa of 0.61 (95%CI = 0.48–0.73). The kappa for lifetime suicide attempts was 0.86 (95%CI = 0.78–0.94). There were no significant differences in agreement between the two measures for autistic versus non-autistic individuals. Current findings suggest that the ASQ and SITBI-SR have high concordance with one another. Given that the ASQ and the SITBI-SR are both validated in the general population and that concordance was high and not significantly different based on autism status, the current study provides preliminary evidence that the ASQ and the SITBI-SR function similarly for autistic individuals. People do not always respond consistently to different STB assessment methods. Findings suggest that the ASQ and SITBI-SR have high concordance with one another. Evidence provided that these measures function similarly for autistic individuals. [ABSTRACT FROM AUTHOR]

An increasing number of college students are continuously connected to media and their mobile devices even while in class or doing other activities. Research has shown some negative effects of this constant connectivity on neurotypical people including reduced learning, and this article examines the prediction that characteristics associated with autism may moderate this relationship. In this study, 179 undergraduate students at a large public university in the U.S. completed a survey asking them to self-report characteristics related to autism using the Autism-spectrum Quotient (AQ). The survey also measured multitasking (related and unrelated to schoolwork) during class and while doing homework, time-spent studying, and their Grade Point Average (GPA). Results showed that students who reported participating in unrelated multitasking while doing homework had lower GPA and spent more time studying than those who did not multitask. This effect was strongest for males, and for individuals who reported at least some neurodiverse characteristics. Future research and practical considerations are discussed. [ABSTRACT FROM AUTHOR]

We are now 34 years out from the initial enactment of the Americans with Disabilities Act (ADA) (1990), a landmark piece of federal legislation that made education at every level from preschool to graduate school and meaningful employment accessible to people with apparent and non-apparent disabilities. In higher education, and specifically in the academic library, disability accommodations are now an integral part of the life of both students and staff. During my professional internship as part of my MLIS degree at Kent State University, I developed and delivered a tour of the primary academic library, its in-person and online services, and its website for incoming first-year and transfer students with disabilities at Colorado State University, a large, public, land- and space-grant university. The considerations used to develop this programming and its broad impact are discussed here, along with ideas for ongoing support of students with disabilities, and particularly students with non-apparent and executive function disabilities and neurodiversity such as Autism spectrum conditions. [ABSTRACT FROM AUTHOR]

This paper aims to identify the extent to which neurodiverse individuals experience fair representation in public sector organizations in Egypt and the main factors that foster such representation. A systematic qualitative research method was used with data collected through semi-structured interviews with 36 street-level bureaucrats who have the title "general manager." The findings show the underrepresentation of neurodiverse individuals in the Egyptian public sector. Moreover, we consider the three main categories of barriers hindering the active participation of people with neurological conditions in the Egyptian public sector to be as follows: individual barriers (inability to create social dialogue, lower educational level), organizational barriers (neurotypical employees lack the socio-cultural readiness to accept neuro-atypical colleagues, traditional means of recruiting, lack of flexibility of jobs in public organizations) and national barriers (high unemployment rate among neurodiverse individuals in Western countries, discretionary power granted to public employees, slow adoption of the social approach to disability in the Egyptian context). [ABSTRACT FROM AUTHOR]

AbstractPlaces of work and educational settings are dominated by neurotypical leadership and policy, yet within those settings we are working with, and teaching, significant numbers of autistic individuals. Powerful organisational misunderstandings exist regarding what an autistic person looks like and what support they are likely to need, compounding a lack of a safe psychological space where individuals are likely to share their autistic identity. Autistic people find themselves working in conservative spaces where difference can be viewed with suspicion, which increases the need for masking with calamitous results on wellbeing and mental health. This current issue commentary examines the wider impact of the continual suppression of ‘self’ on autistic individuals and how organisational behaviours can be unintentionally ableist in their support of those individuals. It also explores the constructive impact of allyship, and how positive transformation comes from micro interactions within compassionate and caring teams, building an environment that nurtures wellbeing and allows difference to shine. [ABSTRACT FROM AUTHOR]

Adults entering college, especially autistic individuals, may have a higher likelihood of unwanted or distressing sexual experiences. Additionally, autistic adults appear to endorse dissatisfying sexual education experiences and difficulties with consent cues. The current mixed-methods study examined the types of consent cues college students rely on and potential barriers to seeking sexual consent. We combined data from two studies of undergraduate students: 1) an in-person cross-sectional study exploring conceptualizations and interpretations of consent in autistic and non-autistic young adults (n = 30), and 2) an online, short-term longitudinal study examining predictors of mood concerns in neurodiverse students transitioning into their first semester at 4 northeastern United States university systems in Fall 2022 and 2023 (n = 230). In-person participants completed a semi-structured interview asking about consent expression and interpretation. Participants from both studies completed self-report surveys measuring autistic traits, attitudes and perceptions toward sexual consent, and sexual education history. Qualitative analysis suggested students preferred to rely on explicit verbal consent, but felt they were unusual for doing so. In contrast, quantitatively, students across both studies expressed comfort with explicit verbal consent, to a high and similar degree. Further research may benefit from investigating differences between young adults’ perceived and actual sexual consent preferences of peers, with attention to neurodivergent individuals. [ABSTRACT FROM AUTHOR]

ObjectiveMethodsResultsConclusionsCognitive Disengagement Syndrome (CDS; previously called Sluggish Cognitive Tempo) refers to a constellation of cognitive and motor behaviors characterized by a predisposition toward mind wandering (cognitive subdomain) and slowed motor behavior (hypoactive). While there are a number of studies linking CDS traits to greater global impairment in children with attention-deficit/hyperactivity disorder (ADHD) and autistic children, there are few studies examining the prevalence and impact of CDS traits in autistic children with co-occurring ADHD (Autistic+ADHD). The current study explored CDS traits in autistic children with and without co-occurring ADHD, children with ADHD, and neurotypical children.Participants were 196 children between 3- and 7-years-of-age comprising four groups: Neurotypical (N = 44), ADHD (N = 51), Autistic (N = 55), and Autistic+ADHD (N = 46). CDS traits, social and communication skills, repetitive behaviors, and sensory processing were all assessed via parent report.Children diagnosed with ADHD, autistic children, and Autistic+ADHD children exhibited similar levels of overall CDS traits. However, when explored separately, Autistic+ADHD children had higher cognitive CDS trait scores compared to children with ADHD alone. Both overall CDS traits and the cognitive subdomain were associated with greater social difficulties, particularly social withdrawal, higher levels of repetitive behaviors, and more sensory sensitivities, regardless of diagnosis.Findings suggest that CDS traits may be an additional factor directly impact functional outcomes in both autistic and ADHD children. As such, clinicians should be assessing CDS traits in addition to other clinical domains associated with ADHD and autism when developing intervention plans for young neurodiverse children. [ABSTRACT FROM AUTHOR]

Abstract\nPoints of interestAbleist microaggressions are ubiquitous experiences for workers with an impairment, chronic illness or neurodivergence in the daily execution of their job. These (un)intended everyday (non)verbal negative messages based on disability status affectively disable people, momentarily and with lasting effects on mental health and positive identity. Past research provided either psychological accounts, locating the origins of microaggression in the minds of individuals, failing to highlight the role of an ableist society, or sociological accounts, stressing exclusionary structures and marginalising discourses, neglecting to fully account for the inner experience. This paper puts forward an alternative, combined account by empirically zooming in on three vignettes in work contexts. It contributes to expanding knowledge on subtle forms of ableism, showing the entanglement between material arrangements, negative co-worker affect, and their internalisation by the disabled worker. By locating the microaggression concept firmly in the structural oppression of ableist societies, we hope to inspire organisational programs aimed at detecting and preventing microaggressions. Finally, we prepare the ground for future research to look into even more subtle forms of disability-based discrimination present in everyday interactions.This study explores how barriers in the environment and negative interactions from colleagues impact individuals with disabilities, chronic illnesses, and neurodivergences in the workplace, leading them to internalise feelings of inadequacy and create their own barriers.One way this happens is through small but hurtful actions known as ableist microaggressions, which can come from co-workers, supervisors, or others. These actions include making someone feel like an outsider, talking down to them, or disregarding their dignity or privacy.The findings show that these microaggressions play a big role in maintaining unfair treatment of disabled individuals at work, even if they are not intended to be harmful.It is crucial for managers to recognise and address these behaviours to create a more inclusive work environment.This study explores how barriers in the environment and negative interactions from colleagues impact individuals with disabilities, chronic illnesses, and neurodivergences in the workplace, leading them to internalise feelings of inadequacy and create their own barriers.One way this happens is through small but hurtful actions known as ableist microaggressions, which can come from co-workers, supervisors, or others. These actions include making someone feel like an outsider, talking down to them, or disregarding their dignity or privacy.The findings show that these microaggressions play a big role in maintaining unfair treatment of disabled individuals at work, even if they are not intended to be harmful.It is crucial for managers to recognise and address these behaviours to create a more inclusive work environment. [ABSTRACT FROM AUTHOR]

The concept of eugenics took an exclusionary and abusive turn in the first decades of the twentieth century, when prominent lawyers, scientists and first-wave feminists championed the cause. Indiana's 1907 eugenicist ruling was adopted by thirty-two states, and consequently forced sterilizations were performed on whomever lawmakers considered unworthy of bearing children. The most notorious case of sterilization, Buck v. Bell, was performed on Carrie Buck, a victim of rape. K. D. Alden's novel, A Mother's Promise (2021), is a fictional rendering of the story, which depicts the fractures of American legal and social structures. By drawing Ruth-Ann Riley's portrait, Buck's fictional counterpart, it convincingly exposes America's restrictive practices. This paper aims at exploring, through a feminist perspective, Riley's struggle against overbearing eugenicist practices, performed by pseudo-scientists and lawyers who utilized eugenics to promote their professional and economic interests. Additionally, based on Foucault's theory of power-knowledge relations, the paper demonstrates how, within this context, power and knowledge sustain each other. Finally, it relates the ethical issues concerning misogynistic practices and objectifying women's bodies that were at stake one hundred years ago to twenty-first-century feminist discourse with respect to the #MeToo movement and the overturning of the Roe v. Wade decision. [ABSTRACT FROM AUTHOR]

Despite an increasing number of studies which examine the interplay between autism and offending mechanisms, there has been a lack of research investigating the interplay between autism and stalking. It was anticipated that findings from this investigation would inform future interventions with individuals with autism who stalk. This secondary data analysis research used a qualitative case study approach to explore the experiences of an individual with a High Functioning Autism (HFA) diagnosis, who had been convicted of stalking. Interview data was analysed using Interpretative Phenomenological Analysis to gain a rich understanding of stalking behaviour from the perspective of the individual and to identify the key issues associated with Criminal Justice Service interventions. The following superordinate themes were identified; 'What she means to me', 'Problematic, but unstoppable'' and 'Life after prison'. A key implication of the findings was that autistic traits can play a contextual role within stalking behaviour. Future recommendations of a specifically tailored treatment approach recognising and considering autism-related responsivity issues are discussed. [ABSTRACT FROM AUTHOR]

Little or no research has been conducted to explore the experiences of counselors who have a diagnosis of Attention-deficit/hyperactivity disorder (ADHD). The purpose of this research, therefore, was to explore and better understand the challenges and opportunities that a diagnosis of ADHD can present for these practitioners in order to inform counseling practice, supervision and training. This qualitative study utilized semi-structured interviews to obtain data from three participants, who were all person-centered counselors with ADHD. This data was then analyzed using Interpretive Phenomenological Analysis, which revealed five Group Experiential Themes (GETs). Each of these themes helped to illustrate both the challenges that participants faced as a result of their ADHD, such as inattention, impulsive disclosures, and emotional dysregulation, as well as the opportunities that it presented such as heightened curiosity and greater unconditional positive regard. This research addressed a gap within the literature and serves to enhance understanding of the ways in which a counselor's diagnosis of ADHD can impact person-centered practice. It is hoped that this understanding can encourage greater support and acceptance of counselors with ADHD within the profession. [ABSTRACT FROM AUTHOR]

The author uses the microanalysis of a single videotaped session with a neurodiverse child to find insights into the process by which change takes place in analysis. In this analytic play session, change is generated through a rhythm of "match, disruption, and reunion" on top of which, like a carrier wave, a narrative is co-created about the "stability" of the relationship. In keeping with the theme of Jonathan Palmer's inspiring paper relating psychoanalysis with the creative act of painting, the author links her observations of the clinical session with two other forms of art – a Wallace Stevens poem ("Thirteen Ways of Looking at a Blackbird") and an essay on Romanesque art by the art historian, Meyer Schapiro. Both the psychoanalytic session and these examples of art illustrate the centrality of co-creation in the dyads (analyst-patient, author-reader, and sculptor-viewer). [ABSTRACT FROM AUTHOR]

Photo-elicitation and photovoice are tools for gathering people's points of view and would seem especially appropriate for use with individuals whose participation in research could be compromised by the dis/ability issues encountered with a more traditional research approach. This article presents the findings of a scoping review of recent initiatives (2006 and 2020) conducted with autistic and neurodiverse people for the purpose of determining the extent to which these methods can facilitate their participation in research and support their social inclusion. We used the PRISMA method and 33 articles were selected. The relevance and feasibility of these methods has been verified. Certain aspects must be considered in the research design and throughout the process to maximize accessibility. In short, the use of photo-elicitation and photovoice are not in themselves a guarantee of emancipatory research. Photoelicitation or photovoice are methods that use visual aids (photo, video, graphic or multimedia works) to allow participants to illustrate through images their perception of a theme or a problem, its causes and its solutions. The use of innovative methods such as photoelicitation is particularly important for the inclusion of autistic and neurodiverse people in research. We conducted a review of research published between 2006 and 2020 that used these methods with autistic and neurodiverse participants. While these methods are relevant and feasible, other aspects must be considered to maximize inclusion and accessibility. The use of photo-elicitation and photovoice is not a guarantee of emancipatory research. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is widely regarded as the most severe childhood behavioral disorder. However, society's lack of awareness regarding neurodevelopmental disorders, like autism, has led to a limited understanding of their profound impact on children and their families. Challenges include unique sensory experiences, communication and social interactions, strain on familial relationships, emotional toll on parents, and educational hurdles, which can significantly impact the well-being of individuals and their families. This case study explores the integration of Structural and Experiential Family Therapy in a neurodivergent family coping with ASD and Attention-Deficit/Hyperactivity Disorder (ADHD). Structural interventions focus on clarifying roles and redistributing caregiving responsibilities, addressing issues of communication, and power dynamics. Experiential interventions target emotion-focused techniques, empathy building, and cultural sensitivity training. This integration may promote lasting change in family dynamics and a call to empower parents within neurodivergent families through tailored interventions, contributing to a sustainable therapeutic approach. [ABSTRACT FROM AUTHOR]

Considering the growing influence of the Neurodiversity movement on the literature on autism, we attempted to shed a new light on autistic echolalia in music therapy by exploring the topic from an identity-first viewpoint. We interviewed autistic adults and studied this phenomenon from their perspective. Five adults on the autism spectrum were interviewed. For the data collection phase, Reductive Phenomenology was used. The participants were asked to reflect on the need to echo as they understand it and discuss possible reasons that may lead autistic clients to echo during music therapy. They were also asked about musical aspects that echolalia may have. For the analysis of the data, the guidelines of Interpretative Phenomenological Analysis were followed to extract themes and categories from the data. The interviewees pointed at two main reasons for echolalia in their opinion: (a) intra-personal reasons that mainly function to self-regulate the echoing person; and the much less frequently mentioned (b) inter-personal reasons that relate to interactions with others. They also pointed at several connections between music and echolalia, for example, the heightened awareness to the prosody of words rather than their content and the use of songs as echolalia. The information provided by the interviewees is compared to descriptions of echolalia in the literature. Enabling the participants to share their autistic experience, we believe, is an opportunity to hold back preconceived assumptions about echolalia made by non-autistic music therapists and other professionals, and to help them improve their clinical understanding of echolalia. [ABSTRACT FROM AUTHOR]

Current discourse at the intersection between sound studies and disability studies has highlighted the phonocentric nature of conventional understandings of listening – especially in relation to engagement with classical music performance. The perpetuation of ableist notions of “normal” and “expert” listening risk overlooking multimodal and embodied listening practices of the kind advocated by aurally-diverse and neurodiverse concert audiences. In this article, we evaluate the extent to which Relaxed Performances (RPs) may offer opportunities for such diverse ways of listening, through surveying the existing provision of RPs in the United Kingdom and reviewing three examples of performances by the Graeæ Theatre Company, the English National Opera, and the BBC Proms. We conclude that further work needs to be undertaken for emergent RP practices to be codified and become widespread, but highlight the importance of this work in making classical music performance more accessible and beneficial for people who experience differences in sensory processing. [ABSTRACT FROM AUTHOR]

International institutions such as UNESCO are deliberating on a new standard setting instrument for neurotechnologies. This will likely lead to the adoption of a soft law document which will be the first global document specifically tailored to neurotechnologies, setting the tone for further international or domestic regulations. While some stakeholders have been consulted, these developments have so far evaded the broader attention of the neuroscience, neurotech, and neuroethics communities. To initiate a broader debate, this target article puts to discussion twenty-five considerations and desiderata for recognition by a future instrument. They are formulated at different levels of abstraction, from the big picture to technical details, seek to widen the perspective of preparatory reports and transcend the narrow debate about "neurorights" which overshadows many richer and more relevant aspects. These desiderata are not an exhaustive enumeration but a starting point for discussions about what deserves and what requires protection by an international instrument. [ABSTRACT FROM AUTHOR]

Few qualitative studies have explored the lives of autistic women diagnosed in adulthood, despite this knowledge being essential to inform awareness of the intersection of autism and gender. This systematic review was undertaken to synthesise available qualitative evidence on the lived experience of autistic women diagnosed in adulthood. The accounts of 50 women from nine qualitative studies were synthesised using thematic analysis and four super-ordinate themes were identified: wanting to 'fit in'; making sense of past experiences; developing a new 'autistic identity'; and barriers to support. The autistic women spent many years without a diagnosis or autism-specific support, felt misunderstood, and experienced social exclusion. Following their diagnosis, they reframed these experiences into new 'sense-making narratives', used social media to contact other autistic people, and developed neurodiverse-affirming autistic identities. The studies suggested that health and social care professionals were not always able to recognise, refer, diagnose, and support autistic women effectively. In childhood, the autistic women who participated in the nine reviewed studies remembered feeling that they were 'weird' or 'alien' and being bullied due to their difficulties with socialising These participants imitated their more 'easy-going' friends in social situations to keep up appearances and look as if they were in control After their diagnosis, the autistic women felt more able to be themselves, rather than trying to be the 'ideal' person that others expected them to be The women who participated in the studies believed that, if they had been diagnosed in childhood, they would have coped better with dangerous situations they had encountered during their lives Most of the women in the studies felt proud of their autistic identity and the success they had achieved, despite the number of challenges they had faced [ABSTRACT FROM AUTHOR]

Representations of autism in popular culture usually rely on stereotypes about autistic people rooted in clinical discourse of pathology, reproducing gendered, racialized and classed images of white, cis male exceptionalism. The dominant circulating narratives often ignore lived autistic experience and position autism either as a spectacle or as the unknowable other. Personal narrative allows autistic people to ‘story’ autism in its many different forms and create a space of critical interrogation. This article examines two cultural texts of Tasmanian comedian and author Hannah Gadsby, who addresses their late-life diagnosis of autism in their stand-up comedy show Douglas and their memoir Ten Steps to Nanette. By drawing on queer and feminist disability studies, critical autism studies and theories of life writing, this article analyses how Gadsby employs autistic life narrative as a form of ‘diversity work’ [Ahmed, Sara. 2017. Living a Feminist Life. Durham: Duke University Press] and tells their story in its tense relation to social and medical notions of normality as well as medical discourse of diagnosis. By doing so, this article argues that Gadsby’s use of life narrative contributes to a more diverse representation of autistic lives and offers a critical interrogation of what is considered social normality. [ABSTRACT FROM AUTHOR]

This paper explores the challenge of establishing a meaningful connection between a neurotypical therapist and a neurodiverse patient who inhabit different Umwelts, that is, perceptual worlds.1 It discusses how addressing anxiety is crucial in preventing communication difficulties from escalating for individuals with autism who may have heightened stress due to an overgrown amygdala. Embodied mirroring is introduced to focus on perceptions and reduce stress. Furthermore, the potential for epigenetic changes due to unaddressed anxiety is raised. The paper emphasises the importance of responding to individual differences in sensory and perceptual experiences to promote effective communication and positive outcomes in therapy. [ABSTRACT FROM AUTHOR]

The article discusses the therapeutic benefits of music for neurodiverse individuals, particularly those with autism spectrum disorder (ASD), it highlights the ability to improve communication, social interaction, and emotional regulation. It emphasizes the importance of outdoor musical play and improving communication in a nonthreatening environment, challenging the conditions like ASD are disorders and social models to support individuals with neurodevelopmental differences.