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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]

Background: Impaired ankle proprioception strongly predicts balance dysfunction in chronic stroke. However, only sparse data on ankle position sense and no systematic data on ankle motion sense dysfunction in stroke are available. Moreover, the lesion sites underlying impaired ankle proprioception have not been comprehensively delineated. Using robotic technology, this study quantified ankle proprioceptive deficits post-stroke and determined the associated brain lesions. Methods: Twelve adults with chronic stroke and 13 neurotypical adults participated. A robot passively plantarflexed a participant's ankle to two distinct positions or at two distinct velocities. Participants subsequently indicated which of the two movements was further/faster. Based on the stimulus-response data, psychometric just-noticeable-difference (JND) thresholds and intervals of uncertainty (IU) were derived as measures on proprioceptive bias and precision. To determine group differences, Welch's t-test and the Wilcoxon-Mann-Whitney test were performed for the JND threshold and IU, respectively. Voxel-based lesion subtraction analysis identified the brain lesions associated with observed proprioceptive deficits in adults with stroke. Results: 83% of adults with stroke exhibited abnormalities in either position or motion sense, or both. JND and IU measures were significantly elevated compared to the control group (Position sense: + 77% in JND, + 148% in IU; Motion sense: +153% in JND, + 78% in IU). Adults with stroke with both impaired ankle position and motion sense had lesions in the parietal, frontal, and temporoparietal regions. Conclusions: This is the first study to document the magnitude and frequency of ankle position and motion sense impairment in adults with chronic stroke. Proprioceptive dysfunction was characterized by elevated JND thresholds and increased uncertainty in perceiving ankle position/motion. Furthermore, the associated cortical lesions for impairment in both proprioceptive senses were largely overlapping. [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]

Transdisciplinary co-produced health research and co-designed interventions have the capacity to improve research quality and the relevance, acceptability, and accessibility of healthcare. This approach also helps researchers to address power imbalances to share decision-making with service-users and the public. However, this growing methodology is currently difficult to appraise and develop as detailed sharing of practice is limited. The 'CO-production of a Nature-based Intervention For children with ADHD study' (CONIFAS) aimed to create a novel intervention with and for children with attention deficit hyperactivity disorder (ADHD) using co-production and co-design methodologies. This knowledge exchange paper will be of benefit to researchers with aspirations to undertake co-production, especially in the context of working with under-represented groups. Critical reflection on the use of co-production identified that every attempt was made to adequately resource the co-production, share power, value diversity, and develop trust. The team reflected that the re-conceptualisation of the role of the researcher in co-production can be challenging. Whilst the use of models of co-production provides a framework for study development, designing and running the specifics of the workshops, as well as how to effectively engage co-researchers in an equitable way, came from utilising clinical skills, networking, and creativity. These methods are particularly pertinent to involving neurodiverse children and their families who are under-represented in participatory research and in need of bespoke health interventions. [ABSTRACT FROM AUTHOR]

Face-processing timing differences may underlie visual social attention differences between autistic and non-autistic people, and males and females. This study investigates the timing of the effects of neurotype and sex on face-processing, and their dependence on age. We analysed EEG data during upright and inverted photographs of faces from 492 participants from the Longitudinal European Autism Project (141 neurotypical males, 76 neurotypical females, 202 autistic males, 73 autistic females; age 6–30 years). We detected timings of sex/diagnosis effects on event-related potential amplitudes at the posterior–temporal channel P8 with Bootstrapped Cluster-based Permutation Analysis and conducted Growth Curve Analysis (GCA) to investigate the timecourse and dependence on age of neural signals. The periods of influence of neurotype and sex overlapped but differed in onset (respectively, 260 and 310 ms post-stimulus), with sex effects lasting longer. GCA revealed a smaller and later amplitude peak in autistic female children compared to non-autistic female children; this difference decreased in adolescence and was not significant in adulthood. No age-dependent neurotype difference was significant in males. These findings indicate that sex and neurotype influence longer latency face processing and implicates cognitive rather than perceptual processing. Sex may have more overarching effects than neurotype on configural face processing. [ABSTRACT FROM AUTHOR]

Background: Difficulties with inhibitory control have been identified in eating disorders (EDs) and neurodevelopmental disorders (NDs; including attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder), and there appear to be parallels between the expression of these impairments. It is theorised that impairments in inhibitory control within NDs may represent a unique vulnerability for eating disorders (EDs), and this same mechanism may contribute to poorer treatment outcomes. This review seeks to determine the state of the literature concerning the role of inhibitory control in the overlap of EDs and neurodivergence. Method: A scoping review was conducted to summarise extant research, and to identify gaps in the existing knowledge base. Scopus, Medline, PsycInfo, Embase, and ProQuest were systematically searched. Studies were included if the study measured traits of ADHD or autism, and symptoms of ED, and required participants to complete a performance task measure of inhibitory control. Where studies included a cohort with both an ND and ED, these results had to be reported separately from cohorts with a singular diagnosis. Studies were required to be published in English, within the last 10 years. Results: No studies explored the relationship between autism and EDs using behavioural measures of inhibitory control. Four studies exploring the relationship between ADHD and EDs using behavioural measures of inhibitory control met selection criteria. These studies showed a multifaceted relationship between these conditions, with differences emerging between domains of inhibitory control. ADHD symptoms predicted poorer performance on measures of response inhibition in a non-clinical sample; this was not replicated in clinical samples, nor was there a significant association with EDs. Both ADHD and ED symptoms are associated with poor performance on attentional control measures; where these diagnoses were combined, performance was worse than for those with a singular diagnosis of ADHD. This was not replicated when compared to those with only ED diagnoses. Conclusion: Impairments in attentional control may represent a unique vulnerability for the development of an ED and contribute to poor treatment outcomes. Further research is needed to explore the role of inhibitory control in EDs, ADHD and autism, including the use of both self-report and behavioural measures to capture the domains of inhibitory control. [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]

Non-speaking autistic individuals grapple with the profound impact of the 'double empathy problem' in their daily interactions with speaking others. This study rethinks the communication challenges faced by non-speaking autistic individuals, challenging traditional approaches that predominantly focus on speech and complex communication devices (AAC). By spotlighting the natural phenomenon of "interactive stimming," a powerful mode of communication among autistic individuals, this study advocates for a shift from a conventional emphasis on speech towards the foundational role of the body in autistic communication. Central to this exploration is the introduction of the Magical Musical Mat (MMM), an innovative interactive environment mapping interpersonal touch to musical sounds. Through a robust mixed-methods approach integrating video-based fieldwork and designbased research, this paper engages three non-speaking autistic children and their mothers in a 5-day empirical intervention. Results reveal significant transformations in parent-child interactions as both parents and children are acquainted with touch in a new environment. Children assert their autonomy, exploring at their own pace, and discovering sensory features of the environment. Notably, the introduction of sound prompts heightened awareness of the stims, leading to diversified and expressive stim movements. Foregrounding interpersonal touch eventually guides parents into their children's sensory activities where parents attune to the stims of their children by joining in and facilitating their expressiveness, co-creating extended, evolving patterns of repetitive cycles. The collaborative stim cycles can be likened to free improvisation, where dynamical coherence between individuals occurs through a blend of stability and active flexibility. By shifting the focus from speech to co-created sensory experiences, this paper sheds light on the value of transformative multisensory environments, envisioning a world where varied modes of communication are valued and embraced. [ABSTRACT FROM AUTHOR]

In recent years, the concept of neurodiversity has grown in popularity among the scientific and non-scientific communities dealing with autism and related conditions, included in neurodevelopmental disorders. According to this paradigm, identity becomes a neuroidentity, subjectivity is determined by cerebral functioning and cultural, social, spiritual expression is the result of this pattern of biological functioning. Most often, opinions focus on the immediate benefits of liberalizing thinking that allows for the reconfiguration of rigid psychopathological medical models in current diagnostic systems and favors the humanization of medicine. In this construct, reasonable and integrative at first glance, there are some persistent limitations, internal contradictions and shortcomings that lead to criticism and controversy. In conclusion, widespread expansion of the movement of neurodiversity risks generating, maintaining and amplifying social fracturing and individual alienation. [ABSTRACT FROM AUTHOR]

This article is different. Original testimonies are reproduced, in full, from three autistic adults who reflect on their education experiences. These accounts evolved from a webinar which explored autistic 'voice' through research presentations and lived experiences, and this co‐authored article seeks to communicate these reflections to a wider audience. The testimonies are brought together, interpreted and analysed through the lens of the social model of disability exposing the ableist systems in which these adults had to operate. All share the challenge of trying to fit in to a socially, neuronormatively constructed education system, experiencing marginalisation, lack of understanding and lack of appropriate support. However, all three writers emerge as more than 'sea‐glass survivors', weathered and worn, having developed survival strategies, but demonstrate their determination to improve lives for those who follow in their wake. This article draws attention to the need to listen to autistic people more frequently, but more importantly to involve them as architects of change for the future. The article was co‐created by three autistic people, who identify as neurodivergent, in discussion and collaboration with the lead author who is an autism ally, autism and education researcher, and parent to an autistic son. [ABSTRACT FROM AUTHOR]

In today's special educational needs and disability system, children spend an incomprehensible amount of time on waiting lists to see specialists, and teachers and parents spend an inordinate amount of time trying to target support when a child's needs are unidentified and unclear. This case study looks at the current pathway to support for children with neurodiversities in UK mainstream schools, considering in detail the role of the professionals around the child, in particular the SENCo. In this case study, three children are discussed; in these cases, an additional layer of assessment was included in the referral system, using Frith's causal modelling. This resulted in a more accurate and timely diagnosis of neurodiversities, whether singular or co‐occurring, in each case. The additional assessment level was undertaken by a developmental psychologist (DP) who acted as a catalyst for the assessment process and an advisor to target intervention. Following a holistic assessment by the DP, one child was diagnosed with autism on the NHS within three months of the assessment, one child was diagnosed with attention deficit/hyperactivity disorder on the NHS within six months of the assessment, and one child had a dual diagnosis of dyslexia and dyspraxia. Moreover, importantly, only one child's outcomes matched the SENCo's initial diagnostic hypothesis. Two possible, and probably controversial, assessment models are proposed, that take the guesswork out of the referral process for the SENCo, saving time and money across all sectors, while considering a child's needs holistically and wholly. [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]

The neoliberal and biomedical 'good caregiver' discourse neglects the many facets of everyday information work that parents of children with special needs are required to do as they seek, receive and share information concerning their children's health and wellbeing. Along with time and skills, one such neglected facet is emotion work, the management of feelings in relation to societal norms. The purpose of this article is to explore emotion work, as a facet in parental health information work in the care and education sector, among mothers of neurodivergent children. Our analysis draws on interviews with 50 Swedish mothers of neurodivergent children. We present three primary insights. 1. Emotion work, on the self as well as on others, is pivotal to the information work that the mothers carry out in the education and care sector as they strive to ameliorate their children's situation. 2. Contested diagnoses, such as diagnoses associated with neurodivergent conditions, result in intense parental information and emotion work. 3. Fragmented and complex education and care systems, alongside traditional gender structures, compel mothers to undertake extensive information and emotion work. [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]

Background: The concept of neurodiversity draws upon scientific research, and lessons from practice and lived experience to suggest new ways of thinking about neurodevelopmental conditions. Among the formative observations are that characteristics associated with neurodevelopmental conditions are part of a "broader phenotype" of variation across the whole population, and that there appear to be "transdiagnostic" similarities as well as differences in these characteristics. These observations raise important questions that have implications for understanding diversity in neurodevelopmental conditions and in neurocognitive phenotypes across the whole population. Method: The present work examines broader phenotypes using seven widely used self‐report assessments of traits associated with autism, ADHD, dyslexia, Developmental Coordination Disorder/dyspraxia, tic disorders/Tourette's, cortical hyperexcitability associated with subclinical epilepsy, and sensory sensitivities. A representative sample of 995 adults (aged 17–77) in the UK completed self‐report measures of neurodiversity, wellbeing, generalized anxiety, and depression, and cognitive abilities (nonverbal intelligence and executive functioning). Results: We used confirmatory factor analysis to test whether variation and covariation was better characterized (1) by traditional diagnostic labels, or (2) transdiagnostically according to similarities in functions, behaviours, or phenomena. Results indicated that neurodiversity characteristics were best explained using a bifactor model with one general "N" factor and four condition‐specific factors. Conclusion: This was the largest examination to date of the factor structure of broader phenotypes relevant to neurodevelopmental conditions. It provides critical benchmark data, and a framework approach for asking systematic questions about the structure of neurocognitive diversities seen in the whole population and in people with one or more diagnoses. [ABSTRACT FROM AUTHOR]

Previous research indicates that menopause can be an extremely difficult transition for some autistic people. This study asks how autistic people experience menopause and how they can better access services, support and information; autistic Community Research Associates played an important role in each stage of the research. Online focus groups and interviews were conducted with 24 autistic participants who lived in Canada (n = 13) or the United Kingdom (n = 11) and had experience with the menopausal transition. Transcripts were coded and analysed by four team members using reflexive thematic analysis. Four themes and eight subthemes were identified: (1) Complexity, multiplicity and intensity of symptoms (0 subthemes); (2) Life experience and adversity converging at midlife (three subthemes); (3) The importance of knowledge and connection (two subthemes); and (4) Barriers to support and care (three subthemes). Limitations include a potential sample bias towards difficult experiences of menopause. The majority of our sample had a late diagnosis or discovery of autism, and their experiences might not generalize to wider autistic populations. This research may help autistic people prepare for menopause and recognize symptoms earlier. Hearing about the experiences of others may let autistic people who struggle with menopause know they are not alone. Previous studies report that menopause can be a very difficult transition for some autistic people. This study focuses on how autistic people experience menopause and what support and information might help them. Autistic Community Research Associates played an important role in the research and co-authored this article. We held four focus groups and eight interviews online with 24 autistic participants who lived in either Canada (n = 13) or the United Kingdom (n = 11). We analysed participant conversations using a method called reflexive thematic analysis. Participants described many intense challenges during menopause. Four themes and eight subthemes were identified across participant groups: (1) Complexity, multiplicity and intensity of symptoms (0 subthemes); (2) Life experience and adversity converging at midlife (three subthemes); (3) The importance of knowledge and connection (two subthemes); and (4) Barriers to support and care (three subthemes). The experiences of our participants may not be the same as other autistic people, and the study could have been more inclusive of diverse autistic groups. However, hearing about the experiences of others may provide reassurance to autistic people who struggle with menopause and let them know they are not alone. [ABSTRACT FROM AUTHOR]

We, an international group of autistic scholars of autism and neurodiversity, discuss recent findings on the origins of the concept and theorising of neurodiversity. For some time, the coinage and theorising of the concept of 'neurodiversity' has been attributed to Judy Singer. Singer wrote an Honours thesis on the subject in 1998, focused on autistic activists and allies in the autistic community email list Independent Living (InLv). This was revised into a briefer book chapter, published in 1999. Despite the widespread attribution to Singer, the terms 'neurological diversity' and 'neurodiversity' were first printed in 1997 and 1998, respectively, in the work of the journalist Harvey Blume, who himself attributed them not to Singer but rather to the online community of autistic people, such as the 'Institute for the Study of the Neurologically Typical'. Recently, Martijn Dekker reported a 1996 discussion in which one InLv poster, Tony Langdon, writes of the 'neurological diversity of people. i.e. the atypical among a society provide the different perspectives needed to generate new ideas and advances, whether they be technological, cultural, artistic or otherwise'. Going forward, we should recognise the multiple, collective origins of the neurodiversity concept rather than attributing it to any single author. This letter discusses the origins of the concept and theory of neurodiversity. It is important to correctly attribute concept and theories to the people who developed them. For some time, the concept of neurodiversity has primarily been attributed to one person, Judy Singer. We consider the available evidence and show that the concept and theory in fact has multiple origins. We draw particular attention to recent archival findings that show the concept of 'neurological diversity' was being used years earlier than previously thought. 'Neurodiversity' means the same thing as 'neurological diversity' and does not change the theory in any way. We conclude that both the concept of neurological diversity or neurodiversity, and the body of theory surrounding it, should be understood as having been collectively developed by neurodivergent people. [ABSTRACT FROM AUTHOR]

Children with neurodevelopmental diagnoses often experience discrimination from their peers at school. This may result from a lack of understanding, and intolerance of differences in their thinking, communication and social interactions. Learning About Neurodiversity at School (LEANS) is a teaching programme designed to educate primary school children about the concept of neurodiversity. The LEANS programme was created by a neurodiverse team, using participatory methods. In the current study, we evaluated whether the wider neurodiverse community endorsed the planned design generated by our participatory approach. Respondents (n = 111) rated their support for key elements of the planned LEANS content, via an online survey. Participants were majority neurodivergent (70%), 98% of whom reported moderate-to-high familiarity with neurodiversity concepts. Over 90% of respondents expressed support for the planned content presented, and 73% of respondents endorsed the draft neurodiversity definition provided. A small number of respondents provided open-ended comments giving further detail on their views. Overall, the LEANS programme plan received a high level of support from this independent, neurodiversity-aware sample – demonstrating the potential of small-group participatory methods to generate wider community support. The completed resource is now available as a free online download. Children with diagnoses such as autism, attention-deficit/hyperactivity disorder (ADHD), dyslexia and so on often experience bullying at school. This group can be described as neurodivergent, meaning they think and process information differently from most people. Previous research suggests that increasing people's knowledge can be an effective way to reduce stigma and bullying. Therefore, we decided to create a primary school resource to teach about neurodiversity – the concept that all humans vary in how our brains work. Working with educators, our research team – which included neurodivergent people – developed plans for a teaching programme called Learning About Neurodiversity at School (LEANS). Next, we wanted to know whether these plans, developed by our small neurodiverse team, would be endorsed by the wider community. To find out, we conducted an online feedback survey about our plans for the resource. We analysed feedback from 111 people who participated. Most of them identified as neurodivergent (70%) and reported being familiar with neurodiversity (98%), meaning they could provide an informed opinion on our plans. Over 90% of people expressed support for the planned programme content described in the survey, and 73% of them approved our intended definition of the resource's core concept, neurodiversity. From these results, we concluded that there was a high level of support for the planned LEANS programme content across those from the wider community who completed the survey. Consequently, we continued developing the LEANS programme in line with the initial plans from our neurodiverse team. The completed resource is now available as a free download. [ABSTRACT FROM AUTHOR]

An increasing number of neurodivergent learners attend higher education. This necessitates examination of best-fit learning models to successfully support the current generation of college students. While pedagogy and andragogy have historical relevance, in isolation, they may lack alignment with the individualization embedded in neurodiversity-affirming practice. This study conceptualized a novel learning framework for neurodivergent college students through the lens of neurodiversity-affirming practice. Via constant comparative qualitative analysis of American university faculty interviews and framework juxtaposition, three themes were identified: pedagogy vs. andragogy, self-determination, and interdependency. Thematic analysis revealed uncertainty regarding best-fit learning framework, with consensus reached regarding complexity of serving neurodivergent adults in post-secondary settings. An innovative framework titled "Building a Heutagogical Bridge" was envisioned, describing the role of heutagogy, student-centered, self-determined learning, in connecting signature pedagogical and andragogical approaches. This study revealed the potentiality of implementing and assessing approaches to skillfully incorporate heutagogical, pedagogical, and andragogical principles in higher education settings. The perspectives of faculty from the USA within this study can inform neurodiversity-affirming practice in American universities, while providing implications for future study and practice in international college settings, where contexts, needs, and culture may differ. [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]

Neurodivergent young people tend to struggle with building and maintaining their romantic relationships. Despite this, there appears to be a lack of appropriate sexuality education delivered to them. This review aims to present and discuss the most current literature (conducted between 2015 and current) on romantic relationships and sexuality education in young people with Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and ASD co-occurring with ADHD. Six internet-based bibliographic databases were used for the present review that followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses guidelines. Thirty-one studies were identified in this review. Twenty-six studies investigated the topic in the autistic young population. Four studies explored qualitatively and 11 quantitatively young people's perspectives of their romantic relationship experiences. One study investigated qualitatively and three quantitatively young people's perspectives on sexuality education. One study explored qualitatively and five quantitatively young people's romantic relationship experiences and two explored qualitatively and three quantitatively sexuality education from caregivers' perspectives. Five studies (all quantitative, self-reports) investigated romantic relationship experiences in the young population with ADHD. The studies conducted on the topic from the educational professionals' perspectives were absent in the literature. The literature was also non-existent on the topic in the population with ASD co-occurring with ADHD. To the researchers' knowledge, this is the first review exploring romantic relationships and sexuality education in three groups of neurodivergent young people (with ASD, ADHD, and ASD co-occurring with ADHD). [ABSTRACT FROM AUTHOR]

Why you should read this article: • To enhance your understanding of neurodivergence • To recognise the need to reframe behaviours that challenge as expressions of distress or unmet needs • To contribute towards revalidation as part of your 35 hours of CPD (UK readers) • To contribute towards your professional development and local registration renewal requirements (non-UK readers). People who are neurodivergent, including autistic people, may perceive the world differently from neurotypical people. At times, this can prompt them to demonstrate so-called ‘behaviour that challenges’, which may be better termed ‘distressed behaviour’. Distressed behaviour can occur for several reasons, from processing information to feeling unwell, tired or hungry. Some people with learning disabilities are autistic and this may increase the likelihood that they will demonstrate distressed behaviour. It is crucial that healthcare professionals who work with people with learning disabilities understand neurodivergence and are equipped to respond effectively to distressed behaviour in neurodivergent service users. This article supports these healthcare professionals to improve the quality of life of service users and those around them by understanding neurodivergence better and developing appropriate strategies for responding to distressed behaviour. [ABSTRACT FROM AUTHOR]

This case study of an inclusive classroom examined neurotypical (NT) children's perspectives on their relationships with their classmates with autism spectrum disorder (ASD). Data were collected through observations and interviews. Findings showed that social relationships between NT children and their classmates with ASD in integrated classrooms presented in two distinct forms, either as friendships or as instrumental partnerships. We also examined four naturally occurring mixed friendships between young children with and without disabilities. In these mixed dyads, several factors influenced the quality of the friendships, including the opportunity to engage in similar activities, the social status of the NT child, and the social skills of both children. Educational implications and suggestions for further research are included. [ABSTRACT FROM AUTHOR]

Despite physicians' near monopoly over medicalization historically, various stakeholder groups shape an increasingly complex process today. This study examines a relatively new initiative, "health coaching," within the context of the changing nature of medicalization. Utilizing 51 in-depth interviews with attention deficit hyperactivity disorder (ADHD) coaches, participant observation from seven ADHD symposia, and ADHD coach publications, I examine coaching's emergence as a partial challenge to medicalization. Findings reveal a field comprised mainly of individuals personally affected by ADHD whose dissatisfaction with institutionalized framings and practices underpins a push for liminal medicalization. Members move between medical and nonmedical discourses to frame ADHD as a paradox of pathology and gift. Additionally, they leverage and commodify personal experience alongside institutional and alternative knowledge into an adjunct or substitute to medication and potential challenge to therapy—one aimed at "self-actualization" versus "treatment." Such efforts highlight (de)medicalization's dimensionality, simultaneous medicalization and demedicalization, and a lay-driven enterprise's role in such processes. [ABSTRACT FROM AUTHOR]

Amid the growing body of research on disability and neurodiversity, disabled and neurodiverse Ph.D. students are not often in the focus, despite the fact that Ph.D. students occupy a unique position of a learner-scholar-teacher in academia. A particular gap is felt in the field of Library & Information Science (LIS). This study stands to address this gap by focusing on the experiences of disabled and neurodiverse Ph.D. students in American and Canadian LIS Programs during the COVID-19 pandemic and in its immediate aftermath. Guided by the Holistic Empowering Methodological Approach (HEMA) that puts participants in the driver's seat and allows them to determine the nature and extent of participation, the study spotlights participants' experiences during the remote learning and returning to campus phases of the lingering public health crisis. The findings show that while there was a fair balance of positive and negative experiences during the earlier stage of the pandemic, the stage of returning to campus was associated with additional challenges and an overwhelming number of negative experiences. The article addresses personal, program-related, and environmental factors in both positive and negative experiences, using the findings as a basis for conclusions and recommendations to Ph.D. program administrators and faculty. [ABSTRACT FROM AUTHOR]

There has been a paradigm shift within research exploring autistic experience in recent decades towards greater participation, agency and voice for autistic researchers and the autistic community more generally (Fletcher-Watson et al., 2019). This approach has shown a greater focus on research oriented towards the priorities or preferences of the autistic community (Fletcher-Watson & Happ'e, 2019; Pellicano et al., 2014), curtails concerns regarding epistemic injustice and has influenced understandings of autistic ontology and neurology. Co-produced research, characterised by the inclusion of diverse stakeholders, builds trust between participants. Nonetheless, co-production in research requires careful planning and support (Stark et al., 2021), sometimes proving 'turbulent' and 'challenging' (Worsley et al., 2021). This chapter explores the experiences and reflections of a team of autistic and non-autistic researchers conducting co-produced research amid the global COVID-19 pandemic. With research practices and systems altered due to increased remote work, online communication and limited in-person interaction, this topic is especially pertinent. With the increasing emphasis on involving members of the autistic community in research at all levels of development, the impact of the pandemic on how participatory research is carried out may be complex. This chapter has implications for planning and conducting co-produced research in our new reality, considering both the opportunities and obstacles it presents. [ABSTRACT FROM AUTHOR]

Effective communication with patients and colleagues is key to a pharmacist's ability to provide effective person-centered care. Neurodivergent patients face many barriers when interacting with health professionals; increased awareness and understanding are therefore paramount to the pharmacist's role. This paper describes an innovative teaching partnership between a school of pharmacy and an inclusive theater company which aims to develop awareness and skills of undergraduate pharmacy students in relation to communicating with patients with autism and/or learning disabilities. Forum theater and role-plays were used to complement existing communication skills teaching in Years two and four of the undergraduate MPharm (Master of Pharmacy) program. The sessions were designed and delivered in partnership between academic teaching staff and a theater company of neurodivergent actors. An online evaluation form was used to obtain student feedback on these sessions (two Likert-style questions and three open format questions). Of the 241 students who attended a session in 2021, 70 (29%) provided feedback. Feedback was positive, with 99% of respondents finding the session useful. Students spoke about how they found the sessions supportive and enlightening, helping them to reflect on their own communication skills. As a result, the teaching has been developed and now expanded through all years of the undergraduate program. While conscious of challenges such as funding and finding the right partner, the authors recommend this rewarding initiative to fellow academics. [ABSTRACT FROM AUTHOR]

This classroom study explored how to make positive psychology exercises more accessible to neurodivergent college students. Neurodiversity is an umbrella term for identities linked to autism, ADHD, dyslexia, and other neurodevelopmental differences. Students participating in the study engaged in weekly evidence-based activities to support well-being, such as gratitude, acts of kindness, and using strengths as part of a one-credit positive psychology course. Throughout the semester, they provided written responses about the impact, barriers, and accessibility of the activities. Comments indicate that the exercises had a positive impact on perceived wellbeing. We report student feedback and discuss potential applications in student life outside the classroom. [ABSTRACT FROM AUTHOR]

Background: Normative childhood motor network resting-state fMRI effective connectivity is undefined, yet necessary for translatable dynamic resting-state-network-informed evaluation in pediatric cerebral palsy. Methods: Cross-spectral dynamic causal modeling of resting-state-fMRI was investigated in 50 neurotypically developing 5- to 13-year-old children. Fully connected six-node network models per hemisphere included primary motor cortex, striatum, subthalamic nucleus, globus pallidus internus, thalamus, and contralateral cerebellum. Parametric Empirical Bayes with exhaustive Bayesian model reduction and Bayesian modeling averaging informed the model; Purdue Pegboard Test scores of hand motor behavior were the covariate at the group level to determine the effective-connectivity-functional behavior relationship. Results: Although both hemispheres exhibited similar effective connectivity of motor cortico-basal ganglia-cerebellar networks, magnitudes were slightly greater on the right, except for left-sided connections of the striatum which were more numerous and of opposite polarity. Inter-nodal motor network effective connectivity remained consistent and robust across subjects. Age had a greater impact on connections to the contralateral cerebellum, bilaterally. Motor behavior, however, affected different connections in each hemisphere, exerting a more prominent effect on the left modulatory connections to the subthalamic nucleus, contralateral cerebellum, primary motor cortex, and thalamus. Discussion: This study revealed a consistent pattern of directed resting-state effective connectivity in healthy children aged 5-13 years within the motor network, encompassing cortical, subcortical, and cerebellar regions, correlated with motor skill proficiency. Both hemispheres exhibited similar effective connectivity within motor cortico-basal ganglia-cerebellar networks reflecting inter-nodal signal direction predicted by other modalities, mainly differing from task-dependent studies due to network differences at rest. Notably, age-related changes were more pronounced in connections to the contralateral cerebellum. Conversely, motor behavior distinctly impacted connections in each hemisphere, emphasizing its role in modulating left sided connections to the subthalamic nucleus, contralateral cerebellum, primary motor cortex, and thalamus. Motor network effective connectivity was correlated with motor behavior, validating its physiological significance. This study is the first to evaluate a normative effective connectivity model for the pediatric motor network using resting-state functional MRI correlating with behavior and serves as a foundation for identifying abnormal findings and optimizing targeted interventions like deep brain stimulation, potentially influencing future therapeutic approaches for children with movement disorders. [ABSTRACT FROM AUTHOR]

Butoh dance – an avant-garde dance 'form' which emerged in Japan in the early 1960s – has been discussed by various scholars in terms of the deconstruction or the unlearning of the social body. In this article, written from my perspective as an autistic butoh dancer, I offer a reflection on the relationship between the autistic body and the butoh body – or rather, I offer a reflection on the relationship between (my) autistic body and (my) butoh body, though I argue that butoh and autism precisely call into question the (neurotypical) assumptions embedded in this sentence. That is, I believe that butoh and autism call into question both the existence of 'the body' as a pre-existing form and the notion that it would be the property of an 'I', of a subject, of a unified self. [ABSTRACT FROM AUTHOR]

The neurodivergent embodied psyche challenges dance to extend beyond neuronormative conventions. Considerations with how to securely hold divergent modes of thinking, feeling, learning, being and behaving within both the choreographic process and moment of performance are essential. As a choreographer with dyslexia, dyspraxia and ADHD (with autistic traits) – alongside significant experience of exclusion and trauma from normative dance environments – this inquiry forms the basis of my practice and now the discussion of this article, as I articulate core foundations of my doctoral research and emergent neuroqueer choreographic aesthetic. Instead of focusing on how to support the neurodivergent bodymind in systems of exclusive dance practice, such an aesthetic seeks to radically resist neuronormative performance and creatively embrace neurodivergent embodiments and consciousnesses. This article adopts a critical stance of disordering to challenge taken-for-granted neuronormative assumptions and traditions of mainstream western dance culture. Concepts of neurodiversity are elucidated and practices of neuroqueering are introduced, whilst my own positionality of 'neurodivergent outsider' exposes neuronormative tensions within dominant western dance culture. Discussion unfolds that situates neurodivergent modes of mindbodily being through a choreographic lens, embodying neurodivergent-centred practices that support non-neuronormative wellbeing, identity and embodiment for both artist and audience in the present moment of dance performance. [ABSTRACT FROM AUTHOR]

This paper critically synthesizes leading edge scholarship on neurodiversity, arguing that sociology could expand its account for the relationship between self and society through attention to the (a)social practices of those constructed as neurologically disabled. Autistic scholar‐activism birthed the neurodiversity paradigm, which claims respect for neurological diversity and its social manifestations. Sexual and gender variation are among those. I review research on the confluence of neurological, sexual, and gender variance, pointing to opportunities for documenting the roles of social institutions in constructing and regulating divergent bodyminds, as well as new intersectional identities and social movements. Next, I synthesize nascent literature developing neuroqueer theory. "Neuroqueer" articulates the queer nature of neurodivergence and examines the entwinement of the two. Centering the epistemic authority of bodyminds problematized as lacking self‐control/intent, perspective‐taking, and reliance on the social symbolic, neuroqueer scholars forward (a)social ways of knowing, communicating, communing, and being human. Focusing on neuronormativity, interdependent with better‐recognized normativities (e.g., gender, ethnicity, etc.), neuroqueer theory offers fresh perspective on how dominant concepts and relations render some bodyminds problematic—legitimate objects of exclusion, marginalization, and "rehabilitation." In doing so, it troubles sociological ideas about agency, sociality, communication, and what it means to be/have a (social) self. [ABSTRACT FROM AUTHOR]

Background: A gap exists in measures available to assess levels of motivation, desire, and value associated with connecting with others. Moreover, few social connection scales have been developed with a goal of including autistic individuals in the sample to create a measure that has utility across neurodiverse populations. This study aims to develop a measure to assess different facets of social connection that is valid among both autistic and non-autistic adults. Methods: The sample consisted of 200 participants recruited online. Participants completed an initial set of 35 items. Exploratory factor analyses and confirmatory factor analyses were performed. Four-factor models were produced by the EFAs. Results: Item reduction resulted in the development of two 8-item scales: the Connections with Others Scale (CWOS) intended for the general population and the CWOS–Autistic Version (CWOS-AV) intended for autistic populations (CWOS-AV). Autistic participants had significantly greater motivation/desire to connect with others compared to non-autistic participants (t(195) = 3.39; p < 0.001). Conclusions: These measures will allow for greater ability to assess the motivation to connect with others, resulting in improved ability to produce research that clarifies theories and describes psychological phenomena. [ABSTRACT FROM AUTHOR]

The Curious Incident of the Dog in the Night-Time by Mark Haddon presents a remarkably complex narrator, 15-year-old Christopher Boone. Due to his implied autism spectrum condition, Christopher is possibly the ultimate in "reliable" narrators: he struggles to articulate emotions and is incapable of telling or understanding lies. His point of view (POV) is an extreme form of first-person limited, with Christopher at times seeming (or even yearning) to be more computer than human. The limitations of Christopher's experience are reflected in his narrative self-presentation, and while, ordinarily, these would damage any sort of achieved authority, they instead underscore the book's powerful thematic messages. Christopher's narrative fallibility echoes the developmental stage of its crossover young adult (YA) audience: Curious Incident works with fallibility to establish a strong narrative voice that inspires an empathetic connection between Christopher and his implied reader. This article therefore considers how narrative fallibility is linked to constructions of adolescence in The Curious Incident of the Dog in the Night-Time, and further explores the relationship between the narrator and the implied reader(s). Positioned within narratology-based theories and secondary research on Haddon and representations of neurodiversity in YA literature, it provides guidance for teachers and scholars who might question the value of authenticity in this or similar novels. [ABSTRACT FROM AUTHOR]

The article discusses the topic of neurodiversity and its increasing visibility in society. Neurodiversity refers to the natural differences in people's brains, encompassing conditions such as ADHD, Autism Spectrum Conditions, Dyslexia, Dyspraxia, Dyscalculia, and Tourette's Syndrome. The author shares strategies for supporting neurodiverse learners, emphasizing the importance of collaboration, focusing on strengths, breaking tasks into manageable chunks, using active learning strategies, and providing additional thinking time. The article also suggests various digital tools that can aid in the learning process. Overall, the article promotes an inclusive approach to education and recognizes the uniqueness of individuals with neurodiversity. [Extracted from the article]

Background and Aim: Recently, there has been a lot of interest surrounding the term gestalt language processor (GLP) which is associated with Natural Language Acquisition (NLA): a protocol intended to support the language development of autistic people. In NLA, delayed echolalia is presumed raw source material that GLPs use to acquire language in a stage-like progression from delayed echolalia to spontaneous speech. The aim of this article is to evaluate NLA in light of relevant literatures to allow scrutiny of NLA claims. Main contributions: First, we review the notion of gestalt language and situate it in the broader literature on language styles to update understanding of its significance. We then review the links from gestalt language processing to autism and identify definitional and conceptual problems and clarify the construct 'episodic memory'. We discuss the 'raw material view of delayed echolalia' and identify theoretical and empirical shortcomings. Finally, we review Blanc's language stages and their accompanying assessment and language support recommendations and challenge their validity. Conclusions & Implications: The term 'gestalt language processor' is definitionally and conceptually troubled, the assertion that autistic people are GLPs is misleading and unhelpful, and evidence is lacking that GLP represents a legitimate clinical entity. The theoretical basis of NLA lacks empirical support. NLA stages are implausible and their accompanying assessment and support recommendations lack justification. We recommend the use of alternate, individualized, theoretically-sound, evidence-based, neurodiversity-affirming supports that are sensitive and responsive to the heterogeneity that defines autism. [ABSTRACT FROM AUTHOR]

This document is a list of references to various scientific articles and studies related to autism and motor control. The articles cover topics such as gait patterns in children with autism, motor coordination, handwriting impairments, and sensorimotor difficulties. The references provide a range of perspectives and research findings on the relationship between autism and motor control, offering valuable information for library patrons conducting research on this topic. [Extracted from the article]

In recent years, there has been growing awareness of the importance of representation in fiction books, to ensure all children and young people can see themselves reflected in what they read. Much of this work has focused, importantly, on increasing ethnic representation, yet there has been much less exploration of the representation of other minority experiences, such as those of neurodivergent young people, and how these are perceived by neurodivergent young people themselves. This article provides new insights into neurodivergent young people's perceptions of representation of neurodivergence in fiction books (and other text types) based on semi‐structured interviews with 16 neurodivergent young people (aged 14 to 17 year olds) from 2 high schools in Scotland. Using an inductive data‐driven thematic analysis process, three themes were identified: (1) representation of neurodivergence should be complex, realistic, and positive; (2) representation of neurodivergence should be normalised; (3) representation of neurodivergence beyond books is important. Each of these themes is explored in detail, followed by implications for future research, practice and the publishing of Young Adult fiction. [ABSTRACT FROM AUTHOR]

Here, we review the literature on neurotypical individuals and individuals with post-stroke aphasia showing that right-hemisphere regions homologous to language network and other regions, like the right cerebellum, are activated in language tasks and support language even in healthy people. We propose that language recovery in post-stroke aphasia occurs largely by potentiating the right hemisphere network homologous to the language network and other networks that previously supported language to a lesser degree and by modulating connection strength between nodes of the right-hemisphere language network and undamaged nodes of the left-hemisphere language network. Based on this premise (supported by evidence we review), we propose that interventions should be aimed at potentiating the right-hemisphere language network through Hebbian learning or by augmenting connections between network nodes through neuroplasticity, such as non-invasive brain stimulation and perhaps modulation of neurotransmitters involved in neuroplasticity. We review aphasia treatment studies that have taken this approach. We conclude that further aphasia rehabilitation with this aim is justified. [ABSTRACT FROM AUTHOR]

Autoethnographic scholarship helps account for the conditions of harm, care, and resistance in academic spaces within the ‘neoliberal university’, yet interventions can be limited by normative care frameworks that reinscribe ableist logics. This paper focuses on this genre of scholarship in feminist geography, here referred to as feminist geographies of academic care, and the ways attempts at resolving the academic “care crisis” get diverted and (re)oriented toward institutional ends. I use “disability as methodology” to read if, and how the system of (dis)ability structures and enmeshes the university’s imperative of rationality with ambivalent feminist desires for belonging and something else. In turn, a clear rehabilitative narrative arc emerges in this literature that indexes better futures through social cohesion and the (implicit) absence of mental disability and neurodivergence. I argue that this narrative prioritizes attachment to the university over those most harmed by it, but which can be disrupted through trans/crip and neuroqueer dispositions. [ABSTRACT FROM AUTHOR]

Echolalia has been described as the repetition of words, phrases, songs or other more elaborate dialogues uttered by another person, which may be immediate or delayed (International Classification of Diseases, 11th Revision; Diagnostic and Statistical Manual of Mental Disorders, 5th ed.). Some classify echolalia as a communication impairment reflective of delay, while others consider it a restricted, repetitive pattern of behaviours, without meaningful communicative function. Little attention is given to the experiences of non-clinicians, such as parents or teachers who may hold valuable insights to further our understanding of this phenomenon. This study forms part of a larger programme of inquiry which interviewed parents (N = 133) about their experiences of their sons' and daughters' echolalia. Using hermeneutic phenomenological analysis in an abductive framework, we present a perspective of echolalia that has largely remained silent in literature: echolalia as an expression of neurodiversity. Participants push back against the status quo of intervention, reclaiming echolalia as being a part of their child's identity. Participants want their children to not only enjoy their echolalia but to fully embrace it as being a part of their individual identity. We propose alternatives to a purely clinical perspective of echolalia; alternatives that may place the neurodiversity-affirmative perspectives of our participants in a co-existing tension with clinicians. Echolalia is a commonly found speech and language condition in autistic children. Children with echolalia repeat words and phrases they previously hear in place of proving a non-repetitive response. In research and when visiting speech and language services, one of the common goals is to modify these repetitions so that these children may, more socially, engage with their surrounding environment. In our research, we identified that not all parents want their children's echolalia to be modified. Some parents want their child to be able to enjoy echolalia and others don't want anyone to intervene because they see it as something that makes their child unique and being unique is something to be celebrated. We believe that there might be a way for speech and language services who want to modify echolalia and the parents in our study who do not want their child's echolalia to be modified, to be able to exist side-by-side. [ABSTRACT FROM AUTHOR]

The authors argue that embracing gestalt language development is an important neurodiversity-affirmative practice and offer clinical and research recommendations to promote understanding and respect for this alternative developmental pathway. They discuss the factor that affects research into gestalt language acquisition, personal accounts in which autistic people reflect on their gestalt language use, and benefits of embracing gestalts.

This article outlines a stakeholder-created research agenda to guide future early intervention research for autistic children. We collaborated with 10 autism service providers, 10 parents of individuals with autism, and 10 autistic people across a total of 18 small group and 2 inter-group meetings occurring over 2 years. Together, we synthesized results from (1) these stakeholder workshops and (2) a survey completed by 237 autistic adults, autism providers, caregivers, and autism researchers in the United States. The finalized research agenda includes (1) Guiding Principles, (2) Research Priorities, and (3) Systems Implications. The full version of the early intervention autism research agenda is available in Supplemental Material. In this article, we summarize the main points of the research agenda and discuss unique themes highlighted by stakeholders in considering early autism intervention research. Finally, we highlight the need to include stakeholders in decision-making and consultant positions throughout the research process to align future work most directly and optimally with the goals and needs of the autism community. We have gathered guidance directly from our stakeholders and experiences with Project Stakeholders Engaging in Early Intervention Research (STEER) into a researcher workbook which we hope may facilitate these efforts. This workbook is available in Supplemental Material. In this article, we outline a stakeholder-driven research agenda to guide future early intervention research for children with autism. Our research team collaborated with autism service providers, parents of individuals with autism, and autistic people to create this research agenda by (1) conducting workshops with community members and (2) distributing a survey to a larger number of community members around the country. The finalized research agenda includes (1) Guiding Principles for current and future research, (2) Research Priorities focused on early intervention for individuals with autism, and (3) Systems Implications to consider in future clinical, research, and policy efforts for early intervention. The full version of the research agenda is available in Supplemental Material. This article lists the main points of the research agenda and discusses unique themes highlighted by the community members. One main conclusion is that researchers need to include community members in decision-making and consultant positions throughout the research process to best meet the needs of the broader autism community. We have created a researcher workbook which we hope may facilitate these community consultation efforts. This workbook is available in Supplemental Material. [ABSTRACT FROM AUTHOR]

Caregivers of children with neurodiverse needs are known to experience challenges and hardship due to the increased needs of the child and the lack of support available. This study aimed to explore the support needs and well-being of caregivers of children with neurodiverse needs in Australia. Sixty-six caregivers participated in an online survey asking questions about support needs. The results highlighted five main themes that caregivers commonly experienced including: barriers to community engagement, impact on close relationships, negative impact on mental health and identity, financial hardship, and identified support needs. Findings identified multiple unmet needs existing amongst caregivers and further emphasises the importance of addressing these needs to improve the quality of life of caregivers of children with neurodiverse needs. [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]

Developmental coordination disorder (DCD) impacts the quality of life and ability to perform coordinated actions in 5% of school‐aged children. The quality of body representations of individuals with DCD has been questioned, but never assessed. We hypothesize that children with DCD have imprecise body representations in the sensory and motor domains. Twenty neurotypical children, seventeen children with DCD (8–12 years old) and twenty neurotypical adults (25–45 years old) performed both sensory and motor body representation tasks: a limb identification and a limb movement task. We observed lower accuracy in the sensory task but not in the motor task. In both tasks, we observe a larger amplitude of errors, or synkinesis, in children with DCD than in neurotypical children. In neurotypical children, accuracy was lower than in neurotypical adults in the motor and sensory task, and the amplitude of sensory errors and synkinesis was higher than in neurotypical adults. Using a linear regression model, we showed that sensory accuracy is a good predictor of synkinesis production, and that synkinesis production is a good predictor of sensory accuracy, as can be expected by the perception‐action loop. Results support the hypothesis of an imprecision of body representation in DCD. We suggest that this imprecision arises from noise in the body representation used at the level of internal models of action. Future studies may assess whether slower plasticity of body representations, initial imprecision, or both may account for this observation. At the clinical level, prevention strategies targeting body representation in early childhood are strategically important to limit such impairments. Research Highlights: Body representation is impaired in children with DCD and has a significant cost in terms of the accuracy of sensory identification of body parts and associated movements.Inaccuracies in the body representation measured in perception and in action (error amplitude and synkinesis) are related in both NT children and adults.In typical development, we provide evidence of a strong link between body schema and body image. [ABSTRACT FROM AUTHOR]

Purpose: Nonsyndromic craniosynostosis (NSC) is associated with neurocognitive deficits, and intervention at infancy is standard of care to limit the negative effects of NSC on brain development. In this study, diffusion tensor imaging (DTI) was implemented to investigate white matter microstructure in infants with NSC undergoing cranial vault remodeling, and a comparison was made with white matter development in neurotypical controls. Methods: Infants presenting with NSC (n = 12) underwent DTI scans before and after cranial vault remodeling. Neurotypical infants (n = 5), age matched to NSC patients at preoperative scans, were compared to preoperative DTI scans. Pre- and postoperative NSC scans were compared in aggregate, and the sagittal synostosis (n = 8) patients were evaluated separately. Finally, neurotypical infants from the University of North Carolina/University of New Mexico Baby Connectome Project (BCP), who underwent DTI scans at timepoints matching the NSC pre- and postoperative DTI scans, were analyzed (n = 9). Trends over the same time period were compared between NSC and BCP scans. Results: No significant differences were found between preoperative NSC scans and controls. White matter development was more limited in NSC patients than in BCP patients, with microstructural parameters of the corpus body and genu and inferior and superior longitudinal fasciculi consistently lagging behind developmental changes observed in healthy patients. Conclusion: Infant white matter development appears more limited in NSC patients undergoing cranial vault remodeling relative to that in neurotypical controls. Further investigation is needed to explore these differences and the specific effects of early surgical intervention. [ABSTRACT FROM AUTHOR]