Autism and Neurodiversity: Addressing Concerns and Offering Implications for the School-Based Speech-Language Pathologist

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DeThorne, L. S. & Searsmith, K. (2020). Autism and Neurodiversity: Addressing Concerns and Offering Implications for the School-Based Speech-Language Pathologist. Perspectives of the ASHA Special Interest Groups, 6(1), 184-190. https://doi.org/10.1044/2020_persp-20-00188

Publication date: 30 Dec 2020 Added to AutiHub: 30 Sep 2026 Type: Article Article language: English
Publisher source (DOI) OpenAlex source

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Authors

Publication authors
2
Publication authors identified as autistic
1 / 2 (50.0%)
  1. Laura S. DeThorne
  2. Kelly Searsmith *

Abstract

Purpose The purpose of this article is to address some common concerns associated with the neurodiversity paradigm and to offer related implications for service provision to school-age autistic students. In particular, we highlight the need to (a) view first-person autistic perspectives as an integral component of evidence-based practice, (b) use the individualized education plan as a means to actively address environmental contributions to communicative competence, and (c) center intervention around respect for autistic sociality and self-expression. We support these points with cross-disciplinary scholarship and writings from autistic individuals. Conclusions We recognize that school-based speech-language pathologists are bound by institutional constraints, such as eligibility determination and Individualized Education Program processes that are not inherently consistent with the neurodiversity paradigm. Consequently, we offer examples for implementing the neurodiversity paradigm while working within these existing structures. In sum, this article addresses key points of tension related to the neurodiversity paradigm in a way that we hope will directly translate into improved service provision for autistic students. Supplemental Material https://doi.org/10.23641/asha.13345727

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 2 Oct 2026 01:01.

Cited references
62
With a DOI
33
Without a DOI, from raw bibliography text
29
10 / 62 (16.1%) cited references include at least one author identified as autistic.
References with data to complete
9 / 62 (14.5%)
References with detected author names
53 / 62 (85.5%)
Without detected author names
9
Without a structured title
8
Without a stable identifier
25
References with raw author names still to review
7
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
116
From DOI or external metadata
116
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
7
60 / 116 (51.7%) names are linked to an author already present in AutiHub. 56 / 116 (48.3%) names are not yet linked.
Names linked to a person identified as autistic
11 / 116 (9.5%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 11 / 60 (18.3%). Distinct people identified as autistic: 7 / 103 (6.8%).
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