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Post published on Twitter/X on 15 Oct 2021 06:47

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Twitter/X DOI work crossref External link integrated into the post Autism terms
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Rachel K. Schuck, Daina M. Tagavi, Kaitlynn M. P. Baiden, Patrick Dwyer, Zachary J. Williams, Anthony Osuna, Emily F. Ferguson, Maria Jimenez Muñoz, et al. (2022). Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework. Journal of Autism and Developmental Disorders, 52(10), 4625-4645. Springer Science and Business Media LLC.

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Laurent Mottron (2017). Should we change targets and methods of early intervention in autism, in favor of a strengths-based education?. European Child & Adolescent Psychiatry, 26(7), 815-825. Springer Science and Business Media LLC.

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Rachel K. Schuck, Daina M. Tagavi, Kaitlynn M. P. Baiden, Patrick Dwyer, Zachary J. Williams, Anthony Osuna, Emily F. Ferguson, Maria Jimenez Muñoz, et al. (2022). Neurodiversity and Autism Intervention: Reconciling Perspectives Through a Naturalistic Developmental Behavioral Intervention Framework. Journal of Autism and Developmental Disorders, 52(10), 4625-4645. Springer Science and Business Media LLC.

Publication date
13 Oct 2021
Identifier
10.1007/s10803-021-05316-x
Authors
Rachel K. Schuck, Daina M. Tagavi, Kaitlynn M. P. Baiden, Patrick Dwyer, Zachary J. Williams, Anthony Osuna, Emily F. Ferguson, Maria Jimenez Muñoz, Samantha K. Poyser, Joy F. Johnson, Ty W. Vernon
Source
Journal of Autism and Developmental Disorders
Details
52(10), 4625-4645
Reference type
article
Publisher
Springer Science and Business Media LLC
Metadata source
crossref

Abstract

Abstract Proponents of autism intervention and those of the neurodiversity movement often appear at odds, the former advocating for intensive treatments and the latter arguing that autism must be accepted as a form of diversity. The history of behavioral intervention has understandably outraged many in the Autistic community, though many still value supports focused on quality of life. This commentary argues that Naturalistic Developmental Behavioral Interventions (NDBIs) hold promise for bridging the gap between early intervention and the neurodiversity movement. However, we recognize NDBIs have much room to grow and suggest multiple strategies for improvement. We believe these updates are not only feasible for clinicians and researchers to implement but will ultimately lead to improved quality of life for Autistic individuals.

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DOI work Fetched Post crossref

Laurent Mottron (2017). Should we change targets and methods of early intervention in autism, in favor of a strengths-based education?. European Child & Adolescent Psychiatry, 26(7), 815-825. Springer Science and Business Media LLC.

Publication date
8 Feb 2017
Identifier
10.1007/s00787-017-0955-5
Authors
Laurent Mottron
Source
European Child & Adolescent Psychiatry
Details
26(7), 815-825
Reference type
article
Publisher
Springer Science and Business Media LLC
Metadata source
crossref

Abstract

Early intensive behavioral intervention (EIBI) and its recent variant, naturalist developmental behavioral intervention (NDBI) aim to increase socialization and communication, and to decrease repetitive and challenging behaviors in preschool age autistic children. These behaviorist techniques are based on the precocity and intensity of the intervention, face-to-face interaction, errorless learning, and information fragmentation. Once considered to be “scientifically proven”, the efficacy of these approaches has been called into question in the last decade due to poor-quality data, small effects, low cost-efficiency, and the evolution of ethical and societal standards. Grounded on a reappraisal of the genetic and cognitive neuroscience of autism, we question three aspects of EIBI/NDBI: their focus on prerequisites for typical socio-communicative behaviors, their lack of consideration of autistic language development and learning modes, and their negative view of repetitive behaviors and restricted interests. We propose alternative predictions for empirical validation, based on the strengths of prototypical autistic children: (a) their non-verbal intelligence should be normally distributed and within the normal range; (b) improving access to non-communicative verbal and written auditory language material should favor their subsequent speech development and (c) decrease their problematic behavior; (d) lateral tutorship should increase the well-being of children and parents to a greater extent than personalized, face-to-face interventions by professionals; (e) admission to regular, but supervised daycare centers, combined with parental support and on-site crisis solving, represents a more cost-effective educational intervention than EIBI/NDBI.

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