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Gutstein, Steven E.; Sheely, Rachelle K.
doi: 10.1080/07351690.2023.2185062pmid: N/A
The prospects for attaining well-being do not appear to be improving for most persons with Autism. We believe it is essential to understand the obstacles preventing persons from experiencing life satisfaction and optimism for the future. The current paper seeks to address this question and provide an alternate model that we believe can significantly increase the potential for autistic persons to achieve greater well-being. We first review recent findings concerning the well-being of autistic adults. Next, we present evidence supporting our belief that a significant factor suppressing autistic well-being is the failure to develop Dynamic Intelligence, the mental resources needed to function successfully in situations resembling Complex Dynamic Systems. This section includes a brief qualitative study of four young men with Autism who participated as children in Relationship Development Intervention (RDI). RDI is a family-based program where through careful assessment, support and training, RDI consultants provide parents with Autism a new opportunity to form and manage an Experience Guiding Relationship (EGR) with their autistic children. The Experience Guiding Relationship is the universal pathway for developing the mental resources needed to thrive in Complex, Dynamic environments. We provide strong evidence supporting our belief that due to a diverse range of early vulnerabilities, future Autistic infants and their parents cannot form this critical relationship. The final section offers recommendations for adapting intervention goals and methods for persons with Autism.
Larkin, Fionnuala; Hollaway, Lynne; Garlington, Mary; Hobson, Jessica
doi: 10.1080/07351690.2021.2022402pmid: N/A
The guided participation relationship between parents and children, whereby parents sensitively support the child’s emerging abilities, is central to child development. However, difficulties with intersubjective engagement characteristic of autism can make supportive interactions between parents and children more challenging. In this study, we compared dyads of parents and children with autism (n = 16) and dyads of parents and children with other developmental disabilities (n = 14) on two coding schemes, the Dyadic Coding Scales (DCS) and a Parent Scaffolding coding scheme. Consistent with expectations, the ASD group showed more difficulties in parent–child engagement on the DCS. Although autistic children were more likely to resist parental input on the Parent Scaffolding task, their parents were equally as sensitive as those in the developmental disabilities group. Child factors on the Parent Scaffolding coding scheme were associated with DCS scores. Half (n = 8) of the children with autism received an academic school year-long modified version of Relationship Development Intervention delivered in a preschool setting, and all children with autism (n = 16) were re-assessed at the end of the preschool year. The dyads who had received RDI showed improvements in parent–child engagement on the DCS, both compared to baseline and compared to the group who did not receive the intervention. No changes in Parent Scaffolding were found. The results are discussed in relation to intervention priorities for children with autism.
doi: 10.1080/07351690.2023.2185063pmid: N/A
This article is intended to spark discussion about, and greater recognition of, play as it emerges among people diagnosed on the autism spectrum. To do so, it will view autism through the promising lens of dynamic systems theory, commonly known to researchers in child development as the movement, or movement-sensing, approach. In depicting autism as a movement difference that can interrupt the complex coordination involved in social interactions, communication, and exploration, this approach aims toward a fresh, nonjudgmental perspective that may allow us to move past the increasingly wobbly infrastructure of autism diagnosis and prognosis. The first half of the article will consider the current state of research and practice, while the second half reflects on the play of several children with autism.
Wolfberg, Pamela; Woods, Gesean Lewis
doi: 10.1080/07351690.2023.2185067pmid: N/A
This article explores the nature, role and interpretive meanings of autistic children’s independent and social play with peers to inform inclusive practices. Topics include: neurodevelopmental and sociocultural influences on autistic children’s peer play experiences; limitations of a neurotypicality framework and advantages of a neurodiversity framework for delineating divergent expressions and developmental variations in play; illustration of the Integrated Play Groups model for guiding autistic and neurotypical children in co-creating an inclusive play culture; implications for inclusive practices from human rights and social justice perspectives.
Birnbaum, Jacqueline C.; Kandler, Zachary; Aslan, Mariana; Fu, Jenny Hoi Yan; Turry, Alan
doi: 10.1080/07351690.2023.2185070pmid: N/A
This article considers the value of improvisational music therapy in cultivating intersubjective states between autistic clients and therapists. The authors first describe the potential therapeutic resources in live and individually-tailored musical experiences for autistic people, followed by a theoretical explanation of music and intersubjectivity. Finally, four music therapy cases from The Nordoff-Robbins Center for Music Therapy at NYU highlight various perspectives about music therapy and intersubjectivity with autistic children. Video excerpts of sessions are included.
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