Early Intervention and Autism: The Impact of Positivism and the Call for Change

Early Intervention and Autism: The Impact of Positivism and the Call for Change International Journal of Children’s Rights 18 (2010) 405–416 © Koninklijke Brill NV, Leiden, 2010 DOI 10.1163/157181810X497431 T HE I NTERNATIONAL J OURNAL OF C HILDREN ’ S R IGHTS brill.nl/chil Early Intervention and Autism: Th e Impact of Positivism and the Call for Change Ruth Glynne-Owen University of Edinburgh, School of Education Abstract Early childhood intervention in autism has over three decades of empirically validated study, but has very limited qualitative analysis. Th ere is a wealth of research in this fi eld, but it remains very much within a solely positivist paradigm and researchers are constantly striving to prove that their method is the most eff ective In this paper I explore the impact of this paradigm on our approach to intervention, and our understanding of what it means to be autistic. I will look at some of the com- mon themes in early intervention research across a range of approaches, and will state the case for a more ethical methodology when researching young children with autism. I will argue against the medicalization of a disorder that in its nature cannot be defi ned as a ‘medical truth’, and subse- quently state the case for moving forward http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The International Journal of Children's Rights Brill

Early Intervention and Autism: The Impact of Positivism and the Call for Change

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Publisher
Brill
Copyright
© 2010 Koninklijke Brill NV, Leiden, The Netherlands
ISSN
0927-5568
eISSN
1571-8182
D.O.I.
10.1163/157181810X497431
Publisher site
See Article on Publisher Site

Abstract

International Journal of Children’s Rights 18 (2010) 405–416 © Koninklijke Brill NV, Leiden, 2010 DOI 10.1163/157181810X497431 T HE I NTERNATIONAL J OURNAL OF C HILDREN ’ S R IGHTS brill.nl/chil Early Intervention and Autism: Th e Impact of Positivism and the Call for Change Ruth Glynne-Owen University of Edinburgh, School of Education Abstract Early childhood intervention in autism has over three decades of empirically validated study, but has very limited qualitative analysis. Th ere is a wealth of research in this fi eld, but it remains very much within a solely positivist paradigm and researchers are constantly striving to prove that their method is the most eff ective In this paper I explore the impact of this paradigm on our approach to intervention, and our understanding of what it means to be autistic. I will look at some of the com- mon themes in early intervention research across a range of approaches, and will state the case for a more ethical methodology when researching young children with autism. I will argue against the medicalization of a disorder that in its nature cannot be defi ned as a ‘medical truth’, and subse- quently state the case for moving forward

Journal

The International Journal of Children's RightsBrill

Published: Jan 1, 2010

Keywords: AUTISM; PATHOLOGIZATION; CRITICAL DISABILITY THEORY; POSITIVISM; EARLY INTERVENTION; APPLIED BEHAVIOUR ANALYSIS

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