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Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding / B. HEASMAN in Autism, 23-4 (May 2019)
[article]
Titre : Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding Type de document : Texte imprimé et/ou numérique Auteurs : B. HEASMAN, Auteur ; A. GILLESPIE, Auteur Article en page(s) : p.910-921 Langues : Anglais (eng) Mots-clés : double empathy friendships intersubjectivity neurodivergence neurodiversity norms qualitative research social interaction video gaming within-interaction variation Index. décimale : PER Périodiques Résumé : Autistic people are neurologically divergent, yet approaches to studying autism are framed by neurotypical definitions of being social. Using the concept of intersubjectivity, which conceptualises a variety of ways of socially relating, we investigate distinctive features of how autistic people build social understanding. A total of 30 members of a charity supporting adults with autism were video-recorded during a social activity they enjoyed, namely collaborative video gaming. Mapping the coherence, affect and symmetry of each conversational turn revealed shifting patterns of intersubjectivity within each interaction. Focussing on clusters of consistent and fragmented turns led us to identify two features of neurodivergent intersubjectivity: a generous assumption of common ground that, when understood, led to rapid rapport, and, when not understood, resulted in potentially disruptive utterances; and a low demand for coordination that ameliorated many challenges associated with disruptive turns. Our findings suggest that neurodivergent intersubjectivity reveals potential for unconventional forms of social relating and that a within-interaction analysis is a viable methodology for exploring neurodivergent communication. Future research should examine the varieties of neurodivergent intersubjectivity, with associated problems and potentials, and how those forms of intersubjectivity can be enabled to flourish, particularly in autistic-to-neurotypical encounters. En ligne : http://dx.doi.org/10.1177/1362361318785172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Autism > 23-4 (May 2019) . - p.910-921[article] Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding [Texte imprimé et/ou numérique] / B. HEASMAN, Auteur ; A. GILLESPIE, Auteur . - p.910-921.
Langues : Anglais (eng)
in Autism > 23-4 (May 2019) . - p.910-921
Mots-clés : double empathy friendships intersubjectivity neurodivergence neurodiversity norms qualitative research social interaction video gaming within-interaction variation Index. décimale : PER Périodiques Résumé : Autistic people are neurologically divergent, yet approaches to studying autism are framed by neurotypical definitions of being social. Using the concept of intersubjectivity, which conceptualises a variety of ways of socially relating, we investigate distinctive features of how autistic people build social understanding. A total of 30 members of a charity supporting adults with autism were video-recorded during a social activity they enjoyed, namely collaborative video gaming. Mapping the coherence, affect and symmetry of each conversational turn revealed shifting patterns of intersubjectivity within each interaction. Focussing on clusters of consistent and fragmented turns led us to identify two features of neurodivergent intersubjectivity: a generous assumption of common ground that, when understood, led to rapid rapport, and, when not understood, resulted in potentially disruptive utterances; and a low demand for coordination that ameliorated many challenges associated with disruptive turns. Our findings suggest that neurodivergent intersubjectivity reveals potential for unconventional forms of social relating and that a within-interaction analysis is a viable methodology for exploring neurodivergent communication. Future research should examine the varieties of neurodivergent intersubjectivity, with associated problems and potentials, and how those forms of intersubjectivity can be enabled to flourish, particularly in autistic-to-neurotypical encounters. En ligne : http://dx.doi.org/10.1177/1362361318785172 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 Beyond Modularisation: The Need of a Socio-Neuro-Constructionist Model of Autism / Beatriz LOPEZ in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
[article]
Titre : Beyond Modularisation: The Need of a Socio-Neuro-Constructionist Model of Autism Type de document : Texte imprimé et/ou numérique Auteurs : Beatriz LOPEZ, Auteur Article en page(s) : p.31-41 Langues : Anglais (eng) Mots-clés : Autism Neuro-contructivism Developmental trajectories Engagement Intersubjectivity Index. décimale : PER Périodiques Résumé : Autism is a developmental disorder defined by social and communication impairments. Current theoretical approaches and research studies however conceptualise autism as both static and independent from the social context in which it develops. Two lines of research stand out from this general trend. First, research from the neuroconstructivist approach of Karmiloff-Smith (Hum Brain Mapp 31:934–941, 2010) aims to establish developmental trajectories of cognitive impairments in autism over time. Second, studies from intersubjective approaches such as that of Hobson (The cradle of thought, Macmillan, London, 2002) focus on the influence of emotional engagement in cognitive impairments. Although these two lines of research have made an invaluable contribution towards our understanding of autism, both offer only partial explanations: Intersubjective approaches fail to provide a developmental perspective and the neuroconstructivist model neglects the role of the social context. This paper argues that the nature of autism demands the theoretical and methodological integration of these two approaches so that developmental and social aspects are investigated in tandem. En ligne : http://dx.doi.org/10.1007/s10803-013-1966-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.31-41[article] Beyond Modularisation: The Need of a Socio-Neuro-Constructionist Model of Autism [Texte imprimé et/ou numérique] / Beatriz LOPEZ, Auteur . - p.31-41.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.31-41
Mots-clés : Autism Neuro-contructivism Developmental trajectories Engagement Intersubjectivity Index. décimale : PER Périodiques Résumé : Autism is a developmental disorder defined by social and communication impairments. Current theoretical approaches and research studies however conceptualise autism as both static and independent from the social context in which it develops. Two lines of research stand out from this general trend. First, research from the neuroconstructivist approach of Karmiloff-Smith (Hum Brain Mapp 31:934–941, 2010) aims to establish developmental trajectories of cognitive impairments in autism over time. Second, studies from intersubjective approaches such as that of Hobson (The cradle of thought, Macmillan, London, 2002) focus on the influence of emotional engagement in cognitive impairments. Although these two lines of research have made an invaluable contribution towards our understanding of autism, both offer only partial explanations: Intersubjective approaches fail to provide a developmental perspective and the neuroconstructivist model neglects the role of the social context. This paper argues that the nature of autism demands the theoretical and methodological integration of these two approaches so that developmental and social aspects are investigated in tandem. En ligne : http://dx.doi.org/10.1007/s10803-013-1966-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 Dialogic Linkage and Resonance in Autism / R. Peter HOBSON in Journal of Autism and Developmental Disorders, 42-12 (December 2012)
[article]
Titre : Dialogic Linkage and Resonance in Autism Type de document : Texte imprimé et/ou numérique Auteurs : R. Peter HOBSON, Auteur ; Jessica A. HOBSON, Auteur ; Rosa M. GARCIA-PEREZ, Auteur ; John DU BOIS, Auteur Année de publication : 2012 Article en page(s) : p.2718-2728 Langues : Anglais (eng) Mots-clés : Autism Dialogue Dialogic syntax Conversation Intersubjectivity Identification Resonance Index. décimale : PER Périodiques Résumé : We evaluated how children with autism make linguistic adjustments when talking with someone else. We devised two novel measures to assess (a) overall conversational linkage and (b) utterance-by-utterance resonance within dialogue between an adult and matched participants with and without autism (n = 12 per group). Participants with autism were less able to establish 'cognitive linkage' with an interlocutor. As predicted, only among children with autism was there a positive correlation between the ability to link in with speaker's meanings and ratings of emotional connectedness with the conversational partner. Participants with autism were not less likely to show a basic form of dialogic resonance across successive utterances (the 'frame grab'), but more often elaborated their responses in an atypical manner. En ligne : http://dx.doi.org/10.1007/s10803-012-1528-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2718-2728[article] Dialogic Linkage and Resonance in Autism [Texte imprimé et/ou numérique] / R. Peter HOBSON, Auteur ; Jessica A. HOBSON, Auteur ; Rosa M. GARCIA-PEREZ, Auteur ; John DU BOIS, Auteur . - 2012 . - p.2718-2728.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2718-2728
Mots-clés : Autism Dialogue Dialogic syntax Conversation Intersubjectivity Identification Resonance Index. décimale : PER Périodiques Résumé : We evaluated how children with autism make linguistic adjustments when talking with someone else. We devised two novel measures to assess (a) overall conversational linkage and (b) utterance-by-utterance resonance within dialogue between an adult and matched participants with and without autism (n = 12 per group). Participants with autism were less able to establish 'cognitive linkage' with an interlocutor. As predicted, only among children with autism was there a positive correlation between the ability to link in with speaker's meanings and ratings of emotional connectedness with the conversational partner. Participants with autism were not less likely to show a basic form of dialogic resonance across successive utterances (the 'frame grab'), but more often elaborated their responses in an atypical manner. En ligne : http://dx.doi.org/10.1007/s10803-012-1528-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 Fixing the mirrors: A feasibility study of the effects of dance movement therapy on young adults with autism spectrum disorder / Sabine C. KOCH in Autism, 19-3 (April 2015)
[article]
Titre : Fixing the mirrors: A feasibility study of the effects of dance movement therapy on young adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sabine C. KOCH, Auteur ; Laura MEHL, Auteur ; Esther SOBANSKI, Auteur ; Maik SIEBER, Auteur ; Thomas FUCHS, Auteur Article en page(s) : p.338-350 Langues : Anglais (eng) Mots-clés : autism spectrum disorder body awareness clinical controlled trial dance movement therapy embodiment empathy intersubjectivity mirroring self–other distinction social competence treatment manual well-being Index. décimale : PER Périodiques Résumé : From the 1970s on, case studies reported the effectiveness of therapeutic mirroring in movement with children with autism spectrum disorder. In this feasibility study, we tested a dance movement therapy intervention based on mirroring in movement in a population of 31 young adults with autism spectrum disorder (mainly high-functioning and Asperger’s syndrome) with the aim to increase body awareness, social skills, self–other distinction, empathy, and well-being. We employed a manualized dance movement therapy intervention implemented in hourly sessions once a week for 7 weeks. The treatment group (n = 16) and the no-intervention control group (n = 15) were matched by sex, age, and symptom severity. Participants did not participate in any other therapies for the duration of the study. After the treatment, participants in the intervention group reported improved well-being, improved body awareness, improved self–other distinction, and increased social skills. The dance movement therapy–based mirroring approach seemed to address more primary developmental aspects of autism than the presently prevailing theory-of-mind approach. Results suggest that dance movement therapy can be an effective and feasible therapy approach for autism spectrum disorder, while future randomized control trials with bigger samples are needed. En ligne : http://dx.doi.org/10.1177/1362361314522353 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Autism > 19-3 (April 2015) . - p.338-350[article] Fixing the mirrors: A feasibility study of the effects of dance movement therapy on young adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Sabine C. KOCH, Auteur ; Laura MEHL, Auteur ; Esther SOBANSKI, Auteur ; Maik SIEBER, Auteur ; Thomas FUCHS, Auteur . - p.338-350.
Langues : Anglais (eng)
in Autism > 19-3 (April 2015) . - p.338-350
Mots-clés : autism spectrum disorder body awareness clinical controlled trial dance movement therapy embodiment empathy intersubjectivity mirroring self–other distinction social competence treatment manual well-being Index. décimale : PER Périodiques Résumé : From the 1970s on, case studies reported the effectiveness of therapeutic mirroring in movement with children with autism spectrum disorder. In this feasibility study, we tested a dance movement therapy intervention based on mirroring in movement in a population of 31 young adults with autism spectrum disorder (mainly high-functioning and Asperger’s syndrome) with the aim to increase body awareness, social skills, self–other distinction, empathy, and well-being. We employed a manualized dance movement therapy intervention implemented in hourly sessions once a week for 7 weeks. The treatment group (n = 16) and the no-intervention control group (n = 15) were matched by sex, age, and symptom severity. Participants did not participate in any other therapies for the duration of the study. After the treatment, participants in the intervention group reported improved well-being, improved body awareness, improved self–other distinction, and increased social skills. The dance movement therapy–based mirroring approach seemed to address more primary developmental aspects of autism than the presently prevailing theory-of-mind approach. Results suggest that dance movement therapy can be an effective and feasible therapy approach for autism spectrum disorder, while future randomized control trials with bigger samples are needed. En ligne : http://dx.doi.org/10.1177/1362361314522353 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257