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As autism has gained increased attention in the past few decades, autistic advocates have adopted the phrase "Nothing about us without us," illustrating the idea that autistic people should be centered in all conversations regarding autism. However, in a large portion of autism research, autistic people are still not meaningfully engaged throughout the research process, leading to continued stigma in research through biased methods. Thus, stigma about autism influences not only the content of autism research, but the ways in which neurotypical people conduct research alongside (or without) autistic people, ultimately resulting in less valid conclusions or research that actively harms the autistic community. One way to address this stigma is through involving autistic individuals as equal partners in the research process, such as by including autistic co-interviewers in qualitative studies of autistic people. In this perspectives piece, we will highlight the benefits of participatory research practices within qualitative research. Furthermore, we will outline methods for conducting co-interviews with autistic research partners and share insights from our experiences implementing this practice. We hope this piece provides researchers the practical resources and inspiration to continue working toward decreasing the stigma surrounding autism in research spaces.
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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10466038 | PMC |
http://dx.doi.org/10.3389/fpsyt.2023.1248247 | DOI Listing |
The aim of this study is to analyze egocentric social networks of 31 autistic adults in Québec (Canada). We examined the composition of their proximal personal support network and the role of support shared among autistic peers. A mixed method analysis was used.
View Article and Find Full Text PDFNat Commun
September 2025
Institute of Neurosciences and Medicine, Brain & Behaviour (INM-7), Research Centre Juelich; Wilhelm-Johnen-Straße 1, Juelich, Germany.
Autism is a neurodevelopmental condition associated with altered resting-state brain function. An increased excitation-inhibition ratio is discussed as a pathomechanism but in-vivo evidence of disturbed neurotransmission underlying functional alterations remains scarce. We compare local resting-state brain activity and neurotransmitter co-localizations between autism (N = 405, N = 395) and neurotypical controls (N = 473, N = 474) in two independent cohorts and correlate them with excitation-inhibition changes induced by glutamatergic (ketamine) and GABAergic (midazolam) medication.
View Article and Find Full Text PDFPerspect Behav Sci
September 2025
History and Sociology of Science Department, University of Pennsylvania, 249 South 36th Street, Philadelphia, PA 19104 USA.
Recent attacks on applied behavior analysis (ABA) by neurodiversity advocates share a common theme with opposition to other supports, such as subminimum wage vocational programs and congregate residential settings: the intact mind assumption, which maintains that even profoundly autistic people have typical intelligence, even if they present as severely cognitively impaired. This article examines the history of the intact mind assumption, which was largely shaped by psychoanalytic theory in the mid-20 century, as well as its impact on contemporary disability policy and practice.
View Article and Find Full Text PDFPerspect Behav Sci
September 2025
Centre for Behaviour Analysis, Queen's University Belfast, Belfast, UK.
A neurodiversity movement (NDM) has gained momentum, mainly driven by autistic self-advocates. The main argument of the NDM is that neurodivergent people experience discrimination that is on par with the historical discrimination of other minority groups. In this article, we propose a behavior analyst's perspective on the NDM.
View Article and Find Full Text PDFPerspect Behav Sci
September 2025
ABA Clinic, United Kingdom of Great Britain and Northern Ireland, 40A Burgess Road, Southampton, SO16 7AH UK.
In recent years, the question has been raised as to whether teaching eye contact to autistic children is an ethically defensible educational objective. In the present article, I suggest that this question may be best answered by first defining contact with the eyes not as behavior, but as a consequence for the behavior of looking. Looking at people's faces, and in particular the eyes, provides information regarding the discriminative functions and reinforcing value of social stimuli, of people, of what they do, what they say, and what they feel, and is a critical part of all social behavior.
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