Neurotypical
In the film, "neurotypical" (both an adjective and a noun) is defined as "a term used to describe non-autistics by autistics." Neurotypical can also be used more generally to describe those not diagnosed with any of a range of neurological conditions, including, but not limited to, autism spectrum disorder, dyslexia, attention deficit disorder, attention deficit hyperactivity disorder, dyspraxia, dyscalculia and Tourette's syndrome. The term was coined by the autistic community and later adopted by the neurodiversity movement.
Caption: Charlie holds Violet.
Credit: Neurotypical.
Sources:
» Autism Network International. "Don't Mourn For Us."
» National Symposium on Neurodiversity at Syracuse University. "What Is Neurodiversity?"
»Neurotypical Press Release.
Neurodiversity
Neurodiversity is a concept akin to biodiversity or cultural diversity that recognizes neurological disorders as a natural human variation. Rather than looking for cures, neurodiversity advocates work to promote social support systems and spotlight the value of neurological differences, in the same vein as variations in learning styles or social tendencies like introversion and extroversion.
The neurodiversity movement was born out of the autistic civil rights movement in the 1990s and led by autistic writers and activists, including Jim Sinclair, Judy Singer and Kathleen Seidel. The Internet has been a crucial medium for the growth of the movement since it frequently eliminates the need for face-to-face social interaction, something that often makes individuals with autism uncomfortable. The movement is now largely led by bloggers on the autism spectrum.
Though autism advocacy existed prior to the 1990s, the neurodiversity movement marks a significant emergence of self-advocacy.
The goals of the movement include:
- Recognition that people on the autism spectrum do not need to be cured
- A shift away from the use of terms like "disease" and "disorder"
- A revised concept of what constitutes "normal" or "acceptable" behavior
- More control over if, when, how and why people with autism receive treatment or therapy
According to neurodiversity advocates like Thomas Armstrong, executive director of the American Institute for Learning and Human Development, the line between a difference and a disability depends on perspective and social context. For example, testing software is an ideal job for someone with exceptional concentration, technological skills and an affinity for completing repetitive jobs with a high level of accuracy -- characteristics that are common among individuals with autism. Some software companies even recruit employees with autism. Of the employees at the Danish software company Specialisterne, 75 percent have some form of autism.
Another goal of the neurodiversity movement is to provide individuals with neurological conditions a say in if, how, when and why they are given treatment. For example, a common behavior across the autism spectrum is self-stimulation, or "stimming," which may include humming, rocking, tapping or fixating on an object. Some therapies work to reduce or eliminate self-stimulation and other behaviors, such as eye contact avoidance. But these behaviors can be a means to control sensory input, lower anxiety levels and improve information processing. For this reason, therapies that work to reduce stimming and force eye contact can be controversial among members of the autism community.
Detractors of the movement point out that broadening the definitions of neurological disorders could result in the loss of crucial government support services and may lead to serious psychological and physical needs of those on the far end of the autism spectrum being overlooked. According to the Centers for Disease Control and Prevention, 94 percent of children with autism require health or related services beyond those required by children not diagnosed with autism. Supporters of the neurodiversity movement believe that the movement does not delegitimize disorders and their accompanying mental, emotional and physical needs. Instead, they believe it advocates for deeper understanding, better social support systems, appropriate educational, governmental and private support programs and providing members of the community with a say in their own treatment.
Caption: Nicholas's brother Dylan.
Credit: Neurotypical.
Sources:
» Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Cambridge: Da Capo Lifelong, 2011.
» Autism Network International. "Don't Mourn For Us."
» Boundy, Kathryn. "'Are You Sure, Sweetheart, That You Want to Be Well?': An Exploration of the Neurodiversity Movement." Radical Psychology 7 (2008).
» Centers for Disease Control and Prevention. "Diagnostic History and Treatment of School-aged Children with Autism Spectrum Disorder and Special Health Care Needs."
» Dubin, Nick. "Neurodiversity: A Balanced Opinion." Autism Asperger's Digest, 2011.
» Fenton, Andrew and Tim Krahn. "Autism, Neurodiversity and Equality Beyond the 'Normal.'" Journal of Ethics in Mental Health, November 2007.
» Silverman, Lauren. "Young Adults with Autism Can Thrive in High-Tech Jobs." NPR, April 22, 2013.
» Synapse. "Neurodiversity and the Autism Spectrum."
The Autism Spectrum
Autism spectrum disorder (ASD), commonly referred to simply as autism, is a neurological and developmental variation that affects learning, communication and social interaction. Autism can be found across all racial, ethnic and social groups and is associated with a wide range of behaviors and characteristics which may include intense focus on a specific subject; unconventional means of learning and problem-solving; a strong need for routine and consistency; repetitive movement or self-stimulation, such as rocking or humming; difficulty with social interpretation and expression; and an under- or over-sensitivity to sensory experiences like sound, light and touch. Each individual on the autism spectrum is different, with a unique set of characteristics and behaviors that may change depending on stress or anxiety levels and sensory stimulation. Individuals on the far end of the autism spectrum may be non-verbal, harm themselves or depend heavily on support from family and professionals, while other adults with autism may live and work independently. The exact cause of autism is unknown, though genetics and environmental conditions are thought to be possible factors.
Prior to May 2013, diagnosticians separated the varying degrees of autism spectrum disorder into subsets that included autism disorder, Asperger's syndrome, pervasive development disorder not otherwise specified, Rett syndrome and childhood disintegrative disorder. Since these subsets are differentiated solely by behaviors, they were often difficult to determine. In an effort to provide more clarity and diagnostic precision, the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (the manual published by the American Psychiatric Association and used as the standard for classifying mental disorders), released in May 2013, eliminated these subsets and instead breaks down positions on the autism spectrum by levels (ex. Autism Spectrum Disorder, Level 1, Level 2, or Level 3).
As of March 2013, the Centers for Disease Control and Prevention estimate that one in 50 children are identified with autism spectrum disorder, compared to about 1 in 155 in 2002 and 1 in 88 in 2012. However, this rapid increase may be attributable more to greater awareness and more frequent diagnosis than to an actual increase in the incidence rate. Diagnosing autism accurately is not easy and, according to the Diagnostic and Statistical Manual of Mental Disorders, there are more than 600 different symptom combinations that meet the minimum criteria for diagnosing autism disorder--just one of the formerly used subsets of autism spectrum disorder. The Autism Diagnostic Observation Schedule (ASOD) and the Autism Diagnostic Interview, Revised (ADI-R) are the standard assessment tools used for diagnosis, but many other screening tests exist. Administering assessments that are accurate and comprehensive is a difficult task, as traits associated with autism exist on a continuum and may be observed among those not clinically diagnosed with a related disorder.
Though there is little conclusive neurological research on autism and other neurological disorders, scientists have found variations in the size, function and development of various parts of the brain, such as the cerebellum, the hippocampus and the amygdala. The amygdala (two almond-shaped structures located in the temporal lobes of the brain) are used in processing emotions, social interaction, experiencing fear and exercising facial recognition. Some individuals with autism, anxiety disorders and other neurological disorders have been found to have overly large or small amygdala. There are also scientists who believe that autism may be linked to poor fiber tract connections to key areas in the brain. The range of physical and behavioral characteristics exhibited by individuals with autism, and flaws in scientific tests like neuroimaging (brain scans), make it difficult to prove these theories conclusively. Individuals not on the autism spectrum also exhibit variations in size and development of these areas of the brain. There is no one "typical" human brain that can be used as a baseline.
Caption: Paula on her computer.
Credit: Neurotypical.
Sources:
» Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Cambridge: Da Capo Lifelong, 2011.
» Autism Network International. "Don't Mourn For Us."
» Autism Research Institute. "DSM-V: What Changes May Mean."
» Autism Society.
» Autistic Self Advocacy Network.
» Carey, Benedict. "Diagnoses of Autism on the Rise, Report Says." The New York Times, March 29, 2012.
» Centers for Disease Control and Prevention.
» Gever, John. "Amygdala Enlarged in Young Autistic Children." MedPage Today, May 4, 2009.
» Grandin, Temple. "The World Needs People with Asperger's Syndrome" The DANA Foundation, October 1, 2002.
» Grandin, Temple and Richard Panek. The Autistic Brain: Thinking Across the Spectrum. New York: Houghton Mifflin Harcourt, 2013.
» Hamilton, Jon. "What's Different About the Brains of People with Autism?" NPR, June 4, 2012.
» Jaarsma, Pier and Stellan Welin. "Autism as a Natural Human Variation: Reflections on the Claims of the Neurodiversity Movement." Health Care Analysis, March 2012.
» National Institute of Neurological Disorders and Stroke.
» PBS. "What is Autism?"
» PBS. "History of Autism Blame."
» PBS. "What Is Autism?"
» Salahi, Lara. "10 Myths About Autism." ABC News, October 23, 2008.
» Science Daily. "In Autism, Age at Diagnosis Depends On Specific Symptoms."