Category: Autism Spectrum and Developmental Disorders
Connor Kerns, Ph.D.
The University of British Columbia
Vancouver, British Columbia, Canada
Elliot Keenan, B.A. (he/him/his)
UCLA
Setauket-East Setauket, New York
Connor Kerns, Ph.D.
The University of British Columbia
Vancouver, British Columbia, Canada
Hannah Morton, Ph.D. (she/her/hers)
Postdoctoral Fellow
Oregon Health and Science University
Portland, Oregon
Jacquelyn Gates, M.A. (she/her/hers)
Clinical Psychology Graduate Student
Stony Brook Universiry
Astoria, New York
Caroline Miller, M.A. (she/her/hers)
Graduate Student
The University of British Columbia
Vancouver, British Columbia, Canada
Neurodiversity is a term coined to emphasize that diverse ways of learning and thinking are valuable, just as biodiversity is considered valuable (Doyle, 2020). The term was developed to encourage society to recognize and develop the strengths (not only the challenges) of neurodivergent individuals or neurominorities – that is, individuals with statistically uncommon neurodevelopmental profiles, such as those on the autism spectrum or those diagnosed with attention deficit-hyperactivity disorder (ADHD; Boyle, 2020). The prevalence of individuals with these particular neurodivergent profiles is also growing. Autism and ADHD are currently estimated to occur in approximately 2-3% and 9-10% of children in the US respectively (Bitsko et al., 2022; Li & He, 2022). As such, there is a growing need to develop approaches in clinical research and practice that are working toward greater inclusion of neurodivergent individuals, for example, by seeking to better understand neurodivergent experiences and abilities in order to inform clinical theories and interventions or by shifting the focus of intervention outcomes to emphasize the strengths of neurodivergent youth and their inclusion in social groups.
The present symposium highlights findings from four independent research groups spanning the United States and Canada that illustrate how neurodivergent perspectives and neurodiversity-affirming approaches can enhance the sensitivity, nuance and social validity of clinical assessment tools and our evaluation of treatment effects. Our first talk offers data on the frequencies and traumatic impact of both traditional and autism-related adversities using a novel, autism-tailored adversity measure in a large community sample of autistic youth. Our second study builds upon this work by examining the relationship between a particularly prevalent and impactful form of adversity, bullying, using a measure of peer victimization, also expressly designed for autistic and ADHD youth. The second half of the symposium will turn towards intervention. Specifically, our third talk explores how examining social outcomes in an idiographic manner, that considers strengths as well as challenges, may both affirm the value of neurodiversity as well as reveal hidden benefits of a social skills intervention. Our last talk reveals the notable complexity of efforts to improve the social adjustment and inclusion of ADHD youth using a classroom-based psychosocial intervention. Finally, our discussant, an autistic researcher with a focus on the intersection of mental health and neurodiversity, will critically evaluate these studies and their implications for future clinical research and practice.
