Evidence against ASD "epidemic" - the great reclassification
firemonkey wrote:
martianprincess wrote:
I have Autism and I work in a pretty social environment. It's hard for me but I had to work really hard to get to where I can be functional and learn different social scripts. I adapted, and I think most of us who were never diagnosed/not diagnosed until later have done the same thing.
You might well be right, but personally speaking I don't think I ever did. I was always considered as odd , with that being attributed to severe mental illness . I was never in a situation where adapting or trying to adapt was essential. Bottom line I haven't got a clue about 'social scripts'
It still doesn't really make sense to me most of the time, so I definitely understand. It's been a form of survival for me. I was abused and had to learn how to survive.
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martianprincess wrote:
It's true that one-on-one time has significant benefits for children. But we also know from Vygotsky that social interaction is essential for learning - yes, even kids with ASD.
I just now Googled Vygotsky to see what you were talking about here. It would appear that the social interaction Vygotsky talked about was primarily with adults and primarily parents. See, for example: https://www.simplypsychology.org/vygotsky.html . So Vygotsky's theories do not, at all, appear to contradict anything I said about how the societal trend toward group daycare may have been good for NT children but not good for autistic children.
martianprincess wrote:
ABA therapy, in particular, is the go-to in early childhood and supports better social outcomes (although I know this is controversial in our community -- I will say from some of the posts I've read, I think it is misunderstood; I've been in sessions with clinicians who are using it, and I was at every session with my son who has ASD was doing it and I have ASD too). I'd be happy to relay my own perspective as well). I don't think ABA therapy was as popular of a thing as it is today until... maybe the 90s?
I'd like to start a separate thread about the controversy regarding ABA, if that's okay with you, to avoid derailing this thread.
martianprincess wrote:
I don't think ABA therapy was as popular of a thing as it is today until... maybe the 90s?
ABA, being very expensive, was not and could not have been widespread until a lot of states passed laws requiring insurance to cover it, which didn't happen until after 2000, largely in response to lobbying by various parent-oriented organizations. But it has a long history of use by a relatively small number of relatively wealthy families, going all the way back to the 1960's.
Anyhow, on other topics, please see my reply to you here.
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Mona Pereth wrote:
I just now Googled Vygotsky to see what you were talking about here. It would appear that the social interaction Vygotsky talked about was primarily with adults and primarily parents. See, for example: https://www.simplypsychology.org/vygotsky.html . So Vygotsky's theories do not, at all, appear to contradict anything I said about how the societal trend toward group daycare may have been good for NT children but not good for autistic children.
Can you explain where you got the adult/parent thing from? When I was in college learning all of this, I learned it in the context of Vygotsky studying children. Unless I misread your comment somehow which is entirely possible. What I was trying to say with my comment was that social interaction (away from familial caregivers too) is good for everyone, not just NT children and not just children with ASD.
I saw a study recently on here that talked about communication and they had a group of all NT people playing telephone, a group of all ASD people playing telephone, and a mixed group. The mixed group did the worst. However, it wasn't clear as to whether everyone in the groups knew they were with all NT or all ASD. If the people in the groups were aware of their placement, it makes me question the validity of the results. It makes perfect sense that ASD folks would be more comfortable with other ASD folks and would communicate better, and vice versa, but it seems as though they didn't control for other social factors (for instance, if you told a person with ASD they were going to be put in a mixed group that had NT people in it, I'm sure their brains are primed for "oh no" because they've had bad experiences with NT in the past, even if other ASD were in the group). I hope that makes sense, I'm not very good at explaining things sometimes.
The quality of group interactions matters much more than just simply being put in a group, and I think that's probably what you were trying to get at.... and I agree with you. I think you were saying that it was good for kids with ASD to be with caregivers who are familiar with them and their way of communication, so it wasn't as good when they went to daycare and their regular caregivers had no idea how to interact with them.
So, I advocate for better quality childcare for every child, especially those with disabilities and/or developmental disorders. I think we were trying to say the same thing, just in a different way.
_________________
The phone ping from a pillow fort in a corn maze
I don't have a horse in your war games
I don't even really like horses
I like wild orchids and neighbors with wide orbits
martianprincess wrote:
Mona Pereth wrote:
I just now Googled Vygotsky to see what you were talking about here. It would appear that the social interaction Vygotsky talked about was primarily with adults and primarily parents. See, for example: https://www.simplypsychology.org/vygotsky.html . So Vygotsky's theories do not, at all, appear to contradict anything I said about how the societal trend toward group daycare may have been good for NT children but not good for autistic children.
Can you explain where you got the adult/parent thing from?
When I was in college learning all of this, I learned it in the context of Vygotsky studying children.
Vygotsky's theories are indeed about children's cognitive development, but, according to the above-linked page, his theories stress the role of adults and especially parents in said development.
The above-linked page says:
Quote:
4: According to Vygotsky adults are an important source of cognitive development.
Adults transmit their culture's tools of intellectual adaptation that children internalize. In contrast, Piaget emphasizes the importance of peers as peer interaction promotes social perspective taking.
Adults transmit their culture's tools of intellectual adaptation that children internalize. In contrast, Piaget emphasizes the importance of peers as peer interaction promotes social perspective taking.
Further down on that page:
Quote:
Like Piaget, Vygotsky believes that young children are curious and actively involved in their own learning and the discovery and development of new understandings/schema. However, Vygotsky placed more emphasis on social contributions to the process of development, whereas Piaget emphasized self-initiated discovery.
According to Vygotsky (1978), much important learning by the child occurs through social interaction with a skillful tutor. The tutor may model behaviors and/or provide verbal instructions for the child. Vygotsky refers to this as cooperative or collaborative dialogue. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then internalizes the information, using it to guide or regulate their own performance.
Shaffer (1996) gives the example of a young girl who is given her first jigsaw. Alone, she performs poorly in attempting to solve the puzzle. The father then sits with her and describes or demonstrates some basic strategies, such as finding all the corner/edge pieces and provides a couple of pieces for the child to put together herself and offers encouragement when she does so.
As the child becomes more competent, the father allows the child to work more independently. According to Vygotsky, this type of social interaction involving cooperative or collaborative dialogue promotes cognitive development.
According to Vygotsky (1978), much important learning by the child occurs through social interaction with a skillful tutor. The tutor may model behaviors and/or provide verbal instructions for the child. Vygotsky refers to this as cooperative or collaborative dialogue. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then internalizes the information, using it to guide or regulate their own performance.
Shaffer (1996) gives the example of a young girl who is given her first jigsaw. Alone, she performs poorly in attempting to solve the puzzle. The father then sits with her and describes or demonstrates some basic strategies, such as finding all the corner/edge pieces and provides a couple of pieces for the child to put together herself and offers encouragement when she does so.
As the child becomes more competent, the father allows the child to work more independently. According to Vygotsky, this type of social interaction involving cooperative or collaborative dialogue promotes cognitive development.
Anyhow ....
martianprincess wrote:
I saw a study recently on here that talked about communication and they had a group of all NT people playing telephone, a group of all ASD people playing telephone, and a mixed group. The mixed group did the worst. However, it wasn't clear as to whether everyone in the groups knew they were with all NT or all ASD. If the people in the groups were aware of their placement, it makes me question the validity of the results. It makes perfect sense that ASD folks would be more comfortable with other ASD folks and would communicate better, and vice versa, but it seems as though they didn't control for other social factors (for instance, if you told a person with ASD they were going to be put in a mixed group that had NT people in it, I'm sure their brains are primed for "oh no" because they've had bad experiences with NT in the past, even if other ASD were in the group). I hope that makes sense, I'm not very good at explaining things sometimes.
In other words, you're wondering whether this was a double-blind experiment -- a routine precaution against bias in medical and psychological research.
martianprincess wrote:
The quality of group interactions matters much more than just simply being put in a group, and I think that's probably what you were trying to get at.... and I agree with you. I think you were saying that it was good for kids with ASD to be with caregivers who are familiar with them and their way of communication, so it wasn't as good when they went to daycare and their regular caregivers had no idea how to interact with them.
That's one important way that daycare (with caregivers who know nothing about ASD) could be harmful to an autistic child.
Another problem is that many autistic people (including myself) have intrinsic difficulty with group interactions. That doesn't mean autistic children should be kept away from group interactions, but the groups need to be more carefully structured.
martianprincess wrote:
So, I advocate for better quality childcare for every child, especially those with disabilities and/or developmental disorders. I think we were trying to say the same thing, just in a different way.
Agreed.
_________________
- Autistic in NYC - Resources and new ideas for the autistic adult community in the New York City metro area.
- Autistic peer-led groups (via text-based chat, currently) led or facilitated by members of the Autistic Peer Leadership Group.
Mona Pereth wrote:
martianprincess wrote:
So, I advocate for better quality childcare for every child, especially those with disabilities and/or developmental disorders. I think we were trying to say the same thing, just in a different way.
Agreed.
Also I tend to have tangents a lot with my own thinking that I don't explicitly express are tangents and I did that a bit. This was a good conversation.
_________________
The phone ping from a pillow fort in a corn maze
I don't have a horse in your war games
I don't even really like horses
I like wild orchids and neighbors with wide orbits
