Neurodiversity is a term coined by sociologist Judy Singer in the 1990s, to describe an umbrella of individuals with non-typical neurological development.
Neurodiversity is a term coined by sociologist Judy Singer in the 1990s, to describe an umbrella of individuals with non-typical neurological development.
Neurodiversity is a term coined by sociologist Judy Singer in the 1990s, to describe an umbrella of individuals with non-typical neurological development, that are mainly in the Autism Spectrum alongside individuals with ADHD, ADD, Learning Disability and other Social-Developmental Disability. Singer, who is autistic herself, rejects the identification of “disorder” when it comes to her autism stating that naming it a disorder indicates that her condition is something that needs to be fixed when in fact it is merely a different form of neurological pathways that leads to different neurodivergent behaviors. With specific alterations to teaching styles and techniques as well as certain environmental arrangements, neurodiverse individuals are very well able to live a fully independent and fulfilling life. To date, more and more neurodiverse individuals and allies are advocating for the use of neurodiversity instead of degrading terms like disorder or disability while describing their neurological differences.
We at The ABA Project are full allies for the neurodiverse community and strongly declare that our services are not used to “treat” or “fix” our learners’ neurodiversity. Our services are designed with the highest ethical consideration and respect to our learners’ neurodiversity while helping them make the necessary alterations in their environment to achieve their fullest potential.
Autism Spectrum (ASD) neurodevelopmental condition that emerges early in life. It is characterized by difficulties with social interaction skills, communication skills, repetitive behavior, hyperactivity, inattentiveness and/or restricted interests. According to the Centers of Disease Control (CDC), autism affects about 1 in 54 children in the United States. Unlike other developmental deficits, you most probably wouldn’t be able to tell if someone has autism just by looking at his or her facial features. However, individuals with ASD often behave, interact or communicate differently from most other people.
For an individual to be diagnosed with ASD, professionals use The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5). The current DSM-5 has combined different conditions: Autism, Childhood Disintegrative Deficit, Pervasive Developmental Deficit Not Otherwise Specified (PDD-NOS), and Asperger under a single broad term: ASD. Moreover, each individual with ASD shows different levels of severity of impairments. Some might need very little to no support in daily living activities, while others may need extensive help and support. Therefore, Autism is known as a “spectrum” condition and in that, every individual with ASD is unique.
Typically, neurodivergent traits and behaviors do not show until the child is about 18-24 months old and studies suggest that at least 80%-90% of parents recognize some atypical behaviors by the age of 24 months. However, studies have found subtle early signs that might be presented even before the age of 18 months. About 20% of parents report having concerns within the first 10 months on some behavior (e.g. eye contact, social smiling) that shows a gradual decrease in frequency from 6 months onwards. Typically developing toddlers undergo rapid growth in social interactions skills, pretend play skills, and verbal and non-verbal communication skills during their second year. Parental concerns are apparent when neurodivergent traits and behaviors become more apparent, with toddlers showing differences when compared to their typically developing peers.
An infant/toddler is possibly neurodiverse when they are:
Neurodivergent development is a multifactorial condition. Studies have found some genetic influences leading to neurodiversity that are related to hereditary or mutation of genes. On top of that, unhealthy environmental conditions could also lead to neurodivergent development, such as events that occur in the prenatal period or shortly after birth, or exposure to certain environmental toxins (e.g., pesticides, pollution). The interaction between genetic factors and environmental influences are also likely to affect neurodivergent development. Therefore, there is no universal factor that leads to the development of neurodiversity. And no, vaccinating your child has nothing to do with neurodivergent development. The CDC, the World Health Organization, the American Academy of Pediatrics, and other organizations have concluded that MMR vaccine does not cause neurodiversity.
As mentioned, neurodiverse individuals see and experience the world differently. As such, they would require specialized teaching approaches to help them achieve their fullest potential. Programs that are based on the science of Applied Behaviour Analysis are the most extensively researched programs for teaching neurodiverse individuals. Such programs should: (a) include a variety of teaching techniques [e.g., Discrete Trial Teaching (DTT), Incidental Teaching (IT)], (b) conduct systematic analysis of functional relation between behavior and the environment to guide the formulation of interventions, (c) promote maintenance and generalization of acquired skills, (d) use data collection systematically to monitor client’s performance, (e) teach functional skills that directly address areas of deficits, (f) be supervised by professionals who have Board Certification in Behavior Analysis.
Sturmey, P., & Fitzer, A. (Eds.). (2007). Autism spectrum disorder: Applied behavior analysis, evidence, and practice. Texas: Pro-ed.
Volkmar, F. R., Rogers, S. J., Paul, R., & Pelphrey, K. A. (Eds.). (2014). Handbook of autism and pervasive developmental disorders. (4th ed., Vol. 1). Hoboken, NJ: Wiley.
What is Autism Spectrum Disorder? (2020, March 25). Retrieved from https://www.cdc.gov/ncbddd/autism/facts.html
Keep in touch with our news & offers
We are a Neuro-affirming Center-based Applied Behavior Analysis (ABA) service provider. We help neurodivergent learners achieve independence and their fullest potential while maintaining their unique neurodivergent identity.
