Session 21: Autism and strengths-based approaches
Information
S21.1 "I felt like an ant back then, that they could just stand on at any time and completely crush". An autistic young persons retrospective story of mainstream schooling
S21.2 Neurodiversity affirming occupational therapy for Autistic children: a scoping review
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S21.1 "I felt like an ant back then, that they could just stand on at any time and completely crush". An autistic young persons retrospective story of mainstream schooling
Autistic young people are largely educated in mainstream schools in the UK but only 26% report feeling happy at school and 74% of parents report that school does not meet their child’s needs (NAS 2023). Autistic young people are more likely to be bullied, more likely to be excluded from school and experience disproportionately high rates of mental ill health compared to their non-autistic peers, issues which traject into adulthood (Lai et al 2019, Schroeder et al 2014, Siminoff et al 2008, Timpson 2019).
School years are thought to be a crucial period for the development of self in preparation for moving into adulthood. Given the poor outcomes identified for this group, a better understanding of experiences during this period and the impact on identity is warranted. Previous research has focused on the primary to secondary transition, on teacher or parent perspectives or related specifically to ‘autistic’ identity. This study therefore aims to explore identity development more broadly through the whole school journey.
Four young people who have been interviewed about their school experiences, between school years 6–9 for an associated piece of research (Mesa and Hamilton 2022), engaged in a retrospective narrative interview at the end of year 11 to explore their whole school experience. These stories will later be used in a co- produced school-based intervention.
The author will present the first ‘story’ in this ongoing piece of research and pose some critically reflective questions, related to the current and future focus of occupational therapy with autistic young people.
S21.2 Neurodiversity affirming occupational therapy for Autistic children: a scoping review
Background: In alignment with the autistic community’s values, a shift towards neurodiversity- positive practice is taking place within occupational therapy and other allied health professions (Pellicano and Houting 2021, Sterman et al 2023). However, there is a lack of guidance on how occupational therapists can provide care that is neurodiversity- affirming for autistic children (Doyle and McDowall 2022).
Aim: To collate and synthesise the current literature on neurodiversity-affirming approaches in education, health and social care for autistic children.
Design and methods: The authors systematically searched eight databases and hand searched three autism-focused journals. Following data extraction, outcome data was analysed using a modified thematic analysis. The inclusion of autistic and ADHD researchers on the team enabled neurodivergent input throughout the research process.
Results and discussion: Two major themes were identified across the 26 included studies: promoting an environment of inclusion and ways to approach intervention. Neurodiversity-affirming care for autistic children can be promoted through supportive social, physical and institutional environments and interventions that build on a child’s interests, focus on their strengths, support wellbeing and autonomy and embrace autistic ways of being, including autistic styles of communication.
Conclusion: Occupational therapy goals for autistic children should shift away from developing skills related to neurotypical standards, including social skills, and instead prioritise changing environments to support wellbeing and autonomy.
Background: In alignment with the autistic community’s values, a shift towards neurodiversity- positive practice is taking place within occupational therapy and other allied health professions (Pellicano and Houting 2021, Sterman et al 2023). However, there is a lack of guidance on how occupational therapists can provide care that is neurodiversity- affirming for autistic children (Doyle and McDowall 2022).
Aim: To collate and synthesise the current literature on neurodiversity-affirming approaches in education, health and social care for autistic children.
Design and methods: The authors systematically searched eight databases and hand searched three autism-focused journals. Following data extraction, outcome data was analysed using a modified thematic analysis. The inclusion of autistic and ADHD researchers on the team enabled neurodivergent input throughout the research process.
Results and discussion: Two major themes were identified across the 26 included studies: promoting an environment of inclusion and ways to approach intervention. Neurodiversity-affirming care for autistic children can be promoted through supportive social, physical and institutional environments and interventions that build on a child’s interests, focus on their strengths, support wellbeing and autonomy and embrace autistic ways of being, including autistic styles of communication.
Conclusion: Occupational therapy goals for autistic children should shift away from developing skills related to neurotypical standards, including social skills, and instead prioritise changing environments to support wellbeing and autonomy.
Implications: Occupational therapists should focus on supporting autistic children to leverage their skills and develop skills related to their interests, and understand themselves, their strengths and what brings them joy.