Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-14T17:16:21.925Z Has data issue: false hasContentIssue false
  • English
  • Français

Normocentric biases taint cognitive neuroscience and intervention of autism

Published online by Cambridge University Press:  23 July 2019

Laurent Mottron
Laurent Mottron*
Affiliation:
Centre d'Excellence en Troubles Envahissants du Développement de Montréal (CETEDUM), Hôpital Rivière-des-Prairies, Montréal, QC, Canada, H1E 1A4. Laurent.mottron@gmail.comhttp://hrdp.qc.ca/fr
Get access Rights & Permissions [Opens in a new window]

Abstract

Stepping away from a normocentric understanding of autism goes beyond questioning the supposed lack of social motivation of autistic people. It evokes subversion of the prevalence of intellectual disability even in non-verbal autism. It also challenges the perceived purposelessness of some restricted interests and repetitive behaviors, and instead interprets them as legitimate exploratory and learning-associated manifestations.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 42 , 2019 , e102
Check for updates
Copyright
Copyright © Cambridge University Press 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Courchesne, V., Meilleur, A. A., Poulin-Lord, M. P., Dawson, M. & Soulières, I. (2015) Autistic children at risk of being underestimated: School-based pilot study of a strength-informed assessment. Molecular Autism 6:12. doi:10.1186/s13229-015-0006-3.Google Scholar
Mottron, L. (2017) Should we change targets and methods of early intervention in autism, in favor of a strengths-based education? European Child & Adolescent Psychiatry 26(7):815–25. Available at: https://doi.org/10.1007/s00787-017-0955-5.Google Scholar
Ostrolenk, A., Forgeot d'Arc, B., Jelenic, P., Samson, F. & Mottron, L. (2017) Hyperlexia: Systematic review, neurocognitive modelling, and outcome. Neuroscience & Biobehavioral Reviews 79:134–49. doi:10.1016/j.neubiorev.2017.04.029.Google Scholar