Relevant bibliographies by topics / Neurodivergence

Academic literature on the topic 'Neurodivergence'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Neurodivergence"

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Kelly, Clive, Ren Martin, and Vadivelu Saravanan. "The Links Between Fibromyalgia, Hypermobility and Neurodivergence." Rheumatology 1, no. 1 (2022): 3. http://dx.doi.org/10.17925/rmd.2022.1.1.3.

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Fibromyalgia and joint hypermobility are common coexisting conditions among younger females that are often accompanied with additional features of autonomic dysfunction. Mental health is frequently impacted with these conditions and an association with neurodivergence has been recently established. Neurodivergence is also prevalent among close relatives. Reasons for this association are poorly understood, although genetics, adverse early life experiences and autoimmunity all contribute. Pharmacological responses may differ in neurodivergence, while psychological support requires adaptation for individual sensitivities. Screening patients with fibromyalgia and hypermobility for neurodivergent traits and vice versa may facilitate diagnosis and management.
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Cooper, Ross, and Craig Kennady. "Autistic voices from the workplace." Advances in Autism 7, no. 1 (March 24, 2021): 73–85. http://dx.doi.org/10.1108/aia-09-2019-0031.

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Purpose The purpose of this paper is to give autistic employees a voice, evaluate their work-based experiences and to disseminate the relevant recommendations of the Westminster AchieveAbility Commission report. Design/methodology/approach These experiences were identified through a questionnaire answered by 600 neurodivergent employees, including 95 autistic respondents. This allowed us to compare experiences across neurodivergent categories. Findings The overwhelmingly negative work-place experience is consistent at every stage unless managers had a good understanding of neurodivergence. This deteriorated further the more categories of neurodivergence identified with, and minority ethnicity. Few reasonable adjustments were made. Psychometric tests are experienced as disabling. No statistically significant differences were found between genders. Research limitations/implications The target group are not representative of the wider autistic population and the sample is relatively small. Further research could look at how managers come to understand neurodivergence, the utilisation of reasonable adjustments and how to promote neurodivergence awareness. Practical implications There need to be wholesale changes in recruitment and reasonable adjustments in the workplace, which will require substantial changes in attitudes. Social implications The experience of neurodivergent people in the work-place, including autistic employees, was more consistently negative than expected. It was difficult to find any autistic employees without disabling experiences. This paper hopes this will alert wider society to the issues and may serve to support more solidarity amongst neurodivergent people in relation to employment. The findings have already influenced The Advisory, Conciliation and Arbitration Service. Originality/value There is very little detailed research focussed on the work-place experience and voices of autistic employees and less research that considers the implications of neurodivergent overlaps in the workplace.
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Mellifont, Damian. "Facilitators and Inhibitors of Mental Discrimination in the Workplace: A Traditional Review." Studies in Social Justice 15, no. 1 (February 8, 2021): 59–80. http://dx.doi.org/10.26522/ssj.v15i1.2436.

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Discrimination can closely follow disclosure of neurodivergence in the workplace. This traditional review of the literature therefore aims to (a) critically explore factors that facilitate and inhibit mental discrimination in workplace environments, and (b) produce an evidence-based, anti-discrimination guide supporting neurodivergent employees. Applying content analysis to 64 scholarly articles retrieved from Scopus, ProQuest Central and PsycINFO (via OvidSP) databases, this traditional review offers three main messages which should be of value to HR policymakers and practitioners. First, the spirit of diversity and inclusion needs to be practically applied in recruitment processes so that neurodivergent applicants are not exposed to discrimination. Second, employees or prospective employees should not feel that they will be punished for disclosing their neurodivergence. Finally, sanist workplaces that refuse to be inclusive and accommodating of neurodivergent persons might experience lost productivity as a result.
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Mellifont, Damian. "COVID-19 related factors affecting the experiences of neurodivergent persons in the workplace: A rapid review." Work 71, no. 1 (January 15, 2022): 3–12. http://dx.doi.org/10.3233/wor-210811.

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BACKGROUND: Policy responses to the COVID-19 pandemic offer possibilities to advance social justice. One such prospect is to make workplaces more inclusive of neurodivergence. OBJECTIVE: This research addresses the question of, in what ways might COVID-19 affect the experiences of neurodivergent persons in the workplace? METHODS: Conducting a rapid review, the author has applied thematic analysis to a total of 50 documents comprised of journal articles, news articles, and guides as retrieved from purposive searches of ProQuest Central, ProQuest Newsstream International, Google Scholar, and Google databases. RESULTS: Research results have revealed themes of challenges and opportunities, and sub-themes of accommodating (i.e., remote working, employee recruitment, retainment or advancement and/or access); and diversity and inclusion (i.e., acceptance, empathy and/or ERGs). CONCLUSION: This study has informed a baseline COVID-19-related guide to accommodating and including neurodivergence in the workplace. The review concludes by offering possibilities as to what a COVID-19 inspired ‘new normal’ might mean for supporting neurodivergent staff (and prospective staff).
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Beswick, Charlie. "Supporting families through diagnosis." Early Years Educator 23, no. 14 (September 2, 2022): S8. http://dx.doi.org/10.12968/eyed.2022.23.14.s8.

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Mellifont, Damian. "A Qualitative Study Exploring Neurodiversity Conference Themes, Representations and Evidence-Based Justifications for the Explicit Inclusion and Valuing of OCD." International Journal of Information, Diversity, & Inclusion (IJIDI) 5, no. 2 (May 13, 2021): 111–38. http://dx.doi.org/10.33137/ijidi.v5i2.35067.

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The inclusivity of neurodiversity conferences is a new field of research. Utilising Obsessive Compulsive Disorder (OCD) as an example, this study aims to critically investigate issues of inclusivity in the flyers advertising these conferences. This exploratory research is informed by 22 conference flyers and 14 scholarly articles retrieved from respective internet and Google Scholar enquiries. These articles offered evidence-based justifications for a greater inclusion of OCD-focused content in neurodiversity conferences. The study cautions that the lack of explicit inclusion of OCD as a topic among conferences can be harmful to persons who identify with this particular type of neurodivergence. This study offers a sound base from which future research focusing upon other forms of neurodivergence and issues of neurodiversity conference inclusivity and intersectionality can develop.
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Kidd, Douglas E. "Neurodivergence, Embodiment, Empowerment, Pathography: Expressions from the Margins." Practicing Anthropology 44, no. 4 (September 1, 2022): 31–37. http://dx.doi.org/10.17730/0888-4552.44.4.31.

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Abstract G. Thomas Couser (1997:533) asserts in “Disability, Life Narrative, and Representation,” “The autobiographical act models the agency and self-determination the disability rights movement has fought for....” With autoethnographical prose, focusing on individual and community psychosocial implications of trauma, the paper offers story and analysis centered on embodied experience. This paper grounds lived experience of severe traumatic brain injury (TBI) with a lens of de-medicalizing disability. This paper provides windows on largely hidden and little understood forms of impairment from a frequently marginalized individual. The paper examines the experiences of a severe TBI survivor by exploring the temporal dissonance of impaired cognitive processing. The paper uses pathography to give emphasis to relevant Critical Disability Studies and Critical Trauma Studies scholarship. The paper explores how the intersections of living with multiple impairments (disabilities) while pursuing autoethnography as an unaffiliated researcher strengthens disabled identity, empowers the drive for self-determination, and provides agency to assert oneself politically to better reduce stigma and minimize oppression by the dominant culture. This paper examines the confluence of composing personal experiences of severe TBI survival with Disability Studies scholarship that promotes centering of self and (re)creating identity.
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Morrison, Ryan J. "Ethical Depictions of Neurodivergence in SF about AI." Configurations 27, no. 3 (2019): 387–410. http://dx.doi.org/10.1353/con.2019.0021.

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Hutson, James. "Social Virtual Reality: Neurodivergence and Inclusivity in the Metaverse." Societies 12, no. 4 (July 7, 2022): 102. http://dx.doi.org/10.3390/soc12040102.

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Whereas traditional teaching environments encourage lively and engaged interaction and reward extrovert qualities, introverts, and others with symptoms that make social engagement difficult, such as autism spectrum disorder (ASD), are often disadvantaged. This population is often more engaged in quieter, low-key learning environments and often does not speak up and answer questions in traditional lecture-style classes. These individuals are often passed over in school and later in their careers for not speaking up and are assumed to not be as competent as their gregarious and outgoing colleagues. With the rise of the metaverse and democratization of virtual reality (VR) technology, post-secondary education is especially poised to capitalize on the immersive learning environments social VR provides and prepare students for the future of work, where virtual collaboration will be key. This study seeks to reconsider the role of VR and the metaverse for introverts and those with ASD. The metaverse has the potential to continue the social and workplace changes already accelerated by the pandemic and open new avenues for communication and collaboration for a more inclusive audience and tomorrow.
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Holt, Allison Leigh. "THE CONVERSATION: Feedback Structures, Ways of Knowing, and Neurodivergence." Public 30, no. 59 (June 1, 2019): 104–12. http://dx.doi.org/10.1386/public.30.59.104_1.

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Dissertations / Theses on the topic "Neurodivergence"

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Bass, Malikai, and Scott Agusta Karen Dr Honeycutt. "Boys Like Me: Neurodivergence in the Young Adult Novel." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/203.

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Books shape our definition of the world; including, how we conceive , others, and, for young readers, even ourselves. Hitherto, for neurodivergent people , the lack of appropriate narrative representations in young adult literature disrupts this formative process. Previously, authors included neurodivergent characters only as stock characters possessing little definition aside from their disabilities and having minimal impacts on the plots and other characters within the novels. More recently, however, young adult novels featuring neurodivergent characters have developed into a popular subgenre, including stories of young people with atypical cognition, neurochemistry, or neurodevelopment such as Autism or Down Syndrome. Inspired by the emergence of the neurodiversity movement which seeks to define these variations as neutral and natural, this fiction increasingly provides representation to these previously neglected communities. This study explores the representation of neurodivergent characters within the young adult novels in contrast to the larger genre of young adult literature through the lens of neurodiversity.
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Acevedo, Epinal Sara. "Enabling Geographies| Neurodivergence, Self-Authorship, and the Politics of Social Space." Thesis, California Institute of Integral Studies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815948.

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Enabling Geographies: Neurodivergence, Self-Authorship, and the Politics of Social Space examines and co-documents the political relevance of alternative educational, vocational, and community-living strategies developed and implemented by autistic grassroots educators serving autistic and otherwise neurodivergent youth in Berkeley, California. These educators reject the conceptualization and treatment of neurodivergent embodiment and expression as a medical pathology or a charity case and, in concert with grassroots disability justice initiatives, reclaim it instead as a vibrant cultural and political experience. They so do while simultaneously calling for the emancipation and collective liberation of all disabled people. More specifically, our collaborative inquiry documents the role of autistic educators in the visioning of strategies designed to enable a creative opening of differential social spaces wherein to freely and fully embody neurodivergence. Neurodivergence is an umbrella term covering a wide range of alternative individual neurocognitive styles.

One of the main arguments of this dissertation is that disabled service providers are uniquely positioned to intervene and unsettle institutionalized ableism vis-à-vis “safety-net” programs, especially against the historical backdrop of traditional community (care) services. The term ‘transition services’ means a coordinated set of activities to facilitate a disabled person’s movement from school to post-school activities. To document these strategies, the autistic leaders in question and myself co-designed the line of inquiry, methodology, and goals of this dissertation. We held collaborative meetings, interviews, and group conferences for almost two years. Our findings are presented through activist ethnographic vignettes, oral narrative analysis, and historical-analytical frameworks emerging from disability studies, activist anthropology, critical sociology, postmodern philosophy, and critical human geography. Overall, our methodology aims at capturing the program’s dynamics and philosophy, its gains and successes, as well as the institutional barriers and limitations to developing and sustaining autistic leadership roles in disability service provision.

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Naples, Lauren Hunter. "Neurodivergence in Early Childhood| Deriving a Dual-Factor Model of Educational Well-Being Through a Design-Based Research Pilot Program." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813592.

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There is a distinct need to understand subjective well-being for neurodivergent students in early childhood. Review of previous literature suggests the positive influence of subjective well-being in mitigating psychological distress; however, young children have been excluded from these investigations. Therefore, this study employed an advanced mixed methods research design, through which a convergent core was embedded within an overarching quasi-experimental framework to analyze three key outcomes in early childhood education: (a) self-identified conceptualizations of student covitality, (b) self-evaluated levels of student covitality, and (c) teacher-rated levels of executive dysfunction.

All students actively enrolled in a local partner school serving pre-Kindergarten to 2nd grade (N = 45) participated in qualitative and quantitative evaluations of covitality. Qualitative data were collected through semi-structured focus groups, and quantitative data were collected through student ratings on the Social-Emotional Health Survey-Primary (Furlong, You, Renshaw, O’Malley, & Rebelez, 2013). Qualitative findings suggested students conceptualize covitality as positive school experiences along a developmental trajectory across five themes—play activities, classroom instruction, school environmental factors, interpersonal relationships, and special programs. Quantitative results determined excellent internal reliability of the covitality scale for early elementary 1st- and 2nd-grade students (Cronbach's α = .908).

Two classrooms were randomly assigned to the waitlist control ( n = 14) or intervention (n = 10) condition—1st- and 2nd-grade, respectively. A novel positive psychology intervention was designed and tested to promote covitality. Implementation of strategically targeted practices supported the underlying factors of gratitude, zest, optimism, and persistence.

Additional quantitative data were collected through teacher ratings of cognition on the Behavior Rating Inventory of Executive Function, Second Edition (Gioia, Isquith, Guy, & Kenworthy, 2016). Intervention effects indicated a statistically significant interaction for improved executive functioning relative to the waitlist control group (p = .011). Integration of qualitative and quantitative results produced preliminary evidence of categorical advancement in a dual-factor clinical classification system and distinctions in varied and nuanced conceptualizations of well-being constructs over time. Synthesis of qualitative, quantitative, and integrated findings highlighted the value of design-based research generally, and the Student Strengths Safari© program, specifically, to establish a dual-factor model of educational well-being (EdWB) for optimal student development.

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Attias, Michelle D. "Journaling in Search of the Neurodivergent Self: An Arts-based Research Project Dialoguing with Kurt Cobains Journals." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619018292032792.

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Books on the topic "Neurodivergence"

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Clarke, Anthony, Jos Boys, and Gardner John. Neurodivergence and Architecture. Elsevier Science & Technology Books, 2022.

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Neurodivergence and Architecture. Elsevier, 2022. http://dx.doi.org/10.1016/s2589-2959(22)x0002-7.

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Clarke, Anthony, Jos Boys, and Gardner John. Neurodivergence and Architecture. Elsevier Science & Technology, 2022.

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Clement, Amy Rachal. Diverse: Stories on Neurodivergence and the Neurodiversity Movement. Notion Press, 2020.

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Coltrin, Andrew. Ability: Emerging from the Social Constraints on Neurodivergence and Disability. Partly Robot Industries, 2021.

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Scheiner, Marcia, and Joan Bogden. Neurodivergent Job Candidate. Taylor & Francis Group, 2021.

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Neurodivergent Job Candidate. Taylor & Francis Group, 2021.

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MENDONÇA, Victor. Neurodivergentes - Autismo na Contemporaneidade. Roberto Vinícius de Mendonça, 2019. http://dx.doi.org/10.29327/514181.

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Okayish Journals & Notebooks. Neurodivergent Lined Journal Notebook. Independently Published, 2021.

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Shaughnessy, Nicola, and Shaun May. Collection of Plays by Neurodivergent Writers. Oberon Books, Limited, 2020.

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Book chapters on the topic "Neurodivergence"

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Haynes, Emma. "Neurodivergence and Motherhood." In Motherhood and Mental Illness, 161–73. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003154891-17.

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Oram, Daron. "Twelve Steps Toward an Anti-Discriminatory Approach to Neurodivergence in Actor Training." In Inclusivity and Equality in Performance Training, 60–77. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003125808-4.

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Grant, Robert Jason. "Neurodivergent Play." In The AutPlay® Therapy Handbook, 91–108. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003207610-5.

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Grant, Robert Jason. "The Neurodivergent Child." In The AutPlay® Therapy Handbook, 31–65. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003207610-3.

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Grant, Robert Jason. "Neurodivergent Mental Health Needs." In The AutPlay® Therapy Handbook, 66–90. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003207610-4.

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Scheiner, Marcia, and Joan Bogden. "Introduction." In The Neurodivergent Job Candidate, 1–4. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003137306-1.

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Scheiner, Marcia, and Joan Bogden. "Why Hire Autistic Professionals?" In The Neurodivergent Job Candidate, 17–26. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003137306-4.

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Scheiner, Marcia, and Joan Bogden. "Are Neurodiversity Hiring Programs Necessary?" In The Neurodivergent Job Candidate, 27–35. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003137306-5.

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Scheiner, Marcia, and Joan Bogden. "What Are You Evaluating?" In The Neurodivergent Job Candidate, 113–24. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003137306-15.

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Scheiner, Marcia, and Joan Bogden. "Epilogue." In The Neurodivergent Job Candidate, 157. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003137306-21.

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Conference papers on the topic "Neurodivergence"

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Bielecki, Kazimir, and Lennie Varvarides. "What is the Neurodivergent Aesthetic?" In Proceedings of EVA London 2019. BCS Learning & Development, 2019. http://dx.doi.org/10.14236/ewic/eva2019.11.

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Damiani, Luca M. "Hyper Sensorial -- Human Computed Neurodivergent Poem." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3311779.

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Hope Currin, Flannery. "Supporting Shy & Neurodivergent Children in Social Play." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491101.3503800.

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Spiel, Katta, Eva Hornecker, Rua Mae Williams, and Judith Good. "ADHD and Technology Research – Investigated by Neurodivergent Readers." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491102.3517592.

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Race, Lauren, Kia El-Amin, Sarah Anoke, Andrew Hayward, Amber James, Amy Hurst, Audrey Davis, and Theresa Mershon. "Understanding Design Preferences for Sensory-Sensitive Earcons with Neurodivergent Individuals." In ASSETS '22: The 24th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3517428.3550365.

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Dickens, Brianna. "Exploring Research Methods as an Alternative Communicators and Neurodivergent Inquiry Group." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431633.

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Vasquez, Anani. "A Neurodivergent Approach to Rhizoanalysis: Foregrounding Prearticulation for Equitable Concept Creation." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680915.

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Race, Lauren, Amber James, Andrew Hayward, Kia El-Amin, Maya Gold Patterson, and Theresa Mershon. "Designing Sensory and Social Tools for Neurodivergent Individuals in Social Media Environments." In ASSETS '21: The 23rd International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3441852.3476546.

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Guneysu Ozgur, Arzu, Ali Reza Majlesi, Victor Taburet, Sebastiaan Meijer, Iolanda Leite, and Sanna Kuoppamäki. "Designing Tangible Robot Mediated Co-located Games to Enhance Social Inclusion for Neurodivergent Children." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3535300.

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Stefanidi, Evropi. "Improving the digital well-being of neurotypical & neurodivergent children considering their care ecosystem." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3538830.

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