On the ontological status of autism: the ‘double empathy problem’
By Damian Milton. 2012
1,599 citations recorded by the source corpus.
In recent decades there has been much debate over the ontological status of autism and other neurological ‘disorders’, diagnosed by behavioural indicators, and theorised primarily within the field of cognitive neuroscience and psychological paradigms. Such cognitive-behavioural discourses abstain from acknowledging the universal issue of relationality and interaction in the formation of a contested and constantly reconstructed social reality, produced through the agency of its ‘actors’. The nature of these contested interactions will be explored in this current issues piece through the use of the term the ‘double empathy problem’, and how such a rendition produces a critique of autism being defined as a deficit in ‘theory of mind’, re-framing such issues as a question of reciprocity and mutuality. In keeping with other autistic self-advocates, this piece will refer to ‘autistic people’, and ‘those who identify as on the autism spectrum’, rather than ‘people with autism’.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/5153209695a70ac7c171050b0cba3dab1e0676ec
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In Cognitive Neuroscience
In Developmental and Educational Psychology
Citations in the corpus
- Autistics speak but are they heard (2013, neutral): “While problems with social and environmental aspects of the everyday world are common features of life for people on the spectrum, ‘being autistic’ should not be framed purely through a deficit model lens (Baron-Cohen et al., 2009; Gernsbacher et al., 2006; Milton, 2012).”
- How is a sense of well-being and belonging constructed in the accounts of autistic adults? (2016, background): “…autism spectrum, but do indicate potential issues and priorities of those within the autistic community who are verbally articulate, and as a group are likely to have experienced forms of social exclusion, or at least misinterpretation of their social experiences and felt needs (Milton 2012, 2014).”
- Improving research about us, with us: a draft framework for inclusive autism research (2017, background): “…over aspects of autism, to research led by non-autistic scholars, and to the development of our understanding of autism (Arnold 2010; Chown 2013, 2014; Graby 2012; Milton 2012, 2014; Milton and Bracher 2013; Mottron et al. 2006; Murray, Lesser, and Lawson 2005; Robertson 2009; Yergeau 2010).”
- Autism: A New Introduction to Psychological Theory and Current Debate (2019, background): “As the book observes, the considerable challenges and barriers faced by autistic people remain, and as autistic individuals mature, their insider expertise often renders their views at odds with the outsider parental voice (Crane et al., 2018; Grieve, 2012).”
- ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people (2018, background): “‘Autistic voice’ is made invisible in the current culture of how knowledge is produced about ‘autistic people’ (Milton, 2012, p. 885).”
- Provocations for Critical Disability Studies (2019, background): “Examples include activism coalescing around autism (for example, Arnold 2012b; Autscape 2013; Baggs 2007; Milton 2012a, 2012b, 2012c, 2014), the Mad movement, Mad Studies and psychiatric survivor movements (LeFrançois, Menzies, and Reaume 2013; Castrodale 2015).”
- Making the future together: Shaping autism research through meaningful participation (2018, neutral): “The double empathy problem (Milton, 2012) highlights the issue of ‘mutual incomprehension’ that exists between some autistic and non-autistic people, in all walks of life.”
- Avoiding Ableist Language: Suggestions for Autism Researchers (2020, background): “(See Refs.(13,18,59,92,93) for descriptions and guidance on this approach).”