Disruption to embodiment in autism, and its repair

Delafield‐Butt, Jonathan; Dunbar, Penelope; Trevarthen, Colwyn

doi:10.1016/b978-0-323-85031-5.00018-9

Cited by 4 publications

(4 citation statements)

References 48 publications

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“…Self-consciousness allows both self-recognition and differentiation between self and other and is the basis for social interactions [49]. In line with previous research showing the value of the double mirror device in studying bodily self-consciousness [44,80], our results support the notion that self-disorder is an important dimension of ASD [81,82] and, in particular, that the embodied aspects of the self could be disturbed [61,83].…”

Section: Self-recognition In the Mirrorsupporting

confidence: 90%

Self/other distinction in adolescents with autism spectrum disorder (ASD) assessed with a double mirror paradigm

et al. 2023

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Background Self/other distinction (SOD), which refers to the ability to distinguish one’s own body, actions, and mental representations from those of others, is an essential skill for effective social interaction. A large body of clinical evidence suggests that disruptions in SOD may be key to social communication deficits in individuals with autism spectrum disorders (ASD). In particular, egocentric biases have been found in cognitive, affective, behavioural, and motor domains. However, research in this area is scarce and consists of recognition paradigms that have used only static images; these methods may be insufficient for assessing SOD, given the increasing role of embodiment in our understanding of the pathophysiology of ASD. Method A single-centre, prospective pilot study was carried out to investigate, for the first time, self-recognition and SOD in seven adolescents with ASD compared with matched, typically developing controls (TDCs) using the "Alter Ego"TM double mirror paradigm. The participants viewed a double mirror in which their own face was gradually morphed into the face of an unfamiliar other (self-to-other sequence) or vice versa (other-to-self sequence); participants were instructed to indicate at which point the morph looked more like their own face than the other’s face. Two judgement criteria were used: 1) M1: the threshold at which subjects started to recognize their own face during the other-to-self morphing sequence; 2) M2: the threshold at which subjects started to recognize the other’s face during the self-to-other morphing sequence. Results Consistent with the predictions, the results showed that the participants with ASD exhibited earlier self-recognition in the other-to-self sequence and delayed other-recognition in the self-to-other sequence, suggesting an egocentric bias. SOD impairments were also marginally correlated with ASD severity, indicating earlier face recognition in more severely affected individuals. Furthermore, in contrast with that of TDCs, the critical threshold for switching between self and other varied with the direction of morphing in ASD participants. Finally, these differences in face recognition and SOD using mirrors, unlike previous research using static images, support the central place of bodily self-consciousness in SOD impairments. Conclusions Although additional research is needed to replicate the results of this preliminary study, it revealed the first behavioural evidence of altered SOD in ASD individuals on an embodied, semiecological face-recognition paradigm. Implications for understanding ASD are discussed from a developmental perspective, and new research and therapeutic perspectives are presented.

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Section: Self-recognition In the Mirrorsupporting

confidence: 90%

Self/other distinction in adolescents with autism spectrum disorder (ASD) assessed with a double mirror paradigm

et al. 2023

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“…For instance, in traditional interventions, such as Applied Behavioral Analysis (ABA), many practitioners have conducted punishment procedures on their programs that were highly abusive, violating the dignity and rights of institutionalized autistic patients (Anderson & Carr, 2021;Anderson, RESISTANCES Journal of the Philosophy of History Revista de Filosofía de la Historia Revista de Filosofia da História 2022). ABA usually focuses on a performative landscape of socialization and action, training autistic people to interact based on the acceptable behavioral settings (Delafield-Butt, Dunbar, & Trevarthen, 2021). The reliance on shaping the individual as 'normal' as possible, some practitioners could end ignoring the particular autistic point of view and meaningful sense-making, neglecting their emotional and sensorimotor needs that connect to their attempts to communicate in diverse ways that differ from the social norm.…”

Section: Bioethical Perspectives For Autismmentioning

confidence: 99%

A radical embodied perspective of autism: towards ethical, and inclusive views for cognitive diversities

Alvear

Vargas

2022

Resistances

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Autism Spectrum Disorders have been defined as a group of developmental conditions that affect the capacity to interact with the physical and social environment, among others. A core feature of autism is the presence of restricted and repetitive behaviors that vary in complexity, form, and frequency throughout life history. These core features have traditionally been defined as impairments that interfere with communication competence. From an embodied approach, however, these actions could be seen as characteristic ways of interacting with the world. In this sense, we take an enactive and embodied approach to cognition in which we conceive cognitive agents as sensorimotor systems whose perception-action occurs in terms of affordances. This framework provides an integrative view of autism considering affectivity, perception, action, exploration, and interaction within a complex and dynamic dimension. Following this, we propose different applications based on embodied, intercultural, and feminist epistemologies, to understand and participate with autistic and cognitively diverse populations. The change in theoretical and methodological paradigms within embodied cognitive science towards autism and other cognitive diversities and how they engage with the world can lead to more comprehensive, integrative, and bioethical approaches.

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“…The point being made is that young children, just like adults, are complex beings. The modalities of the physical and corporeality referred to above connect us to the objects, and the inanimate (Delafield-Butt et al, 2021). In fact, every object that occupies space and is bound by the temporality of time evinces the same characteristics as our beings.…”

Section: Introductionmentioning

confidence: 99%

Relationally Enhancing Teacher Education in Early Childhood Learning Environments towards Sustainability

Mahlomaholo

Israel

Mahlomaholo

2023

JCSR

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Teacher education in early childhood learning environments (ECLE) is a generally neglected space in teaching and learning, more so when the focus is on relationality and sustainability. ECLE refers to the Care and Education of children between 2-4 years of age. The focus of this paper is on ECLE from a post-humanist perspective, which goes in tandem with UNESCO’s 17 Sustainable Development Goals. Emphasis is on inclusive economic development through environmentally sustainable social inclusion for all. Relationality has been chosen because of its power to advance the deconstruction of the hitherto taken for granted canons of humanism and enlightenment that promote hierarchies in knowledge and its production. These hierarchies disregard the voices of the vulnerable and the excluded, in terms of social class and other markers like age, but most importantly their erroneously assumed lack of knowledge. To date, the voices of the aspirant teachers in ECLE, as well as those of the children and parents, are non-existent when teacher education programmes are designed and implemented. This paper reveals that including the voices of these beneficiary communities enhances the quality of the discourse, theorisation and praxis in the provision of ECLE, as well as in the crafting of relevant teacher education programmes. Thus, the design and delivery of a programme is better based on the relationalities among humans, animals and plants; and between them and inanimate entities like infrastructure and resources. The relationality among all of these in the crafting of the beyond human is enhanced using advanced digital technologies. A relational approach recognises our entanglement with our entire universe in a manner that does not centre on identity. Quality therefore is about the ever-increasing complexity of diffractions of multi-layered and multi-perspective engagements across borders.

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Disruption to embodiment in autism, and its repair

Cited by 4 publications

References 48 publications

Self/other distinction in adolescents with autism spectrum disorder (ASD) assessed with a double mirror paradigm

Self/other distinction in adolescents with autism spectrum disorder (ASD) assessed with a double mirror paradigm

A radical embodied perspective of autism: towards ethical, and inclusive views for cognitive diversities

Relationally Enhancing Teacher Education in Early Childhood Learning Environments towards Sustainability

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