Call for Proposals for Issue 3(1): « Neurodivergence and Assessment: Issues of Identification and Needs Assessment »

Marie-Eve Lefebvre, Nina Thomas, Oumaima Mahjoubi, Capucine Lemaire & Marylène Ouellet 

Context

Neurodivergence, referring to a neurological development different from the norm (Silberman, 2015; Walker, 2014), is subject to various forms of evaluation: the autism spectrum, learning disabilities, attention deficit disorders with or without hyperactivity (ADHD), dys- disorders (dysphasia, dyspraxia, dyslexia, dysgraphia, dyscalculia), giftedness, etc. Neurodivergent individuals of all ages face various challenges regarding assessment, ranging from labelling to denial, across multiple spheres of life: physical and mental health, education, employment, finances, and social relationships. In this call for proposals, we welcome papers focusing on one of two axes of assessment for neurodivergent individuals:

• Axis I: Issues in the assessment and identification of neurodivergence
• Axis II: The Impact of neurodivergent identification

Axis I: Issues in the assessment and identification of neurodivergence

Regardless of age, identification can pose a significant challenge due to the diagnostic tools used, whose validity and reliability are often debated. For instance, there are discrepancies between more restrictive diagnostic criteria (ICD-10; Codes, classifications, and terminology, 10th edition), more vague criteria (DSM III-V; Diagnostic and Statistical Manual of Mental Disorders; Taylor, 1994, cited by Gaucher, 2010), and more holistic approaches (Fernell & Gillberg, 2023; Hakkak-Zargar et al., 2022). The DSM approach categorizes neurodivergence based on isolated manifestations (Gaucher, 2010; Mukarugema, 2017): for example, women or those belonging to the LGBTQ2SIA+ community are more at risk of diagnostic error and receiving a late diagnosis (Chabane & Manificat, 2006; Tremblay & Gilbert, 2024). On the contrary, some populations may be overdiagnosed, such as cisgender white or Hispanic boys (Zablotsky et al., 2019) or people from racialized, Indigenous, or immigrant backgrounds, possibly due to discrimination (Waitloler et al., 2010, cited in Borri-Anadon et al., 2018). More recent editions, such as DSM-V, appear more aware of current blind spots, hence they caution about issues related to sociocultural dimensions. However, personnel using these tools must remain vigilant, as they often have limited knowledge about neurodivergence (Borri-Anadon et al., 2017; Mukarugema, 2017). In the case of autism assessment, for example, precautions concern reading difficulties for allophone individuals that may be linked to differences in writing systems (APA, 2013).

Some research teams (Gaucher, 2010) encourage a categorical diagnostic approach, promoting a global portrait of the individual for personalized intervention. This approach recalls the ESSENCE model (Early Recognition of ASD and Associated Disorders; Gillberg et al., 2014) or the RDoC model (Ross & Margolis, 2019), both critical of the DSM. Similarly, Borri-Anadon and colleagues (2018) propose an accompaniment process with professionals such as speech therapists and teaching staff, involving the triangulation of various sources of evaluation for neurodivergent individuals (e.g., observation, interviews) while considering the sociofamilial context.

Axis II: The impact of neurodivergent identification 

An individual identified as neurodivergent undergoes an identity process that involves reconciling this difference with the interpretation of their past experiences, understanding their functioning, and advocating for their needs (Kelly et al., 2022). Identity reflections may also prompt an adult in diagnostic wandering to pursue a neurodivergence diagnosis (Laflamme, 2021; Overton et al., 2023). The impact of neurodivergent identification can have both positive and negative effects on their academic journey, social sphere, and professional life.

In the academic context, neurodivergent individuals may need to consult various medical or school personnel to support their family and development — always based on established norms in physical and motor; social and emotional; cognitive; and linguistic aspects. Early diagnosis and interventions can provide a means of supporting children and their families by fostering more favourable conditions for their development (e.g., appropriate support, adjustments); these early interventions can influence children’s trajectory (Rogé, 2019). However, it is essential to remain critical: some discriminatory interventions may be favoured without addressing real needs, such as intensive behavioural intervention (Clairveaux, 2023). At the same time, early identification and interventions can support an individual in creating conditions more conducive to learning development (Rogé, 2019).

In the professional sphere, neurodivergent adolescents and adults also need to plan their medium- and long-term life according to their characteristics and ambitions: for instance, preparing for employment, post-secondary education, moving into an apartment, and financial independence (Smith, 2023). The changes are numerous: according to studies (Connolly et al., 2023; Shmulsky et al., 2021), despite the stigma attached to some neurodivergences, it leads to a diminished perception of competence (Teague & Robinson, 2021). Some individuals hesitate to disclose this difference due to anticipated prejudices in both work environments (Priscott & Allen, 2021) and healthcare contexts (Shaw et al., 2023). This neurodivergent identity can also lead to misinterpretations of the person’s needs and contribute to discrimination.
Neurodivergent identification has also led to the development of new practices under the banner of neuroaffirmative practices, which aim to meet the needs of neurodivergent individuals in a self-affirming perspective (Dallman et al., 2022; Naylor, 2023). There is therefore a need to explore the outcomes of these practices concerning the well-being of neurodivergent individuals in different contexts.

Scheduled Deadline for Submission

Authors interested in contributing are encouraged to submit a proposal of up to 300 words by November 15, 2024, to info@revue-neurodiversite.org, specifying the title of the proposal and the axis in which it falls. Upon acceptance of your abstract by the editorial committee, you will have approximately three months to submit your full article.

We would like to remind you that the Journal of Neurodiversity is a scientific journal. Submitted papers will be subject to a scientific process, requiring peer review. For more details, please visit our submission guidelines.

Estimated publication date: Spring – Summer 2025

For more information on submission guidelines:

• Journal objectives
• Submission template

We look forward to reading your submissions.

Sincerely,

The Editorial Committee of the Journal of Neurodiversity

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