Autism Diagnosis as a Social Process

Autor/inn/en	Hayes, Jennie; Ford, Tamsin; McCabe, Rose; Russell, Ginny
Titel	Autism Diagnosis as a Social Process
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 2, S.488-498 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hayes, Jennie) ORCID (Russell, Ginny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211030392
Schlagwörter	Clinical Diagnosis; Autism; Pervasive Developmental Disorders; Foreign Countries; Symptoms (Individual Disorders); Allied Health Personnel; Influences; Diagnostic Tests; Barriers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Autismus; Ausland; Psychiatrische Symptomatik; Influence; Einfluss; Einflussfaktor; Diagnostic test; Diagnostischer Test
Abstract	The diagnosis of autism can be challenging, particularly if an individual coming for assessment is considered to be near the diagnostic threshold. It is important to understand the experiences and challenges of diagnosis from the perspective of clinicians. In this study, 21 in-depth interviews were conducted with clinicians working in specialist autism assessment teams in adult and children's services in England. Interviews were recorded and transcripts were analysed thematically. We identified four themes that represented how clinicians were frequently engaged with juggling their own professional understanding of what autism is with other factors such as the results of standardised tests and the views of patients and carers, in the context of limited resources: institutional pressure, making diagnosis make sense, seeing through an autism lens and just tools. The study illuminates the diagnostic process as a socially situated activity. We suggest that an examination of the benefits and drawbacks of assessment services specialising in autism only, the resources they require to operate effectively, and how they operate in the context of wider health services would be appropriate and timely. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01