Difference or Disorder? Cultural Issues in Understanding Neurodevelopmental Disorders

Autor/inn/en	Norbury, Courtenay Frazier; Sparks, Alison
Titel	Difference or Disorder? Cultural Issues in Understanding Neurodevelopmental Disorders
Quelle	In: Developmental Psychology, 49 (2013) 1, S.45-58 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0027446
Schlagwörter	North Americans; Values; Autism; Language Impairments; Foreign Countries; Pervasive Developmental Disorders; Genetics; Evaluation Criteria; Clinical Diagnosis; Individual Differences; Decision Making; Incidence; Cultural Differences; Cultural Context; Cultural Influences + Suchen Sie Ihr Suchwort? Wertbegriff; Autismus; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Ausland; Humangenetik; Individueller Unterschied; Decision-making; Entscheidungsfindung; Vorkommen; Kultureller Unterschied; Cultural influence; Kultureinfluss
Abstract	Developmental disorders, such as autism spectrum disorder and specific language impairment, are biologically based disorders that currently rely on behaviorally defined criteria for diagnosis and treatment. Specific behaviors that are included in diagnostic frameworks and the point at which individual differences in behavior constitute abnormality are largely arbitrary decisions. Such decisions are therefore likely to be strongly influenced by cultural values and expectations. This is evident in the dramatically different prevalence rates of autism spectrum disorder across countries and across different ethnic groups within the same country. In this article, we critically evaluate the understanding of developmental disorders from a cultural perspective. We specifically consider the challenges of applying diagnostic methods across cultural contexts, the influence of cultural values and expectations on the identification and treatment of children with suspected disorders, and how cross-cultural studies can help to refine cognitive theories of disorder that have been derived exclusively from Western North American and European investigations. Our review synthesizes clinical, cultural, and theoretical work in this area, highlighting potential universals of disorder and concluding with recommendations for future research and practice. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10