'Like Dynamite Going Off in My Ears': Using Autobiographical Accounts of Autism with Teaching Professionals
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| Title: | 'Like Dynamite Going Off in My Ears': Using Autobiographical Accounts of Autism with Teaching Professionals |
|---|---|
| Language: | English |
| Authors: | Barrett, Mark |
| Source: | Educational Psychology in Practice. Jun 2006 22(2):95-110. |
| Availability: | Routledge. 29 West 35th Street, New York, NY 10001. Tel: 212-216-7800; Fax: 212-564-7854; Web site: http://www.tandf.co.uk/journals. |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Autobiographies, Pervasive Developmental Disorders, Teachers, Qualitative Research, Personal Narratives, Psychologists, Instruction, Instructional Effectiveness, Autism, Audiovisual Aids |
| ISSN: | 0266-7363 |
| Abstract: | There is a wealth of autobiographical material produced by people who describe themselves as experiencing autistic spectrum disorders. Increasingly, these writers and academics are suggesting that professionals should be using this material to help develop understanding. This paper describes a small scale, qualitative research project that explored ways in which video- and audio-autobiographical material could be used by EPs with teaching professionals. It suggests that a collaborative, conversation-based approach to the material can help develop understanding, empathy and lead to practical teaching and learning outcomes. |
| Abstractor: | Author |
| Number of References: | 37 |
| Entry Date: | 2006 |
| Access URL: | https://taylorandfrancis.metapress.com/link.asp?target=contribution&id=X670312555731068 |
| Accession Number: | EJ736177 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwE6VGugcfVF3xwrZFkQr8vTAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDLrvXytxEedTOfT3JQIBEICBmuVm3zTTPNjzkbOnwNkOMjpKaimsJGTDoSaosRmfpmweq32_66qfGOqYqBabmjHWh-61a55NRzTZIItIzTFmCU7iqp3y0X0BuCs0SGnqdgOFqTT6Nlqm1SM6crxYESPtj7Vf3ftbnHmfD72ASuh6F6XvjBXbgiN5wTHLm3N22g-jGM5P4IEmxgHw6cxmRA4pCHog26iBy21pX2k= Text: Availability: 1 Value: <anid>AN0020693388;b8g01jun.06;2019Mar05.14:19;v2.2.500</anid> <title id="AN0020693388-1">“Like Dynamite Going Off In My Ears”: Using autobiographical accounts of autism with teaching professionals. </title> <sbt id="AN0020693388-2">Introduction</sbt> <p>There is a wealth of autobiographical material produced by people who describe themselves as experiencing autistic spectrum disorders. Increasingly, these writers and academics are suggesting that professionals should be using this material to help develop understanding. This paper describes a small‐scale, qualitative research project that explored ways in which video‐ and audio‐autobiographical material could be used by EPs with teaching professionals. It suggests that a collaborative, conversation‐based approach to the material can help develop understanding, empathy and lead to practical teaching and learning outcomes.</p> <p>When Kenneth, aged 11, described his classmates' voices as sounding like "dynamite going off in my ears" the teachers and teaching assistants sat up and listened. Later, Kenneth corrected a radio interviewer for mispronouncing Stephen Hawking's name ("it's Hawking not Hawkings") and many laughed. When Kenneth described how he disappeared for days at a time into his room, wrapped in his sleeping bag and cuddling his pet cat, the professionals' reaction was rather more ambivalent and certainly more uncomfortable.</p> <p>The teachers and teaching assistants were listening and watching tape and video material in which people—who described themselves as experiencing autistic spectrum conditions or in Kenneth's case, "my Aspergers"—described aspects of their life. It was part of a small‐scale, collaborative research project that involved working with primary teachers and teaching assistants. It seemed to be creating an interesting and very different series of responses from teaching professionals.</p> <p>My previous work as an educational psychologist with teachers and teaching assistants had focused on the supposed characteristics of, and practical approaches towards, understanding and supporting children and young people experiencing social and communication related barriers to learning. This current work was using autobiographical material as a stimulus for discussion. In the words of Donna William's ([<reflink idref="bib36" id="ref1">36</reflink>], p. 4) it was "looking from the inside—out".</p> <p>Why the change of direction? The idea was that this could be a way of helping to understand more clearly reactions to these young people and help forge the crucial relationships necessary to enable the children and young people to learn more effectively.</p> <hd id="AN0020693388-3">Background</hd> <p>The idea of a study 'looking from the inside‐out' had come from several directions. I believed that collaborative learning processes were needed if we were to move beyond the search for a menu of strategies. The menu approach had not helped teaching professionals draw on existing skills and build the confidence needed to re‐establish relationships with the young people.</p> <p>The autobiographical approach could introduce a more discursive approach, stimulating conversations that might lead to a richer, if more complex, set of understandings from which it might be possible to draw practical responses to teaching and learning.</p> <p>The fragmented approach to 'special needs', with increasing sub‐divisions, diagnostic categories and related assessments, had seemed to leave teaching professionals in the relentless and often fruitless search for strategies to match to the youngsters' supposed needs. There were many drawbacks to this approach. Nick Hornby, the writer (who has a son with an autistic spectrum disorder) highlighted such a shortcoming when he noted that his son was as different from other children with autism as he was from any other child (Desert Island Discs, BBC Radio 4, 12 September 2002). If this is the case, which strategies should be drawn from the menu of approaches? A deeper understanding was needed before strategies could be used. Professionals needed to <emph>know</emph> the young person and the quality of their relationship with the child was critical.</p> <p>Beyond the relatively simple level that recognises the value of consistency, predictability and clarity of purpose, the idea of a menu of strategies is limited. The starting point has to be the quality of understanding between the young people and the professional and the nature of the emerging relationship. This relationship may be qualitatively different from other relationships. Crucially, it may lack some, if not all, of the give and take qualities more usually expected in social interaction. How then could this be explored with teaching professionals?</p> <p>The idea was to look more closely at ways in which conversations, stimulated by autobiographical material, might help to build relationships. The focus was on how professionals might create a range of meanings in the discourse and begin to reconstruct views about the nature of the relationships they would be developing with the young people they taught. Once the nature of these relationships was understood then this might make the search for practical teaching and learning more productive.</p> <hd id="AN0020693388-4">Why Use Autobiographical Accounts?</hd> <p>The writers of the autobiographical materials themselves clearly recommend their work be used to inform discussion (see Lawson, [<reflink idref="bib27" id="ref2">27</reflink>]; Williams, [<reflink idref="bib35" id="ref3">35</reflink>]). Academics and practitioners also increasingly emphasise the value of autobiographical material. At an Educational Psychologists' Forum at the University of Sheffield 23 March [<reflink idref="bib9" id="ref4">9</reflink>] Glenys Jones (University of Birmingham) spoke of the "fresh and valuable insights" ... these materials were providing for all concerned. At the same conference Tom Billington (University of Sheffield) referred to Peeters' ([<reflink idref="bib29" id="ref5">29</reflink>]) description of these writers as "people [being] the experts on their autism and should be our future collaborators in our understanding of autism".</p> <p>The concept of autism as a spectrum condition consisting of the triad of social communication, relationships and imagination impairment is well established (Wing, [<reflink idref="bib37" id="ref6">37</reflink>]). Jordan and Powell's ([<reflink idref="bib23" id="ref7">23</reflink>]) description of autism as an inbuilt disturbance in perception in a world devoid of social meaning and emotional direction and Baron‐Cohen, Tager‐Flusberg and Cohen's ([<reflink idref="bib2" id="ref8">2</reflink>], [<reflink idref="bib4" id="ref9">4</reflink>]) emphasis on the central importance of 'theory of mind' explanations are also firmly rooted explanations of autism.</p> <p>The seminal reviews of interventions by Jordan, Jones and Murray ([<reflink idref="bib24" id="ref10">24</reflink>]) and Jordan and Jones ([<reflink idref="bib25" id="ref11">25</reflink>]) are of central importance in this context. Rutter ([<reflink idref="bib31" id="ref12">31</reflink>]) points to the need to reflect on the breadth of both cognitive and conative explanations and interventions. He emphasises the need for research that explores the ways in which this plays out in practice. It is in this context that autobiographical material comes into focus.</p> <p>Rutter and Bailey ([<reflink idref="bib32" id="ref13">32</reflink>]) also provide a critical overview of the perspectives on the general nature of autism. Interestingly, they conclude that they can find no primary core deficit in autism and accept both the cognitive contributions made by Baron‐Cohen <emph>et al.</emph> ([<reflink idref="bib2" id="ref14">2</reflink>]) and the more conative focus of Hobson ([<reflink idref="bib19" id="ref15">19</reflink>]) and Boucher ([<reflink idref="bib10" id="ref16">10</reflink>]). If this is the case then, again, autobiographical material can be seen as significant evidence since it combines emotional and cognitive perspectives.</p> <p>This approach emphasises emotional and relationship‐orientated approaches and is a perspective on autism that is reflected in current research. For example, Boucher ([<reflink idref="bib10" id="ref17">10</reflink>]) draws attention to the role of fear in the emotional life of many young people with autistic spectrum disorders. Similarly, it could be argued that fear and, certainly, anxiety are key elements for many teaching professionals when teaching young people with this kind of social and communication profile.</p> <p>In her work, Boucher ([<reflink idref="bib10" id="ref18">10</reflink>]) draws from the accounts of exceptional adults and offers her own interpretation. She reminds us that these accounts represent perhaps only the experience of some 15 to 20% of people with autism. She further warns against the dangers of generalising and seeing these people as a homogenous group.</p> <p>Hobson ([<reflink idref="bib20" id="ref19">20</reflink>]) also places emphasis on the uniqueness of inner experience. He suggests that many theories of autism relate to intellectual or cognitive processing deficits. Although he accepts this in broad terms he concludes that all thought, language and self‐awareness is formed through emotional engagement in which social contact is central to mental development.</p> <p>Billington ([<reflink idref="bib8" id="ref20">8</reflink>]) describes the need for complex accounts, not simplifications. The autobiographical materials are often sophisticated and complex. Boucher ([<reflink idref="bib10" id="ref21">10</reflink>]) suggests the accounts could provide material for interpretations of the inner experiences of people with autistic spectrum conditions. This, in turn, may help teaching professionals readjust and reinterpret their own experiences and expectations of what relationships with these young people could be.</p> <p>The central idea of this small‐scale project is that, in exploring the use of autobiographical material with teaching professionals, it may be possible to draw together emotional and cognitive aspects. The process could support teaching professionals as they reconsider their own emotional responses to working with the young people. It might also provide them with opportunities to see the world from the young people's perspective and, crucially, help them to reassess and re‐establish their relationships.</p> <p>My experience suggested that it was not the young people's patterns of behaviours that most disturbed teaching professionals but the challenge this brought to the kind of relationship they could share with them. Could the materials help them see more clearly what it might be like to experience autism? Crucially, could dialogue and collective thinking build a different kind of productive relationship?</p> <p>Using the accounts of people with autism can provide a way of examining, in a realistic and stimulating way, the various aspects and theories of autism. It reminds us of the central importance of theories concerned with emotionality. This is crucial for teaching professionals if they are to develop functional and, in many cases, different types of relationships.</p> <hd id="AN0020693388-5">The Research Project</hd> <p>I decided to explore this further with a piece of qualitative action—research drawing on my role as a specialist educational psychologist. The idea was to work with a cluster of three groups of teachers and teaching assistants, each working with a young person experiencing social and communication barriers to learning (all would also have diagnoses of an autistic spectrum disorder).</p> <p>Conversations with teaching professionals would be analysed through an interpretative discourse analysis approach. Here collaborative discussion would be informed through an adapted model of discourse analysis (Billington, [<reflink idref="bib6" id="ref22">6</reflink>]; Burman &amp; Parker, [<reflink idref="bib11" id="ref23">11</reflink>]). This approach is based on the idea that in conversation a multiplicity of meanings are socially constructed. In order to share these meanings in a collaborative adult learning context the following framework was used during the analysis of the evidence. This framework is an adaptation of the work of Burman and Parker's work ([<reflink idref="bib11" id="ref24">11</reflink>]).</p> <p></p> <ulist> <item> • What stories are being told? (by stories my meaning is the narrative, and what is often referred to as, a personal agenda.)</item> <p></p> <item> • What assumptions underlay these stories?</item> <p></p> <item> • What themes are emerging from the stories?</item> <p></p> <item> • Are there contradictions and/or differences in the range of possible meanings that emerge?</item> <p></p> <item> • What technical linguistic devices are used?</item> <p></p> <item> • What are the operating power relations?</item> </ulist> <p>Graph: Figure 1 The composition of the research groups</p> <p>These questions informed the analysis of the evidence and was fed back and reinterpreted in a follow‐up meeting. The results suggest that teaching professionals subsequently developed their range of understandings and the process led to practical teaching and learning outcomes for the children and young people with whom they worked (for further details see Barrett, [<reflink idref="bib5" id="ref25">5</reflink>]).</p> <hd id="AN0020693388-6">Autobiographical Material: A brief overview</hd> <p>There is a growing range of written material. Established writers such as Donna Williams ([<reflink idref="bib34" id="ref26">34</reflink>], [<reflink idref="bib35" id="ref27">35</reflink>], [<reflink idref="bib36" id="ref28">36</reflink>]) and Temple Grandin ([<reflink idref="bib14" id="ref29">14</reflink>], [<reflink idref="bib15" id="ref30">15</reflink>]) will be known to many psychologists; other equally powerful writers such as Gunhilla Gerland ([<reflink idref="bib13" id="ref31">13</reflink>]) and Helen Lawson ([<reflink idref="bib26" id="ref32">26</reflink>], [<reflink idref="bib27" id="ref33">27</reflink>]) may, perhaps, be less well known. Younger writers, such as Kenneth Hall ([<reflink idref="bib17" id="ref34">17</reflink>]) are also making very interesting and significant contributions. Sensitive representations are also appearing in fictional accounts such as the popular novel by Mark Haddon ([<reflink idref="bib16" id="ref35">16</reflink>]), <emph>The curious incident of the dog in the night‐time</emph>.</p> <p>I began to read and re‐read autobiographical material with a view to using some of this materials in future meetings of the local authority's Autism Support Group. Much of this material is powerful, emotive, humourous and challenging. The writing also vividly illustrates specific characteristics that meant so little to many teaching professionals when described in texts.</p> <p>More importantly the material provides an opportunity to revisit first principles and rethink starting points. Billington ([<reflink idref="bib7" id="ref36">7</reflink>], p. 63) has made this point. He draws comparisons between the first principles of the American Psychiatric Association (the DSM criteria, [<reflink idref="bib1" id="ref37">1</reflink>]) as illustrated in the criteria for autism—and an account provided by Donna Williams ([<reflink idref="bib34" id="ref38">34</reflink>]):</p> <p>The Diagnostic and Statistical Manual (American Psychiatric Association, [<reflink idref="bib1" id="ref39">1</reflink>]) uses the following terminology:</p> <p>... marked impairments in the use of multiple, non‐verbal behaviours such as eye‐to‐eye gaze, facial expression, body posture and gestures to regulate social interaction.</p> <p>In direct contrast Donna Williams describes sensations of fear and confusion that can lead to specific patterns of behaviour (Williams, [<reflink idref="bib34" id="ref40">34</reflink>]):</p> <p>The more I become aware of the world around me, then more I become afraid. ... I was frightened ... other people did not understand the symbolism I used. ... Trish cuddled me ... I was terrified ...</p> <p>The two extracts provide contrasting perspectives through very different types of discourse. The question arises as to which could best serve the needs of teaching professionals. The precision of the DSM criteria may be helpful to professionals in a diagnostic sense (which is a clear function of the manual). It may be less useful in helping professionals work with children. This demonstrates how the autobiographical material can shift perspective to the emotional elements that many teaching professional would easily recognise from their involvement with children and young people.</p> <p>The descriptions in Gunhilla Gerland's ([<reflink idref="bib13" id="ref41">13</reflink>]) writing also address issues of personal identity and social understanding. The following two extracts represent this with powerful effect, precision and immediacy:</p> <p>... everyone I didn't know had an empty face which meant everyone except my family. I didn't realise that these faces were people in the same way as those I knew were people. These faces were lacking in content and furniture and I like furniture, they belonged in the rooms I saw them in. (Gerland, [<reflink idref="bib13" id="ref42">13</reflink>], p. 64)</p> <p>I had uncontrollable outbursts. I would throw things about and tear up paper. I screamed and bit and kicked and no one could help me. No one could explain why everything was so unfair, why I didn't fit in, why I didn't get the sweets. No one could explain why there was so much I didn't understand... (Gerland, [<reflink idref="bib13" id="ref43">13</reflink>], p. 40)</p> <p>This material offers the reader more than simple illustrations of what it might be like to experience an autism‐related condition. The writers refer to many of the characteristic behaviours so problematic for teachers yet they also give insights into the 'why' and 'hows'. These were authentic voices, primary sources, which I felt may help teaching professionals reframe or reconstruct perspectives. They provided insights into personal worlds, often with the sensitivity and gentle humour of the accomplished communicator. Here is an example from Donna Williams ([<reflink idref="bib34" id="ref44">34</reflink>]): "He kissed me—or perhaps I should say he kissed my face, as I wasn't in it at the time" (p. 77).</p> <p>Some observers have detected an irony here: how can people write with such personal insight if they are have an autism‐related condition? Furthermore, in a study of a number of writers with autism, Happe ([<reflink idref="bib18" id="ref45">18</reflink>]) traces characteristics of autism in the writing of people with autism. A review of the writings of people with autism can arguably support a range of positions. In this context the general acceptance of the concept of the autistic continuum (Wing, [<reflink idref="bib37" id="ref46">37</reflink>]) can reduce, to some extent, the stereotypical perceptions of what people with this broad range of social and communication profiles might achieve.</p> <p>There is little denying, however, that the material seems able to provide an important and varied picture of what autism can be seen to be from 'the inside out'.</p> <hd id="AN0020693388-7">The Autobiographical Materials Used in the Research Project</hd> <p>When reading and rereading these materials I also came across a radio and a television programme on the same theme. The radio programme was called "Different for a reason" (Radio 4, 23 April 2001). This was based on the autobiography of Kenneth Hall ([<reflink idref="bib17" id="ref47">17</reflink>]), an 11‐year‐old boy with Asperger's Syndrome. It combined commentary from his family, teachers, psychologists and most importantly involved Kenneth speaking about himself.</p> <p>The second piece of material formed part of a series from Channel 4 called "The Face" (Spring 2001). In this programme a university student, also with Asperger's Syndrome, spoke about specific aspects of his life.</p> <p>I presented these materials to the Autism Support Group. This was done informally with two groups. It was possible to present this bilingually with the support of a Welsh‐speaking colleague. The reaction of both groups was similar, with the most striking feature of the ensuing discussion being its difference to previous discussions.</p> <p>Previous discussions had focused on the difficulties in coping with what the teaching professionals described as challenging behaviours in class. The new materials aroused intense interest which quickly led to both teachers and teaching assistants linking what they were hearing and seeing to the children with whom they were working. Although the people featured in the material were different in many respects from the children with whom they were working, the professionals saw connections and comparisons and seemed to show a greater sense of empathy and understanding in their discussions.</p> <p>On the basis of these positive experiences I decided to look more systematically and in further depth how the experiences of people with autism could be used to help teaching professionals work with children and young people with similar social and communication profiles. I had intended to use the writings of people with autism, which were powerful in their own right. I decided, however, at least in the first instance, to use the video and radio materials on their own.</p> <hd id="AN0020693388-8">A Further Note on the Material Used</hd> <p>The following selections are from the BBC Radio 4 documentary, "Different for a reason" and a Channel 4 programme, "The face". It is these video and audio extracts with transcriptions of extracts that were used in the research groups.</p> <p>The first point to be noted by the teaching professionals was Kenneth's reference to "my Aspergers". This was to be noted by teaching professionals and several commented on the idea of autism as being a part of the person's self‐image. This concept can also be found in much of the autobiographical literature (see Williams, [<reflink idref="bib36" id="ref48">36</reflink>]).</p> <p>Another powerful extract was the way in which Kenneth describes his perception of noise in the classroom: "like dynamite going off in my ears". This seemed to resonate with the professionals as they spoke of children covering their ears. This was a key illustration of issues relating to high levels of sensitivity described in the literature (see Wing, [<reflink idref="bib37" id="ref49">37</reflink>]) and the accounts of Grandin ([<reflink idref="bib15" id="ref50">15</reflink>]).</p> <p>Kenneth also spoke of "not knowing what was expected of me ... I like it when things are clearly explained and there are clear and fair rules. I think this is because I know exactly what is expected of me".</p> <p>Again the professionals were able to identify closely with these comments and it reinforced the accepted notion of the importance of predictability and clear expectations. Points such as these were conveyed by Kenneth more effectively than when the same issues were covered in more formalised settings. Similarly, the often mentioned literal nature of reasoning was illustrated in Kenneth's forthright, pedantic and almost dismissive comments relating to an error the interviewer made over the pronounciation of Stephen Hawking's name and the nature of his speciality: "Steven Hawking's strong point is maths not science; anyway, its Steven Hawking not Hawkings".</p> <p>The professionals were able to identify with this and it seemed to help them understand some of the issues that had confused them about the children with whom they were working. On the one hand Kenneth shows personal insight in that he recognises that he needs clarity in order to follow what is expected of him yet he also seemed to lack certain social niceties.</p> <p>It is these paradoxes which seemed to most confuse many teaching professionals. How can children on the one hand show such insight in one setting and not in another? This leads to teaching professionals at times mistaking interpretations and making false attributions. Discussion of Kenneth's comments can throw light on these complexities.</p> <p>Kenneth provides powerful insights in to the nature of his emotional life and reflects on the importance of security and freedom from anxiety. He conveys this through a vivid imaginary life:</p> <p>I remember my mum before I was born and ... I remember being very cosy before I was born. ... I remember being with my mum when we were both children. In this world the closest I get to this feeling is [when] I'm lying all cosy in my sleeping bag, with Sam, my cat, near me. Then I feel glad to be in this world ...</p> <p>This vivid insight into Kenneth's emotional life was to impact significantly on teaching professionals. The emotional complexity underlying observable patterns of behaviour is well illustrated when this kind of material is used. At times this can be extraordinarily powerful. This is illustrated in the way Kenneth refers to his "depression": "I get a lot of depression and feel like life is a downward spiral, every bit of my body [has] shafts of lightening pain. I feel like banging my head on the wall sometimes ..."</p> <p>A five‐minute extract from a Channel 4 television documentary provided an equally vivid illustration of many of the so‐called 'impairments' associated with the social and communication profiles of people with autism.</p> <p>In the extract, Chris, a Cambridge student, is talking to John Cleese about interpreting emotions:</p> <p>I have difficulty finding out what people are feeling and thinking, it's what people call mind reading, I suppose. I also have difficulty making expressions and knowing what's appropriate and social behaviour, like what kind of eye contact is appropriate ...</p> <p>Here, in a simple, direct way Chris conveys some of the features that could be seen to underpin many of the behaviours the teaching professionals have most concern with when trying to understand and teach their children. Interestingly, he also brings out more abstract features such as "mind reading". This provides an accessible and concrete way to open up discussion regarding theories of mind (Baron‐Cohen &amp; Bolton, [<reflink idref="bib3" id="ref51">3</reflink>]).</p> <p>Chris also refers to feelings of anxiety in social situations when he relies on cues from other people. He needs to do this because he says: "I don't really know how to behave at all. I usually keep quiet and watch". Again this was to impact on the teaching professionals as they came to realise many of the behaviour patterns they might be coming across had a basis in a learning need. Crucially, as teachers, they then felt more empowered to work with issues.</p> <p>Like Kenneth, Chris was also able to provide insights into his emotional life. More specifically, he was able to describe how some emotions were more difficult for him to identify than others:</p> <p>Some emotions are more difficult than others: fear and anger, surprise, because it can be quite similar in the way people express them—especially when they are mild. There are small cues (clues or differences) between them, which I guess I'm not picking up.</p> <p>Chris went on to illustrate this by trying to interpret one of Cleese's expressions—a feat in itself—yet a serious point was well made. This was that Chris had learned to identify expressions over time. Cleese also made a significant and practical further point: "you have to learn it a brick at a time, so you can put it all together ...". This makes a direct reference to the practical process of learning these discrete social skills.</p> <p>Chris makes a final related point about the barriers to actually learning these skills. This seems particularly important for professionals to hear when considering planning and evaluating progress: "it's really hard to learn, it's really difficult because no one writes books about it. Everyone seems to assume it comes naturally to everyone."</p> <p>Barbara Maines ([<reflink idref="bib28" id="ref52">28</reflink>]) has produced such a book. Similarly in <emph>Teaching people with autism to mind read</emph> (Holin, Baron‐Cohen, &amp; Hadwin, [<reflink idref="bib21" id="ref53">21</reflink>]) and more recently in <emph>Mind reading, the interactive guide to emotions</emph> ([<reflink idref="bib33" id="ref54">33</reflink>]), Baron‐Cohen and his colleagues provide further practical and interactive approaches.</p> <hd id="AN0020693388-9">Reflection on the Use of Autobiographical Extracts with Teaching Professionals</hd> <p>I used a conversation guide to provide a briefing sheet for myself for guiding the conversation. The approach was deliberately flexible. The following are examples of my interpretations of the some of the exchanges that took place. I have selected them on the basis on what they might suggest about the developing insight and meanings arising in the interaction and particularly how these might relate to practical learning outcomes for the young people.</p> <p>Teachers and teaching assistants seemed able to relate what they saw and heard in the materials directly to their own experience. This became apparent in one particular exchange. In this context J was the teaching assistant, I the headteacher, K the special needs class teacher and MB myself. Interestingly, it was not just the insistence on detail which impacted on the teachers and teaching assistants but the humour generated in the exchange:</p> <p>I: It's so particular isn't it this bit about Stephen Hawking.</p> <p>MB: Yes, very specific isn't it?</p> <p>K: I remember a prayer with Robbie [a boy with ASD who they had taught a couple of years ago] at the end we said "amen" and we got into this huge argument [Robbie had insisted it was a‐men not amen]. And he wouldn't have it so I said some people say "a‐men" and others say "amen".</p> <p>J: But he said, OK but I know it's a‐men [laughter followed].</p> <p>The humour was shared, perhaps even instigated, by the young person at the time of the incident. Perhaps, also, it was the humour which had triggered the teachers' recall of the incident and make the connection to a young person they had taught. Crucially, however, the recollection had been stimulated by the materials.</p> <p>This also highlighted the importance of avoiding over‐generalising the supposed characteristics of young people described as experiencing an autistic spectrum disorder. The nuances, paradoxes and variations in the presenting profiles of young people became available for discussion through the materials. In my experience this complex area is not as accessibly covered using more traditional approaches and materials.</p> <p>After listening to Kenneth's description of how he felt coming into the classroom for the first time, another teacher immediately appeared to understand some of the anxieties the young person with whom she was working might also be experiencing in the same situation. This teacher, F, was a class teacher new to the year group and had not taught children with social and communication needs before:</p> <p>I understood the first part when it [the audio tape] says the start of school was very traumatic. The situation now when H [the child with whom she is involved] is in the class with me as a new teacher, you know with his friends who he hasn't seen for a long time following the summer break ...</p> <p>On the tape Kenneth speaks of the importance of finding a "quiet corner". Once again F related directly to this by commenting "I can understand that as well. ... H tends to run away [from other children] ...but on some days he'll be in the middle of the children as well". F appears here to be noting the variations in behaviour patterns, which is an important point in practically working with these young people. Again the conversation from the materials helped bring this point into focus.</p> <p>The concept of experiencing difficulty interpreting facial expressions is often cited in literature of autistic spectrum disorder. This is very clearly illustrated in Mark Haddon's ([<reflink idref="bib16" id="ref55">16</reflink>], p. 3) fictional account. Here Chris, the narrator of the story, discusses just how difficult interpreting facial expressions can be. This can have obvious and significant impact upon how teaching professionals might interact with children. An extract from the video material covered this point and led to the following comment from a teaching assistant:</p> <p>The way it says that he really had to try to work it out ... [when] ... the corner of your mouth [is] upturned it would be happiness and if it is turned down it would be surprise or unhappiness ... you know you just assume that everyone can do this. ... He's got to study which way his mouth is going before he realises how this person is feeling where the rest of us just look at somebody ... and read the emotions from the expression. (J)</p> <p>Kenneth Hall had written an autobiography and this in itself stimulated teaching professionals from one of the research groups to draw a direct comparison with a young person with whom they were working. The teachers noted that although T's story‐writing was progressing, he was struggling tremendously with writing a simple diary:</p> <p>The diary he would find hard ... he wouldn't find any problem, if you like, with RE. If you ask him to write a story he would have no problem with that, but with a diary he would have a problem in telling you what he has been doing. (J)</p> <p>T's seeming difficulty in talking about himself was a puzzle for the teachers especially as it contrasted so sharply with his ability to think and write in other ways. Focusing discussion around the fact that a young person with an autistic spectrum disoder had actually written a diary made it possible to avoid generalising on what might be possible for a young person to achieve. It also led to thinking about ways of supporting T in developing the skills of diary‐writing.</p> <p>Once again the autobiographical materials had been the stimulus for this.</p> <p>The autobiographical material also made it possible to cover areas of possible misunderstanding which often seemed to have threatened teaching professionals. On the taped material Kenneth talks a little disparagingly about Einstein being "a bit dim" because he never "got his hair cut". This stimulated one of the teachers to make the following point: "it is important that the class teacher knows it is not necessarily a case of the child being rude when saying things like that ... they wouldn't treat me you or anyone else any differently".</p> <p>The teacher emphasised this point with another two further illustrations:</p> <p>When we were carol singing in the nursing home ... there was one man in wheelchair. The man had only one arm ... T came right up to him and said; "Look at that man". He wasn't being rude, he just noticed.</p> <p>I made the point that some teachers felt uncomfortable with this and even felt challenged at times. The teacher countered this with the following:</p> <p>If the teachers are aware of that, like [if a child says] "I don't like your tie" and don't take it personally, they don't mean to be rude and that part comes with getting to know the child.</p> <p>The "getting to know the child" seems particularly significant. It suggests that the discourse arising from the autobiographical material took us back to a crucial underpinning principle of tolerance and fostering relationships with young people.</p> <hd id="AN0020693388-10">What was Learned from the Project: A summary</hd> <p></p> <hd id="AN0020693388-11">The materials appeared to generate a qualitatively different kind of conversation</hd> <p>Engaging with the materials appeared to help teaching professionals hear the voices and see the faces of young people themselves. This appeared to be a significant factor in the kind of conversation generated. The materials clearly did not exist in isolation, however, and should be seen in the context of other more formalised learning/training opportunities.</p> <p>The materials seemed to have an immediate impact tapping into latent areas of interest. Also, all professionals made easy connections and associations between the materials and the children with whom they were working. This was even the case when the young people featured in the materials differed in many respects from those with whom they were working.</p> <hd id="AN0020693388-12">Comparatively small amounts of stimulus material was needed</hd> <p>The importance of the material seems to lie in careful selection and not the amount used. In some respects the actual material itself, although needing to be carefully selected, is not as important as the conversation deriving from it. Psychologists and teachers do not need to be over concerned about which particular materials to use but more with how they are used.</p> <hd id="AN0020693388-13">The materials provided a useful way of introducing, re‐visiting and contextualising issues su...</hd> <p>Using the autobiographical material helped make this experience concrete and there were suggestions that the professionals were better able to grasp a critical understanding of these concepts. Crucially, it was possible for the professionals to see the range of differences between young people with autistic spectrum profiles. It provided an opportunity to explore the nuances, paradoxes and complexities involved in attaching labels to constructed profiles of human difference.</p> <p>The materials appeared to generate positive discussion around emotional and behavioural issues which had been areas causing most anxiety for the professionals. Teachers moved very fluidly from discussion of the materials to practical teaching and learning possibilities. There seemed to be natural development from talking about the materials to the practicalities of planning and teaching.</p> <hd id="AN0020693388-14">When used alongside more traditional factual input the materials helped professionals develop...</hd> <p>Many meanings were created from the conversations. It was the stimulus or the catalytic‐type effect of the materials which was the most noticeable feature. Their importance seems to be the indirect input they provide to focused learning conversations.</p> <hd id="AN0020693388-15">The central importance of the quality of the relationship the professionals were developing w...</hd> <p>Very quickly this emerged as of greater significance than any of the supposed characteristics of autism. The materials appeared to help teaching professionals develop different types of relationships with the young people.</p> <p>In a limited way this study supports arguments emphasising the importance of the affective factors in working in this area. The approach provided an opportunity to consider theoretical positions in a practical and concrete context. The views of Boucher ([<reflink idref="bib10" id="ref56">10</reflink>]), Hobson ([<reflink idref="bib20" id="ref57">20</reflink>]), Rutter ([<reflink idref="bib31" id="ref58">31</reflink>]) and Billington ([<reflink idref="bib8" id="ref59">8</reflink>]) seem to be given further support through this kind of qualitative conversation‐based work.</p> <hd id="AN0020693388-16">The interpretative discourse analytic process can be seen as a practical method of working wi...</hd> <p>This appeared to be a particularly helpful way of talking with professionals and in validating the meanings generated in the exchange. More importantly, the process led to further clarity of thought and a belief that ways forward were possible.</p> <p>The approach links closely with the consultative model of working and facilitates learning conversations. The approach can become a practical tool for use by psychologists in supporting developmental work. It provides a valuable mechanism for exploring feelings and thoughts in a practical context, in ways which validate multiple meanings and provide possibilities for translation into action.</p> <p>The approach requires professionals to openly acknowledge the importance of complexity, ambiguity and ambivalence in their working contexts. The discourse analytic process is based on accepting that understanding, analysis and questioning are in themselves critical elements in finding practical outcomes. The importance of language, conversation and the construction of many meanings is emphasised throughout.</p> <hd id="AN0020693388-17">The process generated material which could be used for further collaborative work with profes...</hd> <p>This could develop into a cycle of reflective practice and collaborative learning. The process generates conversation which, once analysed, can serve as the raw material for further work.</p> <hd id="AN0020693388-18">Conclusion</hd> <p>In a world of highly charged emotional responses and a plethora of manuals and texts in the area of autistic spectrum disorder, this project suggests that alternative approaches are possible. Using the words of people with autism in day‐to‐day EP practice draws from consultative principles and, when combined with discourse analysis, can become a practical tool for EPs.</p> <p>The starting point focuses on the words of people with autistic spectrum disorders. The practical learning outcomes for young people arise from the creative dialogue stemming from discussion of these words.</p> <p>This research project was small‐scale, exploratory and was limited to primary aged children. Arguably, however, there were promising indications that further work would be worthwhile. Possibilities include perhaps studying autobiographical material from the young people themselves: what meanings might they create around the perspectives offered to the world on their 'condition'?</p> <p>Other possibilities could be to use these same materials with parents or other professionals groups. Similarly, significantly more written autobiographical material might be used with these or other professional groups and parents. Finally, there is the possibility of using autobiographical material produced by people with other learning and social and emotional profiles (or 'conditions') in a similar way.</p> <ref id="AN0020693388-19"> <title> References </title> <blist> <bibl id="bib1" idref="ref37" type="bt">1</bibl> <bibtext> American Psychiatric Association. 1994. 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The autistic spectrum , London : Constable.</bibtext> </blist> </ref> <aug> <p>By Mark Barrett</p> <p>Reported by Author</p> </aug> <nolink nlid="nl1" bibid="bib36" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib27" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib35" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib29" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib37" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib23" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib24" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib25" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib31" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib32" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib19" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib10" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib20" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib11" firstref="ref23"></nolink> <nolink nlid="nl15" bibid="bib34" firstref="ref26"></nolink> <nolink nlid="nl16" bibid="bib14" firstref="ref29"></nolink> <nolink nlid="nl17" bibid="bib15" firstref="ref30"></nolink> <nolink nlid="nl18" bibid="bib13" firstref="ref31"></nolink> <nolink nlid="nl19" bibid="bib26" firstref="ref32"></nolink> <nolink nlid="nl20" bibid="bib17" firstref="ref34"></nolink> <nolink nlid="nl21" bibid="bib16" firstref="ref35"></nolink> <nolink nlid="nl22" bibid="bib18" firstref="ref45"></nolink> <nolink nlid="nl23" bibid="bib28" firstref="ref52"></nolink> <nolink nlid="nl24" bibid="bib21" firstref="ref53"></nolink> <nolink nlid="nl25" bibid="bib33" firstref="ref54"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: 'Like Dynamite Going Off in My Ears': Using Autobiographical Accounts of Autism with Teaching Professionals – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Barrett%2C+Mark%22">Barrett, Mark</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Educational+Psychology+in+Practice%22"><i>Educational Psychology in Practice</i></searchLink>. Jun 2006 22(2):95-110. – Name: Avail Label: Availability Group: Avail Data: Routledge. 29 West 35th Street, New York, NY 10001. Tel: 212-216-7800; Fax: 212-564-7854; Web site: http://www.tandf.co.uk/journals. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2006 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Autobiographies%22">Autobiographies</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink><br /><searchLink fieldCode="DE" term="%22Psychologists%22">Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Audiovisual+Aids%22">Audiovisual Aids</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 0266-7363 – Name: Abstract Label: Abstract Group: Ab Data: There is a wealth of autobiographical material produced by people who describe themselves as experiencing autistic spectrum disorders. Increasingly, these writers and academics are suggesting that professionals should be using this material to help develop understanding. This paper describes a small scale, qualitative research project that explored ways in which video- and audio-autobiographical material could be used by EPs with teaching professionals. It suggests that a collaborative, conversation-based approach to the material can help develop understanding, empathy and lead to practical teaching and learning outcomes. – Name: AbstractInfo Label: Abstractor Group: Ab Data: Author – Name: Ref Label: Number of References Group: RefInfo Data: 37 – Name: DateEntry Label: Entry Date Group: Date Data: 2006 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://taylorandfrancis.metapress.com/link.asp?target=contribution&id=X670312555731068" linkWindow="_blank">http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=X670312555731068</link> – Name: AN Label: Accession Number Group: ID Data: EJ736177 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 95 Subjects: – SubjectFull: Autobiographies Type: general – SubjectFull: Pervasive Developmental Disorders Type: general – SubjectFull: Teachers Type: general – SubjectFull: Qualitative Research Type: general – SubjectFull: Personal Narratives Type: general – SubjectFull: Psychologists Type: general – SubjectFull: Instruction Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Autism Type: general – SubjectFull: Audiovisual Aids Type: general Titles: – TitleFull: 'Like Dynamite Going Off in My Ears': Using Autobiographical Accounts of Autism with Teaching Professionals Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Barrett, Mark IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Type: published Y: 2006 Identifiers: – Type: issn-print Value: 0266-7363 Numbering: – Type: volume Value: 22 – Type: issue Value: 2 Titles: – TitleFull: Educational Psychology in Practice Type: main |
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