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The ABC of Girls on the Autism Spectrum in Early Years Classrooms

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Edith Cowan University Research Online Theses: Doctorates and Masters Theses 2020 Alannah, Bree and CASSIE: The ABC of girls on the Autism Spectrum in early years classrooms Jillian Stansfield Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses Part of the Early Childhood Education Commons, Elementary Education Commons, and the Special Education and Teaching Commons Recommended Citation Stansfield, J. (2020). Alannah, Bree and CASSIE: The ABC of girls on the Autism Spectrum in early years classrooms. https://ro.ecu.edu.au/theses/2376 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses/2376 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. Where the reproduction of such material is done without attribution of authorship, with false attribution of authorship or the authorship is treated in a derogatory manner, this may be a breach of the author’s moral rights contained in Part IX of the Copyright Act 1968 (Cth). Courts have the power to impose a wide range of civil and criminal sanctions for infringement of copyright, infringement of moral rights and other offences under the Copyright Act 1968 (Cth). Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. Alannah, Bree and CASSIE: The ABC of Girls on the Autism Spectrum in Early Years Classrooms School of Education Edith Cowan University, Perth, Australia 2020 Author’s Declaration I certify that this thesis does not, to the best of my knowledge and belief: i. Incorporate without acknowledgment any material previously submitted for a degree or diploma in any institution of higher education; ii. Contain any material previously published or written by another person except where due reference is made in the text of this thesis; or iii. Contain any defamatory material. 7th December 2020 ……. …………………………….. Jillian Stansfield Date i Abstract The prevalence of children diagnosed with autism spectrum disorder in classrooms is an increasingly common phenomenon in schools in Australia and in many other countries. While there is increasingly growing literature on how autistic boys manage and are managed in schools, little is known about the learning needs of girls on the autism spectrum. One reason offered for this imbalance of literature is that fewer girls are diagnosed than boys, as their presentations may differ. As girls on the autism spectrum are an underdiagnosed phenotype, it is little wonder that teachers do not have adequate knowledge or strategies to support girls in the classroom. The shortage of research evidence on autistic girls in the education context is one reason why girls are missing out on vital supports and understanding in the classroom due to the lack of knowledge and resources available to teachers. This, in turn, means teachers are underprepared to teach girls on the autism spectrum. One of the main aims of this study was to develop knowledge and theory about girls on the autism spectrum and their diverse learning needs in the early years of schooling, to provide further support to teachers and their students with an autism diagnosis and those who are yet to be diagnosed. This qualitative, in-depth case study explored the learning experiences of two girls on the autism spectrum in early years classrooms, to develop knowledge and theory on autistic girls’ varied behaviours and characteristics and how they can be best supported. Key ideas emerged throughout the cross-case analysis and were categorised under six themes: Communication, Academic, Social, Sensory, Identity and Encircle. Encircle further encompassed four areas: Challenges, Intervention, Professional Development and Classroom Strategies. Each area overlaps one another and impacts the key themes for every student on the autism spectrum. From this process, the CASSIE tool was developed to identify girls on the autism spectrum in the early years classroom and assist teachers to better manage their learning and social experiences. Development of CASSIE was the principal outcome, a teaching tool and resource for teachers to understand how girls on the autism spectrum learn and help them develop strategies for these students to reach their potential in the classroom. The CASSIE tool will not only benefit teachers and parents, but the wider support network of girls on the autism spectrum who are both diagnosed and undiagnosed. In doing so, it will shine a light on the learning needs of girls on the autism spectrum to ensure they are no longer invisible. ii Table of Contents Chapter 1: Introduction .............................................................................................................. 1 Research Problem ...................................................................................................................... 2 Aims of the Research and Reasons ............................................................................................ 5 Significance of the Research ...................................................................................................... 6 Expected Outcomes from the Research ..................................................................................... 7 Structure of the Thesis ............................................................................................................... 8 Chapter 2: Overview of the Relevant Literature ...................................................................... 10 History of Autism .................................................................................................................... 11 The DSM-5 .............................................................................................................................. 12 Prevalence of Autism: Boys, Girls and their Diagnoses .......................................................... 14 Female Autism Traits ............................................................................................................... 17 Non-Technical Literature ......................................................................................................... 20 Anxiety ................................................................................................................................. 21 Masking ................................................................................................................................ 21 Sensory Issues ...................................................................................................................... 21 Social/Friendships ................................................................................................................ 22 Intense Emotions .................................................................................................................. 22 Rituals and Routines............................................................................................................. 22 Comorbidities ....................................................................................................................... 23 High Intelligence .................................................................................................................. 23 Female Autism Phenotype/Diagnosis Ration ....................................................................... 23 Narrow Interests ................................................................................................................... 23 Meltdowns ............................................................................................................................ 24 Inclusion of Children on the Autism Spectrum in Mainstream Schooling .............................. 24 Models of Disability ................................................................................................................ 26 Medical Model vs. Social Model ............................................................................................. 26 iii Neurodiversity.......................................................................................................................... 28 Reframing Autism – the Neurodiversity Paradigm .............................................................. 28 Conclusion ............................................................................................................................... 29 Chapter 3: Methodology and Methods .................................................................................... 31 Methodology ............................................................................................................................ 31 Data Collection Methods ......................................................................................................... 33 Participants, Case-Study Sample and Ethical Issues ............................................................ 33 Ethics Considerations............................................................................................................... 36
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