DOCSLIB.ORG

Reimagining Autism: How Drama Environments Can Aid the Diagnosis and Understanding of Autism

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Reimagining Autism: How Drama Environments Can Aid the Diagnosis and Understanding of Autism Reimagining Autism: How drama environments can aid the diagnosis and understanding of autism Hannah M. Newman Submitted in fulfilment of the degree of Doctor of Philosophy by Research in Drama School of Arts University of Kent January 2018 Word count: 90,854 ACKNOWLEDGMENTS The research was funded by a scholarship from Kent Health at the University of Kent. I would like to thank my team of supervisors (Julie Beadle-Brown, David Wilkinson, Nicola Shaughnessy and Melissa Trimingham) who have been continually supportive and challenged me, helping to develop this thesis beyond what I initially imagined possible. Thank you for your patience and understanding as I have tried to navigate the interdisciplinary work. Thank you to all the postgraduates who have offered moral support and a kind ear to help me through this process, in particular Annette, Astrid, Judi and Robbie, as well as any School of Arts staff who have developed my thinking, shown interest and offered support. I would also like to acknowledge the University of Kent technical team, and in particular Faith Austin for your invaluable support. I had a wonderful team of practitioners who helped to make this research possible and volunteered their time to this: Tom, Josh, Angela, Kate, Arielle, Verity, Elise, Claire and Stephanie. I would like to say a huge thank you particularly to Vicki for the effort you put in and the laughs you gave me. To all of my participants and your families (both those in the actual research and the practice sessions) thank you for taking the time to come and participate, and sharing experiences with me, extending my knowledge of autism far beyond what I expected. I would like to acknowledge the team at Kent and Canterbury Hospital and in particular Yvonne Parks and Nicky Wood for being generous with your time and helping me with the research. Thank you to all those autistic individuals who have been open and honest in their experiences of autism and continued to extend my knowledge, challenging current understanding of the condition. I would like to thank my family, Mum, Dad, Chloe and Ross for being continually supportive, and particularly Dad for your incredibly useful feedback. Lastly, a huge thank you to James for putting up with me through this whole process. 1 ABSTRACT Using the practical approaches developed for the research project, Imagining Autism, the PhD investigates whether engagement in a play-based drama environment can help aid the diagnostic process and understanding of autism. The research has used drama workshops to see if these can enhance the profile of strengths, difficulties and differences obtained in a more traditional clinical diagnostic assessment. The exploratory study also seeks to see whether the ADOS (the clinical assessment tool) can be completed in a different environment and if there is agreement between the two settings on these scores. In addition to this, what supplementary information may be provided about the individuals because of their engagement in this drama environment. Eight participants (aged 3 – 11 years) were recruited through the NHS and had gone through the clinical assessment. They engaged in the arctic environment twice, where they encountered puppets, props and full-body characters e.g. the slapstick snowman, in play-based interactions with trained practitioners. The sessions were documented and analysis occurred afterwards, using a novel coding framework, and additional information obtained from parents and practitioners. These were then compared to the clinical assessment scores and reports, to test the hypotheses. Both qualitative and quantitative analysis will compare the two sets of information from the different environments, seeking to present a more holistic and rounded view, focusing not only on the difficulties but also on the strengths of the individual. 2 Table of Contents ACKNOWLEDGMENTS ................................................................................................................................... 1 ABSTRACT ......................................................................................................................................................... 2 INTRODUCTION ............................................................................................................................................... 7 Introduction to Autism ................................................................................................................... 9 Why Drama? ................................................................................................................................... 12 Introduction to iA .......................................................................................................................... 16 The iA Methodology .................................................................................................................. 19 Research and Thesis Development ............................................................................................ 29 About the Author ....................................................................................................................... 31 Structure of the Thesis ................................................................................................................. 31 Terminology ................................................................................................................................... 34 CHAPTER 1: THE CONSTRUCTIONS OF AUTISM ................................................................................. 36 Autism: The medical and scientific construction .................................................................... 37 Biological Factors ...................................................................................................................... 38 Psychological Theories ............................................................................................................. 40 Environmental Causes .............................................................................................................. 44 Autism: The social construction ................................................................................................. 48 Autism: Alternative construction ............................................................................................... 54 Autistic Artists ............................................................................................................................ 55 Drama and Autism in Research .............................................................................................. 56 CHAPTER 2: A HISTORICAL ACCOUNT OF AUTISM DIAGNOSIS .................................................... 84 Labelling and Diagnostic Criteria ............................................................................................... 85 Pre-Kanner ................................................................................................................................. 85 Kanner’s Autism......................................................................................................................... 86 Post-Kanner ................................................................................................................................ 88 Inclusion in the Diagnostic Manual and Beyond ................................................................. 94 Diagnostic Tools .......................................................................................................................... 105 Before Inclusion in Diagnostic Manuals .............................................................................. 106 Screening Tools ........................................................................................................................ 107 Scales and Interviews ............................................................................................................. 112 Observational Tools ................................................................................................................ 117 Current UK Diagnostic Practices .............................................................................................. 120 3 Conclusion .................................................................................................................................... 123 CHAPTER 3: METHODOLOGY ................................................................................................................. 124 Questions ...................................................................................................................................... 125 Design ............................................................................................................................................ 126 Settings .......................................................................................................................................... 126 Recruitment.................................................................................................................................. 132 Participants .................................................................................................................................. 133 Measures ....................................................................................................................................... 134 ADOS-2 ......................................................................................................................................
Load more

Recommended publications
  • Panel 2 Invitation
    ◆ MUSICAL PERFOrmaNCES by Talina and The Miracle Project (Performers with autism) 1:15–1:30 p.m. ◆ WELCOMING REmarks Peter Launsky-Tieffenthal, Under-Secretary-General for Communications and Public Information On the occasion of World Autism Awareness Day, the Permanent Mission of the Philippines, ◆ “Celebrating the ability within the disability of autism” 1:30–3:30 p.m. in cooperation with the United Nations Department of Public Information INtrODUCTION by H.E. Mr. Eduardo Jose A. De Vega, Deputy Permanent Representative of the Philippines to the United Nations Cordially invites you PANELISTS to attend two panel discussions: Elaine Hall, The Miracle Project and Inclusion Advocate Dr. Stephen Shore, Adelphi University Barry M. Prizant, Ph.D., CCC-SLP, Brown University Panel 1: Dr. Abelardo David, Independent Living Learning Centers, The Philippines Jean Marie Gonzales, Project T.E.A.C.H., The Philippines Celebrating the MODEratOR: Linda Walder Fiddler, The Daniel Jordan Fiddle Foundation ability within the disability of autism ◆ “Transition to Adulthood” 4:00–5:30 p.m. PANELISTS Panel 2: Dr. Stephen Shore, Adelphi University Neal Katz, teenager with autism, featured in the film “Autism The Musical”, Transition to with Ryan Berman, MSW Fazli Azeem, Fulbright Scholar from Pakistan who is himself on the autism spectrum Adulthood Idil Abdull, Parent Advocate, Somali American Autism Foundation Dr. Valerie Paradiz, Autistic Global Initiative of the Autism Research Institute Tuesday, 2 April 2013 MODEratOrs: Jacqueline Aidenbaum, United Nations and Nicole Rogerson, Autism Awareness Australia 1:00-6:00 p.m. World Autism United Nations ◆ Discussion and Q&A: Next Steps North Lawn Building (1st Ave/46th St) 5:30–6:00 p.m.
    [Show full text]
  • View This Issue
    AUTISM SPECTRUM NEWS TM YOUR TRUSTED SOURCE OF SCIENCE-BASED AUTISM EDUCATION, SPRING 2014 INFORMATION, ADVOCACY, AND COMMUNITY RESOURCES VOL. 6 NO. 4 Autism in the Workplace Identifying Employment Opportunities and Providing Support By Raul Jimenez II, MST According to Unger (1999), the roles and Amy Greenberg, BA of supervisors and co-workers are in- New Frontiers in Learning strumental to the success of people with disabilities in the workplace. Support is essential in the following areas: learning etween 1997 and 2011, the un- how to complete tasks and regular job employment rate of those di- duties, how to perform infrequent duties agnosed with disabilities has associated with the position, learning how ranged from 72% to 88%. This to complete novel tasks and assignments, Bis an astounding number of persons with taking lunch and other breaks, etc. Ung- disabilities and Autism Spectrum Disor- er’s research determined that success was ders (ASD), specifically, without a job. ensued with the proper training and sup- Despite the enthusiasm, motivation, and port in place to help those with disabilities dependability so many job seekers with in the workforce. ASD have in their will to work, many workplaces are hesitant to take the risk to Examples of Supported Employment support them, or lack the knowledge on how to support them in an employment A company in Guildford, CT, called Ros- setting. Supported employment is the es for Autism, trains, hires and provides opportunity for individuals with disabil- other employment opportunities for older ities to be integrated in a working envi- students and adults on the autism spec- ronment with the necessary supports to Flatow (1997) has argued that busi- and routines, such as a co-worker assist- trum.
    [Show full text]
  • Music Generation Enters Phase Two
    SPRING/SUMMER 2017 PROGRESS THROUGH PHILANTHROPY Music Generation Enters Phase Two WWW.IRELANDFUNDS.ORG At the heart of business in Ireland © 2016 KPMG, an Irish partnership 12 56 3 Message from the Chairman 24 Irish Wheelchair Association 5 Message from the Worldwide President & CEO 28 ReCreate 6 Your Philanthropic Impact - Thank You! 32 The Spectrum Centre 10 The Ireland Funds 2016 Flagship Grants 36 Gaisce 14 Music Generation 40 Inner City Enterprise 18 The Irish Film Institute 46 Anam Cara contents 22 Youth Initiatives connect 2016 | 1 48 The Ireland Funds Young Leaders - Membership Opportunities 50 The Ireland Funds Young Leaders – Global 5K 54 The Ireland Funds Golf Events 56 Events Around the World 56 100 The Ireland Funds Heritage Society 102 Board of Directors 104 Contacts Read Connect magazine online at www.irelandfunds.org 50 10 connect 2017 • 2 ConnectSPRING / SUMMER / 2017 Dear Fellow Donors, As I have the privilege of beginning my second term, I do so with great enthusiasm. In 2017 we continue to see economic improvements in Ireland, North and South. Unemployment is falling, new businesses are being created and a renewed sense of confidence is establishing itself after the ravages of the Great Recession. However, we cannot afford to overlook the considerable challenges Ireland, North and South, could face, not least as a result of Brexit. Despite the progress that has been made, many sectors of society remain untouched by the recovery and many others are still feeling the wounds of such a difficult period. To help strengthen society, the Irish not-for-profit sector plays a critical role.
    [Show full text]
  • 11/14/13 Complete List Family & Community Resource Center
    11/14/13 Complete List Family & Community Resource Center Special School District of St. Louis County 12110 Clayton Road St. Louis, MO 63131 314-989-8438/989-8108/989-8194 A+ Guide to Transitions from High School to College for Special Education. (2001/video/50 minutes) (2000/DVD) A "college prep" video for parents and students. Teachers, parents and school administrators describe the transition process and offer their best advice for having a positive experience. A is for All Aboard! Paula Kluth & Victoria Kluth (2010) Grades K and up. Fun facts, vibrant art, and in-the-know slang about trains. (32 pages) A is for Autism, F is for Friend. Joanna L. Keating-Velasco (2007) Grades 3 and up. A kid's book on making friends with a child who has autism. (54 pages) The ABA Program Companion: Organizing Quality Programs for Children with Autism and PDD. J Tyler Fovel, MA. (2002) Helps the reader integrate important theories and concepts from ABA into powerful, practical and comprehensive educational programming, from assessment through program methodology and evaluation of results. Manual & CD. The ABCs of Autism. M. Davi Kathiresan (2000) Grades K and up. This book was written to educate families, children and professionals and make them aware of the skills, strengths and capacities of persons with autism. ABCs of Emotional Behavioral Disorder. (video) (2004) (35 minutes) Outlines a best practice approach to successfully integrate elementary and middle school students with Emotional or Behavioral Disorders into the educational mainstream. ABC’s of Inclusive Child Care. (video) (1993) (14 minutes) Resource to encourage child care providers to accept children with developmental disabilities and to increase public awareness of the capabilities of individuals with disabilities.
    [Show full text]
  • Alta Drive House Receives Landmark Designation Reznik V. Richards: Is
    briefs • Planning Commission: removal of briefs • Writers Bloc to host Bernie sports • Former BHHS standout four heritage trees will benefit the City Page 2 Sanders at Saban Theatre Page 5 declares for NBA draft Page 7 Issue 916 • April 20, 2017 - April 26, 2017 Alta Drive House Receives Landmark Designation But are the standards being compromised? Reznik v. Richards: Is There a Conflict? Attorney in Lago Vista development alleges conflict with opposing counsel cover stories • page 8 briefs • Rosen alleges BHPD discrimination briefs • Bloom backs off rent sports • BHHS girls’ swim team City ordinance. control bill Page 6 defeats Torrance Page 2 Page 8 Crest Real Estate President Jason Somers attended the meeting as the briefs project’s representative. Somers is also currently representing Woodbridge Issue 915 • April 13, 2017 - April 19, 2017 BHTV City Council and Commission Investments on behalf of a controversial Schedule – Channel 10 Planning Commission: Hillside R-1 permit at 1260 Lago Vista Nazarian’s Cause • Human Relations Commission removal of four heritage Dr. meeting: April 20 at 9:00 a.m. trees will benefit the City “I’ve spoken with my two clients at 1169 Hillcrest and 1171 Hillcrest just • City Council Study Session: April 20 The Planning Commission unanimously past this, and the both support the tree at 2:30 p.m. agreed that the removal of four “heritage removal,” Somers said. “We’re proposing • City Council Formal meeting: April 20 trees” located on the front yard setback of the replacement at about a 2-1 of the trees. at 7:00 p.m.
    [Show full text]
  • WISHLIST ! • Apartment/House for Residence for People with Autism
    AUTISM NETWORK: VOL 10 ISSUE 2~ AUG 2015 WISHLIST ! • Apartment/House for Residence for people with Autism • Playdoh, pull along toys, AUGUST 2015 VOL 10 ISSUE 2 light and sound making toys, Lego Action For Autism is a registered, non-profit, national parent • Pretend play toys like: organisation. Autism Network is published by Action For Autism Dolls, doll house, doctor’s sets, to provide information on education, therapy, care, and to provide furniture sets, grooming sets, interaction for families and professionals across the country. kitchen sets, tea sets etc. • Indoor plastic slide, see saw Autism Network is a forum for expressing diverse opinions. Action For Autism does not hold itself responsible for opinions • Computer games, X Box Konect expressed by individual writers. Publication of any information • Computers that can support graphics does not mean support of Action For Autism. • Trampoline Autism Network does not accept advertisements. Expenses are • Music systems (CD players, met through memberships, donations and sponsorships, from our MP3 players, ipods) • Head phones readers, friends and well wishers. This journal is for free • Coffee vending machines distribution. • Volunteers: For Yoga, Art & Craft, INFORMATION Music, Respite care For information on receiving the Autism Network write to: Pocket 7&8, Jasola Vihar, Behind Sai Niketan, Opp. Gate 6 If you want to help, write to AFA or call: Sector 8, SFS Flats, New Delhi - 110025. Tel: 40540991/2 • AFA: 40540991/2 • Reeta: 9811103702 YOUR CONTRIBUTIONS Do you have any comments,
    [Show full text]
  • Book Order Form
    FULL RANGE CATALOGUE term 1 2018 BOOK ORDER FORM ACEL Book Order Total $ Plus Shipping AUS $7 NZ $9 Total $ Member Number: First Name*: Surname*: School/Institution: School/Institution Address*: Suburb*: State*: Postcode*: Telephone*: Mobile: Fax: Email*: Email for Accounts Payable*: *Denotes required field Master Card Card Number Visa Expiry Date (MM/YY) / Name on card: Signature: Notes: TERMS AND CONDITIONS: TAX INVOICE ABN 75 132 672 416 By completing this form you are accepting ACEL’s Delivery, Refund and Exchange Policy available at acel.org.au All amounts are GST inclusive. Please ensure that yourself, those registered and the credit card holder read and understand these terms and All rates are quoted in Australian Dollars conditions prior to order. Note: International orders are subject to specific shipping fees dependent on location and weight. For international orders please use out online ordering system at acel.org.au. Australian Council for Educational Leaders PO Box 876, Strawberry Hills, NSW 2012 | www.acel.org.au | [email protected] | Phone: 1800 680 559 | Fax: 1800 680 561 FULL RANGE CATALOGUE TERM 1 2018 ISBN Titles Author Category Price Qty 9781760017750 “This Is a Great Book!”: 101 Events for Building Enthusiastic Shelley Stagg Peterson, Larry Swartz Curriculum $32.00 Readers Inside and Outside the Classroom - From Chapter Books to Young Adult Novels 9781760011895 1-to-1 at Home Jason Brand Technology & Media $69.00 9781452226347 1:1 Roadmap: Setting the Course for Innovation in Education Andrew Marcinek Technology
    [Show full text]
  • Abstract Autism
    Breaking Myths about Autism through Performance-ba- sed practices. An Exploratory Analysis of the Imagining Autism Approach* Sfatare alcuni miti sull'autismo attraverso le pratiche performative. Un’analisi esplorativa dell’approccio Ima- gining Autism Mabel Giraldo University of Bergamo, [email protected] Since the Seventies, the encounter between drama/theater/performance and disability has attract- ed a growing interest from both the world of art and theatrical critics and from the sciences of ed- ucation and pedagogy, engendering a fertile research field. In recent years, autism spectrum disorders (ASD) have increasibily been the object and subject of these performative experimenta- tions, riding the wave of popularity that this epidemiology is experiencing at the international level. After a preliminary review of the main approaches using participatory perfomance practices with persons with autism, this work focuses on one of these methods: Imagining Autism. Providing an overview of its history and implementation, the paper explores the use of performance-based ac- tivities and their characteristics as a venue for autism research which might contribute to de-mythol- ogize this condition by challenging well-established stereotypes. KeywordS: Autism Spectrum Disorders, Special Education, Applied Theatre, Performance, Imagining abstract Autism. Revisione sistematica 237 a. meta-analisi; b. Evidence Based Education The present work comes from the participation of the author as practioner at “Imagining Autism” workshops at the “The Aktinson” Study Center in Southport (UK) from 6 to 16 March 2017, promo- ted by the School of Art of the University of Kent. Therefore, I would like to thank Nicola Shau- ghnessy and Melissa Trimingham for sharing materials, ideas and documents.
    [Show full text]
  • RESOURCES for Parents of Kindering Children
    RESOURCES for Parents of Kindering Children Seattle Aquarium Membership Vouchers A $25 Aquarium Family Plus membership- One year free admission for one or two named adults and up to six of your children/grandchildren (18 and under) plus one free guest admission per visit. To get your $25 voucher please email your Family Resources Coordinator (FRC). One voucher per family, expires 10/31/2020. Limited supply* The Arc of Snohomish County Click here to learn about new upcoming free events near you! The Arc of King County Click here to learn about new upcoming free events near you! ParentMap Endless free events near you! To find out more visit Parent Map’s Family Fun Calendar Seattle Children’s Research Study The Washington study of Outcomes, Neural Development, and Early Risk (WONDER) is a minimal risk, longitudinal study that utilizes developmental assessments and technology (EEG and Eye-Tracking) to measure how early risk shapes social learning. By studying infants in three groups, the hope is to identify early signals that providers may one day be able to use to improve the care for children with developmental challenges such as Autism Spectrum Disorder (ASD). Families with an infant under 6-months old who meet the criteria for any of the three groups below are invited to contact [email protected] for brief screening. 1. Born weighing less than 3lb, 15oz (1800g), or: 2. With an older sibling (full or half) with a diagnosis of ASD, or: 3. Born weighing 5lb, 5oz (2500g) or more with no serious medical conditions or 1st degree relatives with a diagnosis of ASD Families may receive up to $400-$425 in payments for completing the study activities.
    [Show full text]
  • Work in Progress April 12, 2017, 7Pm UCLA Glorya Kaufman Dance Theater
    DISABILITY as SPECTACLE International Conference Musical World Preview Performance Work in Progress April 12, 2017, 7pm UCLA Glorya Kaufman Dance Theater This is a special preview of scenes and songs of an original musical premiering at The Wallis Annenberg Center for the Performing Arts on April 30, May 1, 2 & 4. This performance will be audio described, real-time captioned, and ASL translated. The Miracle Project’s “Work In Progress” is a new musical which follows the lives of young adults discovering their passion, overcoming obstacles, and finding their place in the world. With a cast of actors with and without disabilities, this musical aims to help others understand the value of neurodiversity in the workplace and the merits of inclusion for people of all abilities. Directed by Maxwell Peters and Elaine Hall Musical Direction by Zach Marsh Choreography by Hannah Warren Written by Maxwell Peters, Zach Marsh, Elaine Hall, and Jeff Frymer Cast: Coby Bird, Domonique Brown, Tristen Miller, Clementine Turner, Dylan Maloney, Spencer Harte, Debra Pasquerette, Terri Reuther, Jordan Leshtz, Nick Brode, Harlee Davenport, MichaelAnthony Greenfield, Elena Goldberg, Matt “Taxo” Russell, Steven Fujimoto, Michelle Friedman, Hannah Warren, Geno Creese, Ryan Berman, Max Peters, Diego Sardis, Ari Naamani-Goldman, and Andrea Kaye Program Opening by Vic Marks, Chair of UCLA Disability Studies Preview Performance The Miracle Project Q & A with the cast & creative team Dessert Reception [at] Kaufman Student Lounge, 1st Floor The Miracle Project is a fully inclusive theater, film, and expressive arts program for individuals with autism and other disabilities, as well as their typically developing peers.
    [Show full text]
  • How Is Sex Related to Autism?
    How is Sex Related to Autism? Meng-Chuan Lai Girton College University of Cambridge This dissertation is submitted for the degree of Doctor of Philosophy August 2011 Preface The works in this dissertation were carried out at the Autism Research Centre, Department of Psychiatry, University of Cambridge between October 2008 and August 2011, and was supported by funding from the Ministry of Education, Taiwan. Professor Simon Baron-Cohen acted as my primary supervisor and Professor John Suckling acted as co-supervisor. The dissertation is the result of my own work and includes nothing which is the outcome of work done in collaboration, except that the recruitment and testing of the male participants were carried out between July 2007 and November 2008 by the Medical Research Council Autism Imaging Multicentre Study (MRC AIMS) Consortium project. This dissertation is less than 60,000 words. Chapter 2 and parts of Chapter 1 are published in: Meng-Chuan Lai, Michael V. Lombardo, Greg Pasco, Amber N. V. Ruigrok, Sally J. Wheelwright, Susan A. Sadek, Bhismadev Chakrabarti, MRC AIMS Consortium and Simon Baron-Cohen. (2011). A behavioral comparison of male and female adults with high functioning autism spectrum conditions. PLoS ONE 6(6):e20835. Chapter 6 Study 1 is published in: Meng-Chuan Lai, Michael V. Lombardo, Bhismadev Chakrabarti, Susan A. Sadek, Greg Pasco, Sally J. Wheelwright, Edward T. Bullmore, Simon Baron-Cohen, MRC AIMS Consortium and John Suckling. (2010). A shift to randomness of brain oscillations in people with autism. Biological Psychiatry 68(12):1092-1099. i Chapter 3 is currently in preparation for publication as: Meng-Chuan Lai, Michael V.
    [Show full text]
  • A Rhetorical Analysis of Three Explanations For
    AUTISM AND THE PERPETUAL PUZZLE: A RHETORICAL ANALYSIS OF THREE EXPLANATIONS FOR AUTISM A Dissertation by DENISE MARIE JODLOWSKI Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2009 Major Subject: Communication AUTISM AND THE PERPETUAL PUZZLE: A RHETORICAL ANALYSIS OF THREE EXPLANATIONS FOR AUTISM A Dissertation by DENISE MARIE JODLOWSKI Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Co-Chairs of Committee, James A. Aune Barbara F. Sharf Committee Members, Katherine I. Miller Cynthia Riccio Head of Department, Richard L. Street, Jr. May 2009 Major Subject: Communication iii ABSTRACT Autism and the Perpetual Puzzle: A Rhetorical Analysis of Three Explanations for Autism. (May 2009) Denise Marie Jodlowski, B.A. University of Iowa; M.A., Wake Forest University Co-Chairs of Advisory Committee: Dr. James Arnt Aune Dr. Barbara F. Sharf Autism awareness has increased in recent years in part because it is marked by confusion and controversy. The confusion and controversy stem from the fact that there are many beliefs about autism but little agreement. In this dissertation I examined the rhetoric produced by three primary groups—professional autism experts, caregivers to children with autism and mainstream media. In particular, I studied how each group explains autism. Explanations are vehicles for persuasion; they advance particular viewpoints about an illness. I conducted a rhetorical analysis of the three discourses produced by these groups, highlighting the most cohesive themes to emerge from the discourse.
    [Show full text]