Reading of the Visual Narratives Created by Pupils Identified as Being on the Autism Spectrum

By Thomas McGovern University of Stirling thomas.mcgovern@stir.ac.uk

Background
Visual narrative one of a number of methods used 2 LEA authorities 48 children in total 10 of whom had a diagnosis of autism and spent a significant amount of time in mainstream Transformative research Work 'with' rather than 'on'

Visual Narratives
Photographs put together in sequence to tell a story Inclusive as all children could have a say (one opted out) Suited visual learning style of some community members

Address power balance between adults and children possibly even between children
Cameras could be used with similar levels of skill across the group

The How of Visual Narrative

Photo Story by Microsoft as allowed for photo elicitation

'Images alone will always need words' (Prosser 1998) Envokes comments, memory and discussion

Vague memories can be given sharpness and focus, unleashing a flood of detail (Banks 2007, p. 88)

The How of Visual Narrative

A structure provided that allowed for photo elicitation tasks to be complete with minimal direct researcher input

Reduce social interactions

Increase consistency by using computer Children could type, talk or use a combination of both Option for adult to type was also provided Only a small number made use of this option examples

Emerging Themes
Sensory Managing emotions Structure, order and routine Friendship

Sensory
Not surprised Many ASD children have sensory challenges Bundy et al. (2002) as'functions related to sensation occurring in the central nervous system ; and includes reception,modulation, integration, and organisation of sensory stimuli. Examples from Dominic, David and Michael

Dominic

This photograph was described as a mess Appears as inviting, bright and stimulating for most but some on the autism spectrum this may present challenges Visually challenging environments can lead to sensory overload especially when already stressed (Aquila et al. 2003).

David

David

Noise level seems to be main point he makes about each environment Girls in his class Music and library Working with David and his teacher to generate solutions Ear plugs if not consulted might have created a solution that didnt suit him

Managing Emotions
Children who are identified as being on the autism spectrum often have difficulties understanding emotions or regulating their own emotions. A number of the children in this study took photographs of the areas they used to calm down and identified these as areas important to them in the school.

Dominic

He identified this as a place he came to read and calm down This was his support facility classroom

Paul

He identified this as a place he came to calm down No displays No furniture He did not elaborate on why and explicity said no when asked Reluctant to speak about negative emotions

Michael

He made no comment about this photograph I asked him why and he said he found it too difficult Staff not surprised by his response as he often finds it difficult to articulate his feelings

Dominic

R Is there anything you dont like about this place? D I dont like being sent home by Mrs. X R Okay, what kind of things do you get sent home for? D Well only got did it last year well I did it last year R Was it just once? D Aye, the next day I came back R Alright would you like to talk about what happened or would you rather not? D Rather not

Structure, Order and Routine

A major focus on structure, order and routines for some children Focus on rules for David and Dominic Order of events James

David

'This is the lunch hall. I go there at 12 O'clock or quarter past 12. What I do here is have my lunch and don't talk. What I love about it is not getting yellow cards or red cards. What I don't like about it is people getting yellow cards and red cards.'

Dominic

R what place is this? D this is the trim track R what kind of things do you do here? D if it is nice we go outside and do stuff....if the boys and girls have been good of course ..it is all up to the teacher but if they have not then we don't go R when do you go?

James
Watch video clip

Friendship
Lack of friendship apparent Quick glance at mainstream narratives shows that this is unique to autism group May have been to do with how I set up activity Only one child in this group discusses friendships in narrtives

Darren

'That's the playground. I like playing in the playground in the shelter. In the playground I play with ______ but she has moved to another school. Now I play with ______.
only cope with one friend ? school became aware through narrative and diary that only had one friend what happens when friend is off? Diaries

Visual Narrative
Helped to redress the absence of the voices of children on the autism spectrum Provided space for all (most) children to have their voice heard