Doing Testing: How Concrete Competence can Facilitate or Inhibit Performances of Children with Autism Spectrum Disorder

Maynard, Douglas W.; Turowetz, Jason

doi:10.1007/s11133-017-9368-5

Cited by 33 publications

(27 citation statements)

References 60 publications

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“…In the space of several short rounds of this game, Sara has demonstrated various forms of “concrete competence” (Maynard and Turowetz ), including a grasp of what the game is as a gestalt (Maynard ), taking turns, engaging in the sequence of moves required to play, making and granting requests, and sharing an affective stance towards the activity. She is able to initiate actions in “first position” (Schegloff ) – requesting, directing, etc.…”

Section: An Illustrative Case: Sara Brennanmentioning

confidence: 99%

“…Consequently, they are especially reliant on patients' vocal and non‐vocal behaviours, using not only reports but also various standardised instruments, including tests, interview schedules (Heritage and Maynard ) and other structured activities. Clinicians may ask patients to make calculations, read passages, engage in memory tasks, explain concepts and manipulate objects – performances subsequently scored relative to a normed sample of the examinee's peers (Maynard and Turowetz ).…”

Section: Introductionmentioning

confidence: 99%

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Documenting diagnosis: testing, labelling, and the production of medical records in an autism clinic

Turowetz

Maynard

2019

Sociology Health & Illness

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All diagnosis depends on communication between doctors and patients. This is especially so with behavioural disorders such as autism, where structured interactions involving clinicians and children (e.g. standardised tests) play a key role in diagnosing the condition. Although such interactions are collaborative, we find that when reporting test results, clinicians, following administrative protocols, routinely gloss over the embodied interactions constitutive of testing, such that autism is predicated as an inherent feature of the child. In ethnomethodological terms, this is related to the way that "accounts" (Garfinkel 1967), including diagnoses, are reflexively related to the taken-for-granted practices that make them objectively reportable in prevailing professional terms. These practices include how the clinicians themselves interact with children they examine, with other professionals, and with the instruments used to test a child. Examining video footage of a multi-stage autism evaluation, along with the medical report rendering the child's diagnosis, we show how reporting practices, while addressing the administrative features of standardised testing and diagnosis, can also be examined for their grounding in an environment of tacit matters usually unavailable for inspection. We conclude by asking whether, and how, oral and written reports might re-situate children in the concreteness of their social environments.

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Section: An Illustrative Case: Sara Brennanmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Documenting diagnosis: testing, labelling, and the production of medical records in an autism clinic

Turowetz

Maynard

2019

Sociology Health & Illness

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Section: Shifting Narratives Of Testing Diagnosis and Treatmentmentioning

confidence: 99%

“…The language used in social interaction plays a critical component in the diagnosis of autism (Maynard & Turowetz, 2017a;Turowetz & Maynard, 2016;Turowetz, 2015). How clinicians examine children with developmental disabilities utilizes testing and standardization with a particular focus on autism spectrum disorders (Maynard & Turowetz, 2017b;Turowetz & Maynard, 2016;Turowetz, 2015). Some work shows the psychometric tests operate to shape the interactive environment and that the interactional environment exerts can influence and impact the performance (Turowetz & Maynard, 2016).…”

Section: Testing and Diagnosismentioning

confidence: 99%

“…Future work should examine the interactional component of diagnosis along with clinicians and practitioners of varying backgrounds and training that may contribute. The social organization of the interactional environment contribute differently and systematically to scores and reflects rates of diagnosis at the macrolevel (Maynard & Turowetz, 2017b). Maynard and Turowetz (2017a) Eyal (2013) reminds us that historically, explanations of the prevalence of autism have fallen into two distinct camps neither of which offers satisfying explanations.…”

Section: Of 17mentioning

confidence: 99%

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Toward a sociology of autism and neurodiversity

Leveto

2018

Sociology Compass

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Discourse related to autism studies are multidisciplinary, applied, and extensive. Pulling from multiple disciplines and calling for interdisciplinary collaborations, I begin to construct a review of research relevant to move toward a sociology of autism and neurodiversity. I argue that sociology is positioned to utilize its epistemological and phenological strengths to provide insight as well as fill in gaps in the literature related to autism studies. I address controversies and provide structural context to the sociocultural history of the autism and neurodiversity. From Kanner and Asperger through to the DSM‐5, I outline the evolution and social construction of autism and identify sociological programs of scholarship that continue to shape (and be shaped) by understanding autism and neurodiversity. Using theoretical contributions rooted in social psychological principles of symbolic interaction, such as mind, self, solidarity, and stigma—I address how sociology is shaping scholarship related to autism and address interdisciplinary critiques of these programs. I highlight how the next generation of scholars are formulating the cutting‐edge issues for the future of research within these areas and emphasize that research programs should center work on improving the lived experiences of those on the spectrum.

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The Social Organization of Echolalia in Clinical Encounters Involving a Child Diagnosed with Autism Spectrum Disorder

Kawashima

Maynard

2019

Children and Mental Health Talk

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Doing Testing: How Concrete Competence can Facilitate or Inhibit Performances of Children with Autism Spectrum Disorder

Cited by 33 publications

References 60 publications

Documenting diagnosis: testing, labelling, and the production of medical records in an autism clinic

Documenting diagnosis: testing, labelling, and the production of medical records in an autism clinic

Toward a sociology of autism and neurodiversity

The Social Organization of Echolalia in Clinical Encounters Involving a Child Diagnosed with Autism Spectrum Disorder

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