The Triad of Strengths: A Strengths-Based Approach for Designing with Autistic Adults with Additional Learning Disabilities

Gaudion, Katie; Pellicano, Liz

doi:10.1007/978-3-319-40409-7_26

Cited by 7 publications

(3 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A positive means of ensuring autistic children are engaged respectfully in research is recognizing their authority and expertise in reflecting on their lived-experiences, and also their insight in commenting on research methods and processes: a helpful way of integrating this is ensuring children are given the opportunities to co-design, adapt, comment on, take control of and/or feedback on methods, as this is an important step in finding ways for meaningful communication and interaction. This also strongly underscores the need for deficit-framing to be replaced by a strength-based approach where participant strengths are recognized and valued (Gaudion and Pellicano 2016).…”

Section: Discussionmentioning

confidence: 97%

The experiences and views of autistic children participating in multimodal view-seeking research

Scott-Barrett

Cebula

Florian

2022

International Journal of Research & Method in Education

View full text Add to dashboard Cite

Autistic children face significant barriers to having their views listened to in research. Inaccessible research encounters and inflexible communication strategies on the part of a research team can prevent opportunities for children to engage meaningfully in the research. Researchers must strive to offer opportunities for meaningful self-expression, and improve the way they seek autistic children's points of view. This article explores ways to engage with, and listen to, the views of autistic children in schoolbased research contexts. Twelve autistic children took part in viewseeking research about their school and playground environment, and reflected on their experience of taking part in the research. The children contributed their ideas through walking tours, photography, LEGO ® models, and interviews with the researcher and their peers. The multimodal qualitative data were analysed iteratively and thematically, with findings highlighting issues of perceptions of audience, creativity, control and enjoyment. The different research activities stimulated diverse modes of expression and generated different kinds of insights. Implications are considered for how researchers can seek to creatively codevelop engagement and opportunities for self-expression with children who participate in research. This research emphasizes the importance of creating accessible and meaningful opportunities to engage with and foreground autistic children's perspectives.

show abstract

Section: Discussionmentioning

confidence: 97%

The experiences and views of autistic children participating in multimodal view-seeking research

Scott-Barrett

Cebula

Florian

2022

International Journal of Research & Method in Education

View full text Add to dashboard Cite

show abstract

“…Smaller working groups and creating participant 'profile cards' detailing autistic adolescents' sensory preferences, special interests, and abilities, were suggested by facilitators as strategies to improve individualized teaching. Adapting teaching to sensory preferences, special interests, and abilities is well supported in the literature [50,[74][75][76]. Smaller working groups also provide opportunities for building rapport, one-on-one learning, increasing adolescents' activity engagement [77], and opportunities for peer learning [78].…”

Section: Plos Onementioning

confidence: 91%

Strength-based technology clubs for autistic adolescents: A feasibility study

et al. 2023

View full text Add to dashboard Cite

Strength-based technology clubs are thought to help autistic adolescents transition to adulthood by developing positive traits, enhancing technical skills, and creating supportive networks. A newly developed strength-based technology club was delivered to 25 autistic adolescents, with the feasibility tested via qualitative and quantitative methods. Autistic adolescents, their parents, and club facilitators participated in separate focus groups, with audio data transcribed and thematically analyzed. Quantitative data was collected via adolescent and parent-reported pretest-posttest measures following the 15-week program. Autistic adolescents were highly satisfied with the club (acceptability), the technology club satisfied an unmet need (demand), with the program demonstrating the potential to be integrated into the current therapy system in Australia (integration). Feasibility areas that could be improved in delivering future clubs are discussed.

show abstract

“…Intense interests are common in autistic people 237 , 242 and become more diverse over time 243 . They are not limited to the sciences or computers, as popular stereotypes suggest 244 , but extend broadly to a range of areas 237 , 242 and might be more idiosyncratic in autistic adults with limited spoken language and/or intellectual disabilities 245 .…”

Section: A Capabilities Approach To Autistic Livesmentioning

confidence: 99%

A capabilities approach to understanding and supporting autistic adulthood

et al. 2022

View full text Add to dashboard Cite

There is little comprehensive research into autistic adulthood, and even less into the services and supports that are most likely to foster flourishing adult autistic lives. This limited research is partly because autism is largely conceived as a condition of childhood, but this focus of research has also resulted from the orthodox scientific approach to autism, which conceptualizes autistic experience almost entirely as a series of biologically derived functional deficits. Approaching autism in this way severely limits what is known about this neurodevelopmental difference, how research is conducted and the services and supports available. In this Review, we adopt an alternative research strategy: we apply Martha Nussbaum’s capabilities approach, which focuses on ten core elements of a thriving human life, to research on autistic adulthood. In doing so, we identify areas where autistic adults thrive and where they often struggle, and highlight issues to which researchers, clinicians and policymakers should respond. The resulting picture is far more complex than conventional accounts of autism imply. It also reveals the importance of engaging autistic adults directly in the research process to make progress towards genuinely knowing autism and supporting flourishing autistic lives.

show abstract

The Triad of Strengths: A Strengths-Based Approach for Designing with Autistic Adults with Additional Learning Disabilities

Cited by 7 publications

References 34 publications

The experiences and views of autistic children participating in multimodal view-seeking research

The experiences and views of autistic children participating in multimodal view-seeking research

Strength-based technology clubs for autistic adolescents: A feasibility study

A capabilities approach to understanding and supporting autistic adulthood

Contact Info

Product

Resources

About