Members list

Gail Fox Adams is a doctoral student of applied linguistics at UCLA, a research assistant at the UCLA Center for Culture and Health, and a trainee of the FPR-UCLA Center for Culture, Brain and Development.  She has a master's degree in linguistics, bachelors' degrees in English literature and Spanish, and experience managing and teaching in community-based literacy programs. Adams uses sociocultural approaches to study pedagogical and therapeutic interactions, especially in terms of language acquisition, language socialization and wellness. The focus of her dissertation is how therapists teach social interaction as a pathway to language use for minimally-verbal boys with autism.

• gfadams@ucla.edu

Publications relating to autism

• Bromley, E., Adams, G.F. [second author], Brekke, J.S. A method for linking naturalistic behaviors to research constructs of neurocognition in schizophrenia. The Journal of Neuropsychiatry and Clinical Neuroscience, 24(1): 125-140.
• Adams, G.F. Videotape analysis studies. In Volkmar, F.R. Encyclopedia of Autism Spectrum Disorders. Springer Online Press. URL: http://springerreference.com/docs/html/chapterdbid/344276.html.
• Dean, M., Adams, G.F. [co-author] & Kasari, C. How narrative difficulties build peer rejection:  A discourse analysis of a girl with autism and her female peers. Discourse Studies, 15(2): 147-166.

Henry Angulo is an Associate Professor at the Department of Modern Languages at University of Costa Rica. He is currently a doctoral candidate at the Department of Speech and Hearing Science at the University of Illinois at Urbana-Research. Framed within the social model of disability and the neurodiversity paradigm, Henry’s research draws on discourse and conversation-analytic approaches to understand the experience of autism, particularly among autistic bilinguals. His current research work focuses on multimodal resources deployed by Spanish/English bilinguals on the autism spectrum in everyday conversation.

• henry.angulo@ucr.ac.cr

Publications related to autism

• Angulo-Jiménez, H., and DeThorne, L. (2019). Narratives About Autism: An Analysis of YouTube Videos by Individuals Who Self-Identify as Autistic. American Journal of Speech-Language Pathology, 28(2), 569–590. https://doi.org/10.1044/2018_AJSLP-18-0045
• Angulo, H. (2018). Bilingualism and Autism: Addressing Parents’ Frequently Asked Questions. Perspectives of the ASHA Special Interest Groups, 3(2), 98–105.
• Angulo, H. (2018). Bilingüismo y autismo: Respuestas a preguntas frecuentes de los padres de familia. Perspectives of the ASHA Special Interest Groups, 3(2), 1–8.

Relevant conference presentations

• Angulo, H; Chan, Michele; and DeThorne (November 2018).  Life is a stage: Autistic perspectives on neurotypicality.  Presented at the ASHA Convention 2018, Boston, Massachusetts
• Angulo, H., and DeThorne, L. (November 2017). Narratives about Autism: An Analysis of Vlogs by Individuals Who Self-Identify as Autistic. Presented at the ASHA Convention 2017, Los Angeles, CA
• Angulo, H., and DeThorne, L. (May 2017). Narratives about Autism: An Analysis of Weblog Entries by Individuals Who Self-Identify as Autistic. Presented at the Thirteenth International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign.

I received a Ph.D. in the joint doctoral program in special education from UC Berkeley and San Francisco State University. My research focuses on three broad areas:

1. social interaction dynamics in children and adolescents with ASD,
2. social communication development in children with ASD, and
3. educational practices that maximize engagement between students with ASD and their typically developing peers.

I use interactional methods within inclusive intervention contexts to better understand the social and linguistic practices involved. Specifically, I am interested in how children with and without ASD differentially orient to social scenarios, including the relevance of social ‘rules’, and practices surrounding face-work.

• Kristen.bottema-beutel@bc.edu

Publications related to autism

• Bottema-Beutel, K., Mullins, T., Harvey, M., Gustafson, J. and Carter, E. (in press). Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices. Autism.
• Bottema-Beutel, K., and Li, Z. (in press). Adolescent judgments and reasoning about the failure to include peers with social disabilities. Journal of Autism and Developmental Disorders.
• Hochman, J.M., Carter, E.W., Bottema-Beutel, K., Harvey, M., and Redding, J. (in press). Efficacy of peer networks to increase social connections among high school students with and without autism. Exceptional Children.
• Bottema-Beutel, K., Yoder, P., Woynoroski, T., and Sandbank, M. (2014). Targeted intervention for social-communication symptoms in preschoolers. In F. R. Volkmar, R. Paul, S. J. Rogers, and K. A. Pelphrey (Eds.), Handbook of autism and pervasive developmental disorders. Hoboken, NJ: Wiley & Sons.
• Bottema-Beutel, K., Yoder, P., Hochman, J.M., and Watson, L. (2014). The role of supported joint engagement and parent utterances in language and social communication development in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 2162-2174.
• Carter, E.W., Common, E.A., Sreckovic, M.A., Huber, H.B., Bottema-Beutel, K., Gustafson, J.R.,… Hume, K. (2014). Promoting social competence and peer relationships for adolescents with autism spectrum disorders. Remedial and Special Education, 35, 91-101.
• Bottema-Beutel, K., and Smith, N. (2013). The interactional construction of identity: An adolescent with autism in interaction with peers. Linguistics and Education, 24, 197-214.
• Yoder, P.J., Bottema-Beutel, K., Woynaroski, T., Chandrasekhar, R., and Sandbank, M. (2013). Social communication intervention effects vary by dependent variable type in preschoolers with autism spectrum disorders. Evidence-Based Communication Assessment and Intervention, 7, 150-174.
• Wolfberg, P.J., Bottema-Beutel, K., and DeWitt, M. (2012). Including children with autism in social and imaginary play with typical peers: Integrated play groups model. The American Journal of Play, 5(1), 55- 80.
• Bottema-Beutel, K. (2011). The negotiation of footing and participation structure in a social group of teens with and without autism spectrum disorder. Journal of Interactional Research in Communication Disorders, 2, 61-83.

Dr Louise Bradley is a researcher within the Atypical Development theme at Coventry University. Louise uses conversation analysis and discursive psychology to identify the ways in which professionals package and deliver their support, and manage psychological notions to do with the self. She is interested in exploring moments within interaction when children are supported to talk about their emotions, feelings, and behaviour in order to help them make sense of the difficulties they are experiencing; and moments within interaction when children are given the skills and knowledge they need to manage, change, or overcome those difficulties. Louise obtained her PhD at Loughborough University and is also a member of the Loughborough Discourse and Rhetoric Group (DARG).

• louise.bradley@coventry.ac.uk

Dr Charlotte Brownlow is a Lecturer in Psychology at the University of Southern Queensland, Australia. Charlotte’s previous research has primarily examined the construction of autism, drawing on politics of diversity and difference. Her most recent work has explored concepts of space and the challenges between ‘autistic’ and ‘neurodiverse’ spaces. She is currently an associate editor for the journal The Australian Community Psychologist.

• Charlotte.Brownlow@usq.edu.au
• Learn more about Dr Charlotte Brownlow

Publications related to autism

• Brownlow, C. & O’Dell, L. (2013) ‘Hard-wired from the factory’? Autism as a form of biological citizenship. In Joyce Davidson and Michael Orsini (eds) Worlds of Autism: Across the Spectrum of Neurological Difference, Minnesota: University of Minnesota Press.
• Brownlow, C., O’Dell, L., & Bertilsdotter Rosqvist, H. (2013) Commentary: Challenging representations of autism – exploring possibilities for broadcasting the self on YouTube, Journal on Developmental Disabilities, 19(1)
• Bertilsdotter Rosqvist, H., Brownlow, C. & O’Dell, L. (2013) Mapping the social geographies of autism – on and offline narratives of neuro-shared and neuro-separate spaces, Disability and Society,28(3), pp. 367-379. doi:10.1080/09687599.2012.714257
• Brownlow, C. (2010) Re-presenting Autism: The construction of ‘NT Syndrome’, Journal of Medical Humanities, 31(3), 243-256.
• Brownlow, C. (2010) Presenting the self: negotiating a label of autism, Journal of Intellectual and Developmental Disability, 35(1),14-21.
• Brownlow,C. & O’Dell,L. (2009) Challenging Understandings of “Theory of Mind”: A Brief Report, Intellectual and Developmental Disabilities, 47(6), 473-478.
• Brownlow, C. & O’Dell, L. (2009) Examining representations of autism: Implications for social care practice, Community Practitioner, 82(7), 18-21.
• Brownlow, C. & O’Dell, L. (2006) Constructing an autistic identity: AS voices online, Mental Retardation, 44 (5), 315-321.
• O’Dell, L. & Brownlow, C. (2005) Media reports of links between MMR and autism: a discourse analysis, British Journal of Learning Disabilities, 33, 194-199.
• Brownlow, C. & O’Dell, L. (2002) Ethical Issues for Qualitative Research in Online Communities, Disability & Society, 17 (6), 685-695.
• Brownlow, C., Bertilsdotter Rosqvist, H., & O’Dell, L. (2013) Exploring the Potential for Social Networking among People with Autism: Challenging Dominant Ideas of ‘Friendship’, Scandinavian Journal of Disability Research, doi: 10.1080/15017419.2013.859174

Autism related conference presentations

• O’Dell, L., Brownlow, C. & Bertilsdotter Rosqvist, H. (2013) Becoming an autistic adult: exploring the transitions of young people with autism from education/care to working life, Fifth International Community, Work and Family Conference: Changes and challenges in a Globalising World, University of Sydney, Australia, 17-19th July 2013.
• Brownlow, C., O’Dell, L. & Bertilsdotter Rosqvist, H. (2012) The development of friendships and sociality: Exploring the friendships of people with autism, Australasian Society for Intellectual Development (ASID), Wellington, New Zealand, 7th-9th November 2012.
• O’Dell, L., Bertilsdotter Rosqvist, H. & Brownlow C. (2011) “What’s the point of having friends?”– reformulating notions of the meaning of friends and friendship among people with autism, Critical Disability Studies Symposium: Cripping emotions, queering notions of humanity, Manchester Metropolitan University, UK, 24th November 2011.
• Bertilsdotter Rosqvist, H., Brownlow, C., & O’Dell, L. (2011) Constructions of AS identity in public spaces: Explorations in online and offline interactions, Disability and Public Space Conference, Oslo University College, Norway, 28th-29th April 2011.
• Brownlow, C. & O’Dell, L. (2011) Transitioning to adulthood: Autism and biological citizenship, 7th Biennial Conference of The International Society of Critical Health Psychology, University of Adelaide, Australia, 18th - 20th April 2011.
• O’Dell, L., Brownlow, C. & Bertilsdotter Rosqvist, H. (2011) Neurodiverse spaces: Exploring the potential for social networking to reconstruct our ideas of ‘friendship’. Poster presentation at the Critical Autism Seminar Day, Sheffield Hallam University, UK, 18th January 2011.
• O’Dell, L. & Brownlow, C. (2009) Exploring the transitions of young people with autism from childhood to young adulthood, 7th European Congress of Community Psychology, Paris, France, 28th-30th October 2009.
• Brownlow, C. & O’Dell, L. (2008) Constructing ‘NT Syndrome’: Impairments of being non-autistic, 2nd International Conference on Community Psychology, Lisbon, Portugal, 4th – 6th June 2008.
• Brownlow, C. & O’Dell, L. (2004) Constructing a Theory of Mind: Reflections by people with autism.  Poster presentation at the British Psychological Society Developmental Psychology Conference, Leeds Metropolitan University, 2nd – 5th September.
• O’Dell, L. & Brownlow, C. (2003) The safeness of MMR: The use of scientific discourse to warrant and legitimise arguments Poster presentation at the International Conference of Critical Psychology, University of Bath, 27th – 31st August.
• Brownlow, C. (2003) Characterising ‘Neurologically Typical Syndrome’ Poster presentation at PsyPAG conference, University of Wolverhampton, 28th – 30th July.

I am pursuing a PhD in Special Education at UC Berkeley, and San Francisco State University (in a program offered jointly by the two universities). I also have a Masters degree and a Bachelors degree in Linguistics. Currently, I am advised by Dr Laura Sterponi (UC Berkeley) and Dr Betty Yu (San Francisco State University).

My research focuses on the day-to-day, embodied interactions of minimally-verbal/nonverbal individuals on the autism spectrum within families and other institutions. Specifically, I have been studying various phenomena associated with the diagnostic features of autism in naturally-occurring interactions (e.g. repetitive speech, repetitive behaviours, and distress episodes). I have also been using ethnomethodology and conversation analysis to understand how alternative augmentative communication (AAC) devices might be better integrated into the lives of their users.

In my research enterprise, I aspire to demonstrate that autistic phenomena are interactionally-situated and collaborative, and to complement traditional approaches to the study of autism and atypical populations with a social interactional perspective.

• rachel.chen@berkeley.edu

Paul is a Principal Lecturer at the University of Roehampton. Paul uses conversation and discourse analysis and has a particular research interest in autism. He uses discourse and conversation analysis to investigate issues such as communicative impairment, interactions with robots and political talk. Additionally Paul has a particular interest in social psychology and has produced a text book for students in this area.

• P.Dickerson@roehampton.ac.uk
• Learn more about Paul Dickerson

Hannah Dostal is an Assistant Professor of Reading Education in the Department of Curriculum and Instruction and a Research Scientist for the Collaborative on Strategic Education Reform at the University of Connecticut. Hannah is a certified reading specialist and holds a PhD in Education with a concentration in literacy studies and deafness from the University of Tennessee, where she also earned both graduate and undergraduate degrees in education, American Sign Language interpreting, and human services. Hannah has served as a middle school teacher of the deaf and a writing intervention coordinator for students in grades K-12. She also has worked with school districts and professional associations to build capacity for implementing the English/Language Arts Common Core State Standards across the eastern US. Hannah has served as a co-PI on five previously funded state teacher quality grants and an Institute of Educational Sciences development grant. Her work has been featured at national and international conferences and in both national and internationally published books and journals.

• hannah.dostal@uconn.edu

Publications related to autism

• Dostal, H. & Gabriel, R. (under review). Leading literacy learning in the content areas: 3 questions for integration of literacy. Leading Literacy.
• Wolbers, K., Dostal, H., Graham, S., Cihak, D., Kilpatrick, J. & Saulsburry, R. (2015). The writing performance of elementary students receiving Strategic and Interactive Writing Instruction. Journal of Deaf Studies and Deaf Education.
• Wolbers, K., Dostal, H., Skerritt, P., & Stephenson, B. (accepted, April 2015). A three-year study of a professional development program’s impact on teacher knowledge and classroom implementation of Strategic and Interactive Writing Instruction. The Journal of Educational Research.
• Dostal, H. & Gabriel, R. (in press). Designing writing instruction that matters. Voices from the Middle.
• Dostal, H., Bowers, L., Wolbers, K. & Gabriel, R. (2015). “We are authors”: A qualitative analysis of deaf students writing during one year of Strategic and Interactive Writing (SIWI). Review of Disability Studies International, 11(2), 1-19.
• Saulsburry, R., Kilpatrick, J., Wolbers, K., & Dostal, H. (2015). Technology Tools that Support the Writing Process. Odyssey: New Directions in Deaf Education, 16(1).
• Gabriel, R., & Dostal, H. (2015). Interactive Writing in the Disciplines: A Common Core approach to writing instruction across content areas. The Clearing House.
• Bowers, L., Dostal, H., McCarthy, J., Schwarz, I., & Wolbers, K. (2015). An analysis of deaf students’ spelling skills during a year-long instructional writing approach. Communication Disorders Quarterly, Prepublished, February, 12, 2015. doi: 10.1177/1525740114567528
• Dostal, H., Gabriel, R., & Lester, J. (2014). Disabilities at work in school: A critical analysis of disability services and support for faculty at US colleges and universities. In K. Johnson and K Couture (Eds.), Disability Discrimination at Work. Williamstown: Piraeus Books.
• Kilpatrick, J., Saulsburry, R., Dostal, H., & Wolbers, K. (2014). The integration of digital tools during Strategic and Interactive Writing Instruction. In B. Anderson & C. Mims (Eds.), Digital Tools for Writing Instruction in K-12 Settings: Student perception and experience. Hershey, PA: IG Global.
• Wolbers, K., Graham, S., Dostal, H., & Bowers, L. (2014). A description of ASL features in writing. Ampersand, 1, 19-27.
• Bowers, L., McCarthy, J., Schwarz, I., Dostal, H., & Wolbers, K. (2014). Examination of the spelling skills of middle school students who are deaf. Volta Review, 114(1), 29-54.
• Dostal, H. & Wolbers, K. (2014). Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach. Literacy Research and Instruction, 53(3), 245-268. doi: 10.1080/19388071.2014.907382
• Lester, J. Dostal, H., & Gabriel, R. (2013). Policing neurodiversity in higher education: A discourse analysis of the talk surrounding accommodations for university students. In C.D. Herrera and A. Perry (Eds.), Ethics & Neurodiversity. Newcastle, UK: Cambridge Scholars Press.
• Gabriel, R. & Dostal, H. (2013). Assessment for research among deaf and hard of hearing students. In C. Rhodes and K. Weiss (Eds.), Ethical Issues in Literacy Research. New York, NY: Routledge.
• Wolbers, K., Bowers, L, Dostal, H., & Graham, S. (2013). Deaf writers’ application of ASL knowledge to English. International Journal of Bilingual Education and Bilingualism, 1-19. doi: 10.1080/13670050.2013.816262
• Wolbers, K., Dostal, H., & Bowers, L. (2012). I was born full deaf: An examination of written language outcomes across one year of Strategic and Interactive Writing Instruction (SIWI). Journal of Deaf Studies and Deaf Education, 17(1), 19-38. doi: 10.1093/deafed/enr018

Alison Drewett is a Senior Lecturer in Speech and Language Therapy at De Montfort University (Leicester, UK), and leads the teaching portfolio on Learning Disabilities, Autism and Mental Health. She is in her fourth year of a part-time PhD Studentship funded by ARC-EM (NIHR) based at the University of Leicester, and supervised by Dr Michelle O’Reilly and Professor Terry Brugha. Her PhD research uses a video-reflexive ethnographic design to investigate staff and autistic patient interactions in mental health in-patient settings. The research aims to facilitate quality improvements in care and communication practices. She has an interest in language-based approaches in healthcare research using naturalistic conversations, and her analytic approach is critical discursive psychology. She is an Honorary Fellow at the University of Leicester in the department of Population Health Sciences, and has an honorary contract with Leicestershire Partnership (NHS) Trust.

• alison.drewett@leicspart.nhs.uk

Konstantinos is in private practice as an occupational and music therapist with children with developmental disabilities since 2005. His research project in the University of Hertfordshire is focusing on psychoanalytic language in autism. Particularly, using Wendy Holway's Free Associative Narrative Interview method he tries to analyse the way that the psychoanalytic psychotherapist performs the autistic subject in therapy. His research interests also extend on the way language can facilitate new ways of being and relating in the context of the therapeutic encounter and in a material discursive framework.

• gioukon@gmail.com

Publications related to autism

• Georgiou K. (2014). Performing Autistic Subjectivities. What autism 'is', what autism 'isn't' and the subjects in between. A genealogical exploration of the autistic subject in the psychoanalytic literature. Autonomy, the critical journal of Autism interdisciplinary studies. 1:(3). 

Stella Huang is currently an undergraduate student in Indiana University at Bloomington, United States. She is planning on receiving her bachelor degree in psychology and telecommunications with a minor in counselling by the spring of 2017. Stella is now working with Professor Jessica Lester on a research project which draws upon conversational analysis. The project focus is on transcribing and analysing the interactions, including verbal and nonverbal ones, between children with autism and the therapist during the therapy sessions. Besides the conversational analysis project, Stella is also working in Professor Robert Rydell’s Social Cognition Lab and Professor Chen Yu’s Developmental Cognition Lab in the department of psychological and brain sciences as a research assistant.

• huangste@indiana.edu

Eliza Maciejewska is a PhD student at Adam Mickiewicz University in Poznan, Poland. During her MA studies in Psychology, Eliza had a chance to work with children with Autism Spectrum Disorder (ASD) in various settings. She is particularly interested in communication in ASD.

In her current research project, Eliza is planning to verify the role of social context in verbal communication of people with ASD, using Discourse Analysis.

• emaciejewska@wa.amu.edu.pl

My research and teaching focus on interaction in settings of everyday life. I draw on theoretical and empirical traditions in ethnomethodology, conversation analysis, and Goffmanian interaction order analysis, and have studied everyday talk as well as legal and medical discourse. Among other projects, a main emphasis currently is a project funded by the U.S. National Science Foundation to study the testing and diagnosis of Autism Spectrum Disorders. We are collecting digital video recordings of testing environments, discussions among clinical staff wherein they determine a diagnosis, and the informing interview where they present ASD diagnoses to family members.

• maynard@ssc.wisc.edu

Publications related to autism

• Maynard, Douglas W. 2005. "Social Actions, Gestalt Coherence, and Designations of Disability: Lessons from and about Autism." Social Problems 52:499-524.
• Maynard, Douglas W. and Courtney L. Marlaire. 1992. "Good Reasons for Bad Testing Performance:  The Interactional Substrate of Educational Testing." Qualitative Sociology 15:177-202.
• Marlaire, Courtney L. and Douglas W. Maynard. 1990. "Standardized Testing as an Interactional Phenomenon." Sociology of Education 63:83-101.

T A McDonald is an interdisciplinary and inter-methodology PhD candidate focused on the topic of autism covering the autism lifespan: from early childhood to adulthood. Prior to attending graduate school she has worked in intervention and support with a wide range of individuals with disabilities of different ages, including autism. Finally, she is the parent of an adult son with an autism spectrum diagnosis.

I am a Psychology graduate and trainee Speech and Language Therapist, with a wealth of experience in working with people with autism in social care, education and recreational settings.

I am currently completing my Masters thesis on conversational success in peer girls with autism through conversation analysis.

• rosanna.murray@stu.mmu.ac.uk

• Lindsay.odell@open.ac.uk

Publications related to autism

• Brownlow,C. And O’Dell,L. (in press) ‘Hard wired at the factory’? Autism as a form of biological citizenship. in Orsini,M. And Davidson,J. (eds) Critical autism studies: enabling inclusion, defending difference. University of Minnesota Press: Minnesota, USA.
• Bertilsdotter Rosqvist,H., Brownlow,C., and O’Dell,L. (in press) Exploring the potential for social networking among people with autism: Challenging dominant ideas of ‘friendship’. Scandinavian Journal of Disability Research
• Brownlow,C., O’Dell,L. and Bertilsdotter Rosqvist,H. (2013) Challenging representations of autism: Exploring possibilities for broadcasting the self on YouTube. Journal of Developmental Disability
• Bertilsdotter Rosqvist,H., Brownlow,C., and O’Dell.L. (2012) Mapping the social geographies of autism – on- and off-line narratives of neuro-shared and separate spaces. Disability & Society doi 10.1080/09687599.2012.714257
• Brownlow, C. and O’Dell,L. (2009) Critiques of theory of mind.  Intellectual and Developmental Disorders 47(6): 473-478
• Brownlow,C. and O’Dell,L. (2006)  Constructing an autistic identity: AS voices online.  Mental Retardation 44(5): 315-321.
• O’Dell,L. and Brownlow,C. (2006) Analysing media representations of the safeness/dangerousness of MMR. British Journal of Learning Disabilities 33(4): 194-199
• Brownlow,C. and O'Dell,L. (2002) Ethical issues in researching online communities. Disability and Society 17(6): 685-694

I have a broad interest in interaction between health and social care professionals and their clients across a wide range of settings. I also have a more specific interest in the way that talk-based interventions are delivered in health and social care, and how we judge the integrity of these interventions.

• Alison.Pilnick@nottingham.ac.uk
• Learn more about Professor Alison Pilnick

Publications related to autism

• Pilnick, A. and James, D. (2013) “I'm thrilled that you see that”: Guiding parents to see success in interactions with children with deafness and autistic spectrum disorder, Social Science and Medicine, 99: 89-101.

My research aims to better understand the interactional skills and challenges shown by people with ASD, and by people (e.g. parents, teachers, peers) interacting with them. I’m particularly interested in multimodal interaction, that is, how talk, gesture, and objects are used together.

My research into interactions involving participants with ASD is part of a broader interest in how human social interaction works.

• j.rae@roehampton.ac.uk
• Learn more about Dr John Rae

Publications related to autism

• 2015 Ramey, M., & Rae, J. (2015).  Parents’ Resources for Facilitating the Activities of Children with Autism at Home. J.N. Lester, & M. O'Reilly (Eds.). The Palgrave Handbook of Child Mental Health (pp. 459-479).  London: Palgrave Macmillan UK.
• 2014 Korkiakangas, T., & Rae, J. (2014). The interactional use of eye-gaze in children with autism spectrum disorders. Interaction Studies, 15(2), 233-259.
• 2013 Korkiakangas, T., & Rae, J.P. (2013). Gearing up to a New Activity: How Teachers use Object Adjustments to Manage the Attention of Children with Autism. Augmentative and Alternative Communication, 29(1): 83–103.  ISSN 0743-4618 print/ISSN 1477-3848 online DOI: 10.3109/07434618.2013.767488.
• 2012 Korkiakangas, T.K, Rae, J.P., & Dickerson, P. (2012). The interactional work of repeated talk between a teacher and a child with autism.  Journal of Interaction Research in Communication Disorders, 3(1), 1–25. doi: 10.1558/jircd.v3i1.1.
• 2010 Stribling, P., & Rae, J. (2010).  Interactional analysis of scaffolding in a mathematical task in ASD. In H. Gardner and M. Forrester (Eds.), Analysing Interactions in Childhood Insights from conversation analysis (chapter 10). New York: Wiley.
• 2009 Stribling, P., Rae, J., & Dickerson, P. (2009).  Using conversation analysis to explore the recurrence of a topic in the talk of a boy with an autism spectrum disorder. Clinical Linguistics, & Phonetics, 23, 555 – 582.
• 2007 Dickerson, P, Stribling, P., & Rae. J. (2007). Tapping into interaction: How children with Autistic Spectrum Disorders design and place tapping in relation to activities in progress. Gesture 7, 271–303.
• 2007 Stribling, P. Rae, J., & Dickerson, P. (2007). Two forms of spoken repetition in a girl with autism. International Journal of Language and Communication Disorders, 42, 427 – 444.
• 2005 Stribling, P., Rae, J., Dickerson, P., & Dautenhahn, K. (2005/2006).  “Spelling it out”: The design, delivery, and placement of 'echolalic' utterances by a child with an autism spectrum disorder. Issues in Applied linguistics. 15, 3-32.
• 2004 Dickerson, P., Rae, J., Stribling, P., Dautenhahn, K.,  & Werry, I. (2004). Autistic Children's Co-ordination of Gaze and Talk: Re-examining the 'Asocial' Autist. In K. Richards, & P. Seedhouse  (Eds.), Applying Conversation Analysis (pp. 19-37).  Basingstoke: Palgrave Macmillan.

Dr Johanna Rendle-Short researches within the areas of spoken interaction and discourse. She utilises the methodology of conversation analysis (CA) or talk-in-interaction as a framework for analysing everyday talk and interaction. She applies conversation analysis to a variety of contexts, including, language and learning, media studies, and children and adults who are communicatively impaired. She is particularly interested in how children with Asperger’s Syndrome or High Functioning Autism communicate with those around them, both at home and in the school environment.

• Johanna.Rendle-Short@anu.edu.au
• Learn more about Dr Johanna Rendle-Short

Publications related to autism

• Rendle-Short, J. (in press) Using conversational structure as an interactional resource: Children with Aspergers Syndrome and their conversational partners. In Communication in Autism, Trends in Language Acquisition Research series, edited by Joanne Arciuli and Jon Brock.
• Rendle-Short, J. (2002/2003) Managing Interaction: A Conversation analytic approach to the management of interaction by an 8 year-old girl with Asperger's Syndrome. Issues in Applied Linguistics 13/2: 161-186.

Francisco J. Rodríguez-Muñoz is a Senior Lecturer of Educational Linguistics at the University of Almería (Spain). His main research line has focused on the pragmatic deficits in the oral speech of children with ASD (in particular, with Asperger syndrome) using conversation analysis. For example, he has contributed all the Spanish data to ASDBank in TalkBank. His current interests include facilitating ASD students’ linguistic learning and improving their communication skills from a cross-disciplinary point of view.

• frodriguez@ual.es

Publications related to autism

• Rodríguez Muñoz, F. J. (2020). Pragmática clínica. En M. V. Escandell-Vidal, J. Amenós y A. K. Ahern (Eds.), Pragmática (pp. 699-712). Madrid: Akal.
• Rodríguez Muñoz, F. J. y Muñoz Hernández, I. O. (2020). La comunicación unilateral en el síndrome de Asperger: la agilidad de turno y el índice de participación en los intercambios orales de niños con y sin déficit pragmático. Acta Scientiarum. Language and Culture, 42(2): 1-9.
• Rodríguez Muñoz, F. J. (2019). The construction of cooperative and inferential meaning by children with Asperger syndrome. Topics in Linguistics, 20(1): 54-67.
• Rodríguez Muñoz, F. J. (2017). La descompensación entre las habilidades de carácter gramatical y pragmático en el discurso oral de niños con síndrome de Asperger. Oralia, 20: 247-273.
• Rodríguez Muñoz, F. J. (2016). Evaluación de la competencia semiótico-discursiva a partir de las narraciones orales de niños con y sin síndrome de Asperger: superestructuras textuales y modelos mentales. Signa: Revista de la Asociación Española de Semiótica, 25: 959-985.
• Rodríguez Muñoz, F. J. (2015). The pausative pattern of speakers with and without high-functioning autism spectrum disorder from long silences. Pragmatics, 25(2): 229-249.
• Rodríguez Muñoz, F. J. (2015). Interrupciones y solapamientos en el discurso oral de hablantes con y sin síndrome de Asperger. Revista de Lingüística Teórica y Aplicada, 53(1): 13-34.
• Rodríguez Muñoz, F. J. (2015). Communicative Behavior of Speakers with Asperger Syndrome from the Quick Protocol for Pragmatic Assessment (QPPA). En M. F. Shaughnessy (Ed.), Asperger Syndrome. Risk Factors, Cognitive-Behavioral Characteristics and Management Strategies (pp. 141-149). Nueva York: Nova Science Publishers.
• Rodríguez Muñoz, F. J. (2014). Discourse markers and modal expressions in speakers with and without Asperger syndrome: a pragmatic-perceptive approach. Research in Language, 12(1): 1-25.
• Rodríguez Muñoz, F. J. (2014). Corpus oral de hablantes con desarrollo típico y síndrome de Asperger. Berlín: Logos.
• Rodríguez Muñoz, F. J. (2013). Pilot assessment of nonverbal pragmatic ability in people with Asperger syndrome. Psychology of Language and Communication, 17(3): 279-294.
• Rodríguez Muñoz, F. J. (2013). Evaluación pragmática de niños con síndrome de Asperger (Studies in Pragmatics, 25). Múnich: LINCOM.
• Rodríguez Muñoz, F. J. (2012). La conciencia pragmática de adultos con síndrome de Asperger. Revista de Logopedia, Foniatría y Audiología, 32(1): 21-31.
• Rodríguez Muñoz, F. J. (2011). La comunicación no verbal en pacientes con síndrome de Asperger: una experiencia de enseñanza virtual. Lenguaje y Textos, 34: 91-98.
• Rodríguez Muñoz, F. J. (2011). Estado de la cuestión y aproximación discursivo-comunicativa al síndrome de Asperger. En J. Fornieles, S. Requena y A. Bañón (Eds.), Lenguaje, comunicación y salud (pp. 249-276). Sevilla: Arcibel.
• Rodríguez Muñoz, F. J. y Ridao Rodrigo, S. (2011). La docencia virtual en el tratamiento comunicativo de enfermedades raras: descripción de un curso destinado a profesionales en síndrome de Asperger. Revista de Educación a Distancia, 3: 1-16.
• Ridao Rodrigo, S. y Rodríguez Muñoz, F. J. (2011). Enseñanza/aprendizaje de habilidades socio-comunicativas en el síndrome de Asperger. Innovación Educativa, 21: 305-316.
• Rodríguez Muñoz, F. J. (2010). Hacia una reformulación del espectro autista. Mente y cerebro, 45: 58-59.
• Rodríguez Muñoz, F. J. (2009). Síndrome de Asperger. Materiales y aproximación pragmalingüística. Valencia: Universidad de Valencia.
• Rodríguez Muñoz, F. J. (2009). Aspectos explicativos de comorbilidad en los TGD, el síndrome de Asperger y el TDAH: estado de la cuestión. Revista Chilena de Neuropsicología, 4(1): 12-19.
• Rodríguez Muñoz, F. J. (2007). Comunicación, autismo y síndrome de Asperger. Hacia un estado de la cuestión desde el punto de vista bibliográfico. Tonos Digital, 13: 1-37.

I am a research assistant at the Greenwood Institute of Child Health, University of Leicester, working with Dr. Michelle O’Reilly and Dr. Khalid Karim. My two primary areas of research are the psycho- educational needs of parents with children who have been diagnosed with Autism, and communication in initial assessment (triage) appointments at Child and Adolescent Mental Health Services (CAMHS).

The first area involves research into the psycho- education provided for parents whose children have been diagnosed with ASD. Through interviewing parents about their experiences we are trying to find out how we can better meet their psycho- educational needs around the time of their child’s diagnosis. This will hopefully lead to the development of an information tool aimed at these parents, to help them better understand their child’s diagnosis and the support available to them, in an easily accessible and readily available format.

My other research involves looking at the triage appointments at CAMHS, using qualitative methods. In these appointments clinicians screen children and young people who are referred for possible mental health concerns, to assess whether CAMHS is the right service to offer support, and indeed whether there is a mental health concern present. We are primarily interested in how this happens throughout the appointment, and how decisions are made, by looking at the interactions within it.

I am also a part time PhD student at the Greenwood Institute.

My research uses conversation analysis to explore the organisation of access to Child and Adolescent Mental Health Services that occurs during the triage appointments mentioned above. I am particularly interested in the variety of ways children and their families present their concerns as warranting CAMHS intervention, and the subsequent ‘negotiation’ between them and the clinicians as to whether there is a problem and the appropriate follow up options.

• vs125@le.ac.uk

Merging my graduate degree training in developmental psychology (PhD, 2002) and in applied linguistics (PhD, 2004), I have developed a research program that is centrally concerned with the role of language and interaction in children’s development and education. Within this general program is included a central focus on the communication of and with children with autism. I employ discourse analytic methods to illuminate the interactional matrix of key features of autistic communication, such as echolalia, pronominal reversal/avoidance and literality. I hold that these linguistic phenomena associated with autism cannot be considered solely as epiphenomenal of an underlying disorder residing in the neurological substratum of the affected individual but need to be thought of as interactional outcomes. The turn design and interactional goals of those with whom the child with autism interacts can restrict the child’s own turns to form and content that do not reflect the child’s communicative potential. Conversely certain conversational patterns, or language games (à la Wittgenstein), can facilitate the child’s sustained involvement in interaction, his/her production of more complex utterances, and a higher level of attunement with his/her interlocutors.

• sterponi@berkeley.edu

Publications related to autism

• Sterponi, L. & Shankey, J. (2014). Rethinking echolalia: repetition as interactional resource in the communication of a child with autism. Journal of Child Language, 42(2), 275-304.
• Sterponi, L. & Shankey, J. (in press). Situating communicative (in)competence in (performative) context: Insights from autism. In S. Bornand & C Leguy (eds.), De compétences en performances…
• Sterponi, L. & Fasulo, A. (2010). How to go on: Intersubjectivity and progressivity in the communication of a child with autism. Ethos, 38(1), 116-142.
• Ochs, E., Solomon, O. & Sterponi, L. (2005). Limitations and transformations of habitus in child-directed communication. Discourse Studies, 7(4-5), 547-583.
• Sterponi, L. (2004). Construction of rules, accountability and moral identity by high-functioning children with autism. Discourse Studies, 6(2), Special Issue: Discourse and Autism. E. Ochs & O. Solomon (eds.), 207-228.
• Sterponi, L., de Kirby, K. and Shankey, J. (in press). Rethinking language in autism. Autism

My research focuses on interactions that involve persons whose communication processes are affected by acquired or developmental cognitive issues. I use conversation analysis and interactional linguistics to document how participants use verbal, vocal, and embodied resources to collaboratively produce meaningful social actions. Specifically, I rely on these methods to highlight differences noted by the local participants in the use or interpretation of interactional resources and the strategies employed as they continue to negotiate their conversations. My current projects include how epistemic stance markers function between non-impaired persons and persons with dementia and persons with Autism; the local and immediate consequence of parental interactional styles on managing behaviors typical of children who have an Autism diagnosis; and the reciprocal influence of coparticipants’ choice of syntactic structures in the talk, particularly in conversations that involve persons with dementia.

• trini.stickle@wku.edu

My research focuses on heritage language maintenance and bilingualism in minority-language families of children with communication disabilities, in particular, children on the autism spectrum. I am interested in understanding bilingual communication between parents and their children with autism as an interactional achievement not only defined by the management of two or more linguistic codes, but also by the coordination of sociocultural meaning within family routines. I am also interested in understanding how those parent-child interactions are shaped by the broader discourses and practices within family-school relationships.

• bettyyu@sfsu.edu

Publications related to autism

• Yu, B. & Luo, F. (Accepted for Publication 2016). Augmentative and alternative communication. In G. Hao & Z. Shao (Eds.), Autism spectrum disorders: Assessment and intervention. Chongqing, China: Chongqing Publishing Group.
• Yu, B. (2015). Bilingualism as Conceptualized and Bilingualism as Lived: A Critical Examination of the Monolingual Socialization of a Child with Autism in a Bilingual Family. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-015-2625-0
• Soto, G. & Considerations for the provision of services to bilingual children who use augmentative and alternative communication. Augmentative and Alternative Communication, 30(1), 83-92.
• Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22(1), 10-24. doi:10.1044/1058-0360(2012/10-0078)

I received an undergraduate degree in speech sciences (BSc (Hons) in Speech Sciences) from the National University of Malaysia (UKM) in 2003. Afterwards, I worked as a speech and language therapist in a few private clinics before I started working as an assistant lecturer at the International Islamic University of Malaysia (IIUM). I received an MPhil degree from the University of Queensland, Australia in 2008. For my master’s project I investigated the applicability of two language assessments, the Malaysian Developmental Language Assessment Kit and the Pragmatic Profile of Everyday Communication Skills in Children for use with bilingual Malay-speaking children. I then returned to the IIUM to work as a full time lecturer before leaving again to further my studies. Since November 2011, I am registered as a PhD student at the Department of Human Communication, University of Sheffield.

• azrita.zain@sheffield.ac.uk