Autism as a Mode of Engagement

Fein, Elizabeth

doi:10.1007/978-3-319-93293-4_6

Cited by 5 publications

(5 citation statements)

References 13 publications

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“…In this way we resituate the responsibility of breakdowns in understanding on the shoulders of all parties involved, as relevance theory has always intended. This position accords with theories that posit that humans are most successful at inferring the mental and affective states of those others who are most cognitively similar to themselves, and that interactions between autistic and non-autistic people are prime examples of where such conditions are infelicitous (De Jaegher, 2013 , 2020 ; Bolis et al, 2017 ; Fein, 2018 ; Chapman, 2019 ; Conway et al, 2019a , b ).…”

Section: Research Contextsupporting

confidence: 62%

“…The fact that interlocutors built rapport, flow, and synchrony far more effectively when both parties were autistic, even when they were strangers, seems to support theories that suggest we get on best with people who have similar minds (De Jaegher, 2013 ; Bolis et al, 2017 ; Fein, 2018 ; Chapman, 2019 ; Conway et al, 2019a , b ). This, in turn, adds to evidence that counters the ToM-deficit theory of autism and bears out anecdotal evidence from autistic people that they sometimes find barriers to social communication minimized when engaging with other autistic people.…”

Section: Discussionmentioning

confidence: 72%

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Mutual (Mis)understanding: Reframing Autistic Pragmatic “Impairments” Using Relevance Theory

2021

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A central diagnostic and anecdotal feature of autism is difficulty with social communication. We take the position that communication is a two-way, intersubjective phenomenon—as described by the double empathy problem—and offer up relevance theory (a cognitive account of utterance interpretation) as a means of explaining such communication difficulties. Based on a set of proposed heuristics for successful and rapid interpretation of intended meaning, relevance theory positions communication as contingent on shared—and, importantly, mutually recognized—“relevance.” Given that autistic and non-autistic people may have sometimes markedly different embodied experiences of the world, we argue that what is most salient to each interlocutor may be mismatched. Relevance theory would predict that where this salient information is not (mutually) recognized or adjusted for, mutual understanding may be more effortful to achieve. This paper presents the findings from a small-scale, linguistic ethnographic study of autistic communication featuring eight core autistic participants. Each core autistic participant engaged in three naturalistic conversations around the topic of loneliness with: (1) a familiar, chosen conversation partner; (2) a non-autistic stranger and (3) an autistic stranger. Relevance theory is utilized as a frame for the linguistic analysis of the interactions. Mutual understanding was unexpectedly high across all types of conversation pairings. In conversations involving two autistic participants, flow, rapport and intersubjective attunement were significantly increased and in three instances, autistic interlocutors appeared to experience improvements in their individual communicative competence contrasted with their other conversations. The findings have the potential to guide future thinking about how, in practical terms, communication between autistic and non-autistic people in both personal and public settings might be improved.

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Section: Research Contextsupporting

confidence: 62%

Section: Discussionmentioning

confidence: 72%

Mutual (Mis)understanding: Reframing Autistic Pragmatic “Impairments” Using Relevance Theory

2021

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“…Ropar, 2019a, 2019b;Heasman and Gillespie, 2019;Morrison et al, 2019b; [redacted] forthcoming), a persuasive body of evidence emerges in support of the double empathy problem and its suggestion that lack of understanding between autistic and non-autistic people runs both ways. This position accords with contemporary theories emanating from the cognitive sciences positing that we are most successful at inferring the mental and affective states of those others who are most cognitively similar to ourselves (Bolis et al, 2017;Chapman, 2019;De Jaegher, 2013Fein, 2018). For example, in seeking to account for the individual differences exhibited in ToM proficiency, Conway and colleagues (2019) proposed a multidimensional mapping of how we represent other minds, that they termed 'Mind-space'.…”

Section: Theory Of Mind and Similar Mindsmentioning

confidence: 73%

Theory of autistic mind: A renewed relevance theoretic perspective on so-called autistic pragmatic ‘impairment’

Williams

2021

Journal of Pragmatics

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“…The autistic mode of engagement, existing in an often unforgiving world, is fundamental to our very essence of humanity. In deep existential vulnerability, the permeability of autistic individuals with the world unveils human practices fundamental to human being ( Fein, 2018 ), including a particularly embodied and sensory relationship with materiality and others ( Baggs, 2007 ; Yergeau, 2010 ). As discussions on inclusion, diversity, and equity gain prominence, non-speaking autistic individuals unearth the foundational role of the body in all aspects of daily life, offering lessons on sensing the forgotten.…”

Section: Discussionmentioning

confidence: 99%

“…Some of the first and most foundational interactions children experience with family members occur not through speech, but through an embodied choreography of hugs, shepherding, and various touch-based practices as family life is navigated ( Goodwin and Cekaite, 2018 ). Autistic individuals experience a deep sense of permeability with external systems of organization, where cultural materials are sought to “create a sense of coherence, order, safety, and joy” ( Fein, 2018 ; p. 129). Yet, conventions of social and sensory orientations ( Broderick, 2008 ) inadvertently govern the Autistic body as it interacts with the material and social world.…”

Section: Introductionmentioning

confidence: 99%

Bridging the gap: fostering interactive stimming between non-speaking autistic children and their parents

Chen

2024

Front. Integr. Neurosci.

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Non-speaking autistic individuals grapple with the profound impact of the ‘double empathy problem’ in their daily interactions with speaking others. This study rethinks the communication challenges faced by non-speaking autistic individuals, challenging traditional approaches that predominantly focus on speech and complex communication devices (AAC). By spotlighting the natural phenomenon of “interactive stimming,” a powerful mode of communication among autistic individuals, this study advocates for a shift from a conventional emphasis on speech towards the foundational role of the body in autistic communication. Central to this exploration is the introduction of the Magical Musical Mat (MMM), an innovative interactive environment mapping interpersonal touch to musical sounds. Through a robust mixed-methods approach integrating video-based fieldwork and design-based research, this paper engages three non-speaking autistic children and their mothers in a 5-day empirical intervention. Results reveal significant transformations in parent–child interactions as both parents and children are acquainted with touch in a new environment. Children assert their autonomy, exploring at their own pace, and discovering sensory features of the environment. Notably, the introduction of sound prompts heightened awareness of the stims, leading to diversified and expressive stim movements. Foregrounding interpersonal touch eventually guides parents into their children’s sensory activities where parents attune to the stims of their children by joining in and facilitating their expressiveness, co-creating extended, evolving patterns of repetitive cycles. The collaborative stim cycles can be likened to free improvisation, where dynamical coherence between individuals occurs through a blend of stability and active flexibility. By shifting the focus from speech to co-created sensory experiences, this paper sheds light on the value of transformative multisensory environments, envisioning a world where varied modes of communication are valued and embraced.

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Autism as a Mode of Engagement

Cited by 5 publications

References 13 publications

Mutual (Mis)understanding: Reframing Autistic Pragmatic “Impairments” Using Relevance Theory

Mutual (Mis)understanding: Reframing Autistic Pragmatic “Impairments” Using Relevance Theory

Theory of autistic mind: A renewed relevance theoretic perspective on so-called autistic pragmatic ‘impairment’

Bridging the gap: fostering interactive stimming between non-speaking autistic children and their parents

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