Music and Autism, Representation and Re-presentation: An Ethnomusicological Perspective

Bakan, Michael B.

doi:10.1007/978-3-319-93293-4_5

Cited by 12 publications

(10 citation statements)

References 10 publications

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“…The International Journal of Information, Diversity, & Inclusion, 5(3), 2021ISSN 2574.ca/index.php/ijidi/index DOI: 10.33137/ijidi.v5i3.36196 A qualitative, phenomenological approach is used to describe the job seeking experiences of librarians with a graduate degree. The idea of "re"presentation of individuals on the autism spectrum is explored by Bakan (2018) as a method in which to present, but not represent, autistic experiences in research. This method is used here to present the experiences of participants in this study through unedited quotes as provided and verified by participants.…”

Section: Methodsmentioning

confidence: 99%

Job Seeking and Daily Workforce Experiences of Autistic Librarians

Anderson

2021

IJIDI

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Anecdotal accounts suggest that librarianship is a rewarding career for some autistic adults, though no empirical evidence exists to support such claims. Additionally, barriers may exist for autistic librarians, both in job seeking and in on-the-job experiences. As autistic adults are un- and underemployed more than their neurotypical peers, it is important to understand the role that libraries can play in supporting their employment. In this qualitative study, ten librarians with graduate degrees, who self-identify as autistic, describe their experiences in job seeking and daily working experiences in the library field through interviews in multiple formats. Results indicate issues around disclosure and accessibility, and that librarians thrive when their skills are prioritized and when they feel like they are helping or doing meaningful work. Additionally, these librarians find their way into the profession through exposure to libraries and take comfort in working with like-minded people. Finally, autistic librarians in this study describe the hope that hiring managers and library supervisors have at least some knowledge and understanding of autism, along with the willingness to learn more.

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Section: Methodsmentioning

confidence: 99%

Job Seeking and Daily Workforce Experiences of Autistic Librarians

Anderson

2021

IJIDI

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“…Most importantly, it is unclear in what way the diverse research findings, clinicians’ communications, and other influences concerning ASD (coming from the parents’ social network, child professionals in healthcare and education, and -social- media) are translated into information that is useful and meaningful for parents in their child-rearing practices and relationship with their child. In this regard, it has been stated that understanding ASD ought to begin with listening to, communicating with, and learning from ‘autistic’ people and their parents, and by understanding their experiences [ 24 , 25 ]. Indeed, several authors have warned against the growing gap between basic ASD science on the one hand, and clinical practice and the community on the other [ 17 , 26 ].…”

Section: Introductionmentioning

confidence: 99%

Parents’ multi-layered expectations when requesting an Autism Spectrum Disorder assessment of their young child: an in-depth interview study

Jacobs

Steyaert²,

Dierickx

et al. 2020

BMC Psychiatry

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Background Parents are valued stakeholders in research, clinical practice and policy development concerning autism spectrum disorder (ASD). However, little is known about what drives and moves parents besides their obvious worries and help request when they ask for a diagnostic ASD assessment of their child. Methods Seventeen Flemish parents of 11 young children participated in a longitudinal study consisting of three in-depth interviews before and after their child’s diagnostic ASD assessment. Data were analysed in Nvivo 11 according to the procedures of Interpretative Phenomenological Analysis. Results In this paper we report the results of the first series of interviews which were conducted after parents had asked for an ASD assessment of their young child, and before this assessment started. The pre-assessment experiences of the parents were dominated by the anticipation of various implications of an ASD diagnosis, comprising both positive and negative expectations. The theme of positive expectations consisted of two equally prominent subthemes: treatment-related implications but also expectations pertaining to their psychological and relational experiences. Conclusions This study suggests important issues for clinicians to bear in mind during a consultation with parents who request an ASD assessment of their young child. We argue that attending to and communicating about parents’ expectations prior to their child’s ASD assessment may help clinicians to better understand parents’ requests for help, and to address their needs more effectively.

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“…When their child gets an ASD diagnosis, parents might want their clinician to tell what ASD is, what its cause and prognosis are, and what treatment is indicated. But a clinician cannot resort to unequivocal research ndings and evidence-based clinical guidelines when answering these questions (19)(20)(21)(22). Most importantly, it is unclear in what way the diverse research ndings, clinicians' communications, and other in uences concerning ASD (coming from the parents' social network, child professionals in healthcare and education, and -social-media) are translated into information that is useful and meaningful for parents in their child-rearing practices and relationship with their child.…”

Section: Introductionmentioning

confidence: 99%

Parents Multi-layered Expectations when Requesting an Autism Spectrum Disorder Assessment of their Young Child: an In-Depth Interview Study

Jacobs

Steyaert

Dierickx

et al. 2020

Preprint

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Abstract Background Parents are valued stakeholders in research, clinical practice and policy development concerning autism spectrum disorder (ASD). However, little is known about what drives and moves parents besides their obvious worries and help request when they ask for a diagnostic ASD assessment of their child. Methods Seventeen Flemish parents of 11 young children participated in a longitudinal study consisting of three in-depth interviews before and after their child’s diagnostic ASD assessment. Data were analysed in Nvivo 11 according to the procedures of Interpretative Phenomenological Analysis. Results In this paper we report the results of the first series of interviews which were conducted after parents had asked for an ASD assessment of their young child, and before this assessment started. The pre-assessment experiences of the parents were dominated by the anticipation of various implications of an ASD diagnosis, comprising both positive and negative expectations. The theme of positive expectations consisted of two equally prominent subthemes: treatment-related implications but also expectations pertaining to their psychological and relational experiences. Conclusions This study suggests important issues for clinicians to bear in mind during a consultation with parents who request an ASD assessment of their young child. We argue that attending to and communicating about parents’ expectations prior to their child’s ASD assessment may help clinicians to better understand parents’ requests for help, and to address their needs more effectively.

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Music and Autism, Representation and Re-presentation: An Ethnomusicological Perspective

Cited by 12 publications

References 10 publications

Job Seeking and Daily Workforce Experiences of Autistic Librarians

Job Seeking and Daily Workforce Experiences of Autistic Librarians

Parents’ multi-layered expectations when requesting an Autism Spectrum Disorder assessment of their young child: an in-depth interview study

Parents Multi-layered Expectations when Requesting an Autism Spectrum Disorder Assessment of their Young Child: an In-Depth Interview Study

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