Neurotype-Matching, but Not Being Autistic, Influences Self and Observer Ratings of Interpersonal Rapport

The Double Empathy Problem suggests that communicative difficulties between autistic and non-autistic people are due to bi-directional differences in communicative style and a reciprocal lack of understanding. If true, there should be increased similarity in interaction style, resulting in higher rapport during interactions between pairs of the same neurotype. Here, we provide two empirical tests of rapport, with data revealing whether self- and observer- rated rapport varies depending on the match or mismatch in autism status within a pair. An additional opportunity afforded by these data is to examine the effect of the autism status of the rater on the perceived rapport between matched and mismatched pairs. In Study 1 72 participants were allocated to one of three dyad conditions: autistic pairs (n = 24), non-autistic pairs (n = 24) and mixed pairs (n = 12 autistic; n = 12 non-autistic). Each participant completed three semi-structured interactions with their partner, rating rapport after each interaction. Non-autistic pairs experienced higher self-rated rapport than mixed and autistic pairs, and autistic pairs experienced higher rapport than mixed pairs. In Study 2 (n = 80) autistic and non-autistic observers rated interactional rapport while watching videoed interactions between autistic pairs, non-autistic pairs, and mixed pairs (n = 18, a subset of participants in Study 1). Mixed pairs were rated significantly lower on rapport than autistic and non-autistic pairs, and autistic pairs were rated more highly for rapport than non-autistic pairs. Both autistic and non-autistic observers show similar patterns in how they rate the rapport of autistic, non-autistic, and mixed pairs. In summary, autistic people experience high interactional rapport when interacting with other autistic people, and this is also detected by external observers. Rather than autistic people experiencing low rapport in all contexts, their rapport ratings are influenced by a mismatch of diagnosis. These findings suggest that autistic people possess a distinct mode of social interaction style, rather than demonstrating social skills deficits. These data are considered in terms of their implications for psychological theories of autism, as well as practical impact on educational and clinical practice

Innovation through neurodiversity: Diversity is beneficial

Those experiencing high rapport or strong social connection are more likely to copy each other, or emulate each other’s ideas, either consciously or sub-consciously. In this study, we use this phenomenon to examine whether neurotype match or mismatch impacts degree of imitation in a creative task. We asked 71 participants in neurodiverse pairs (including both autistic and non-autistic participants) and single-neurotype pairs (both autistic or both non-autistic), where one participant builds and one observes, to build the tallest possible tower from dried spaghetti and plasticine. We measured the height of each tower and photographed them to create a stimulus set. We then asked independent raters (n = 351, 62 autistic) to rate towers for degree of similarity. We hypothesised that lower similarity scores would be generated for towers created by people in neurodiverse pairs, showing positive innovation. Results showed towers built in the neurodiverse condition had least similarity, whereas towers built in the autistic and non-autistic conditions were significantly more similar. There was no difference in performance (height of tower) based on condition. Our results are the first to examine creativity within single-neurotype and neurodiverse pairs; they indicate that neurological diversity may be beneficial within a group setting. Subsequent research is required to examine how this interacts with divergent communication styles

Fusion or Friction? UK Teachers’ Experiences of Cross-Cultural Teaching in China.

Cultural exchanges between the UK and China have gained in popularity in recent years due to the success of East Asian countries in international tests such as PISA. Chinese 15-year-olds outperform their British counterparts in mathematics, and many practitioners are travelling to China to learn teaching techniques in the hope of raising standards back home. Twenty-six undergraduate trainee-teachers and eleven fully-trained teachers travelled to the South of China to observe mathematics teaching in primary schools. They also took part in the teaching of English, Mathematics, and Science. The aim of the trip was to observe the phenomenon of ‘teaching for mastery’ as advocated by the National Centre for the Excellence in Teaching Mathematics (NCETM). After the trip, four participants were interviewed via email on their experiences in China. The researcher found that the three trainee teachers and one qualified teacher felt that what was being implemented in the UK as ‘teaching for mastery’ had little to do with the actual practices in China, where the concept supposedly originated. The participants commented that they had witnessed several teaching methods they would bring back to their own classrooms, but that the UK should be wary of adopting practices without seeing them in the context from which they came. Additionally, participants found many differences in terms of behaviour, class structure and teaching experience, which will be discussed along with the questions: Can we transfer Chinese teaching directly to the UK? And: Is teaching for mastery actually a British construct

Neurotypical interventions : a neurodiverse approach to school-based social communication support

Working within a neurodiversity paradigm, this project will investigate potential differences in how autistic and neurotypical (NT) children interact with each other (A-A and NT-NT), and between-groups (A-NT). It will also consider whether autistic and NT individuals perceive these social interactions differently. Interactions will be coded while children recount a social scenario story, and jointly complete a spaghetti tower task along a diffusion chain. A diffusion chain design will be used as it allows cumulative effects of transmission, which are not always apparent in dyadic settings, to be examined. Ten NT and ten autistic adults will code the interactions to see if there are differences in how they are perceived depending on the autistic diagnosis. Autistic and NT children within the interactions will also be asked about their experiences of the interaction to examine synergies and differences from alternative perspectives. The information from these studies will inform the production of a resource for use in the classroom to support the social and emotional development of autistic and NT children. This resource will help autistic children develop an understanding of NT children’s thoughts and behaviours, and assist NT children in their understanding of these in autistic children

English for Academic Purposes (EAP) in UK higher education: examining the impact of EAP’s position within the academy on service delivery, identity and quality.

This paper will outline a forthcoming PhD project exploring the provision of English for Academic Purposes (EAP) services in UK higher education institutions. Neoliberalism in UK universities has contributed to the extent and importance of EAP, but has also led to many challenges for staff and service delivery, including where EAP is located in HE structures. The study will examine EAP’s position, focusing on questions relating to its role, how EAP practitioners operate, the impact of the position of EAP, and improvement strategies. Three EAP units in different structural positions in higher education will be examined and data will be considered in the light of Bourdieu’s theories of ‘field’, ‘habitus’, ‘capital’ and 'symbolic violence'. It is hoped that the study will shed light on why EAP services are positioned as they are, how this impacts on quality, and how they can reposition to provide more benefit to the academy

Task-based Language Teaching in Thai Context: a Call for Robust Evidence.

The task-based language teaching (TBLT) is a learner-cantered pedagogical approach which promotes learners’ engagement in communicative tasks. TBLT has been implemented widely including in Thailand where English is used as a foreign language. However, the evidence of its effectiveness remains equivocal. This review was conducted to examine and synthesize the evidence of TBLT benefits in EFL contexts. However, it was found that most TBLT research in EFL contexts aiming to draw the effects of TBLT intervention tends to be predominated by low rigorous designs. For Thailand in particular, most studies report students’ positive perceptions about the TBLT interventions while the claims to improve language competences are vaguely proved due to the low evidence-based rigor. From such review-based findings, the paper proposes a call for design-based research to evaluate the impact of TBLT on language competences and learning skills. Adopting rigorous designs which provide counterfactuals would produce a more secure evidence for policy and practices of the TBLT implementation in the Thai EFL context

Astonish The World: Proceedings of the ATW Postgraduate Conference 2022

We are delighted to present this Conference Proceedings of the inaugural Astonish the World conference. Held in July 2022, this conference organised by the Stephenson College Middle Common Room, provided a supportive and engaging space for the postgraduate community in college and more widely to share their valuable knowledge and experience, as well as collaborate and network. This was our first postgraduate conference, covering a wide range of topics and approaches to the concept of astounding the world through the exploration of different fields of research. We counted on an extensive variety of contributors and presenters, with many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. The conference opened with an all-female panel discussion, followed by a total of 14 presentations produced by scholars as well as two workshops focusing on EDI and mental health as a PhD student delivered by practitioners. The conference provided new perspectives to the thought-leaders and decision-makers of today and tomorrow by offering constructive environments for dialogue and interchange, and we hope that all participants found the experience positive and constructive. The publication process for the proceedings aimed to offer space for the students’ academic development. Two peer reviewers blind reviewed all submitted manuscripts. The opportunity to offer and receive feedback provided a learning opportunity for both the authors and the editorial team

Fusion or Friction? UK Teachers’ Experiences of Cross-Cultural Teaching in China

Cultural exchanges between the UK and China have gained in popularity in recent years due to the success of East Asian countries in international tests such as PISA. Chinese 15-year-olds outperform their British counterparts in mathematics, and many practitioners are travelling to China to learn teaching techniques in the hope of raising standards back home. Twenty-six undergraduate trainee-teachers and eleven fully-trained teachers travelled to the South of China to observe mathematics teaching in primary schools. They also took part in the teaching of English, Mathematics, and Science. The aim of the trip was to observe the phenomenon of ‘teaching for mastery’ as advocated by the National Centre for the Excellence in Teaching Mathematics (NCETM). After the trip, four participants were interviewed via email on their experiences in China. The researcher found that the three trainee teachers and one qualified teacher felt that what was being implemented in the UK as ‘teaching for mastery’ had little to do with the actual practices in China, where the concept supposedly originated. The participants commented that they had witnessed several teaching methods they would bring back to their own classrooms, but that the UK should be wary of adopting practices without seeing them in the context from which they came. Additionally, participants found many differences in terms of behaviour, class structure and teaching experience, which will be discussed along with the questions: Can we transfer Chinese teaching directly to the UK? And: Is teaching for mastery actually a British construct

Imagining Better Education: Conference Proceedings 2019

The Imagining Better Education conference, an event organised by our Post-Graduate Research students at the School of Education at Durham University, has provided a fruitful space for collaboration, learning and engagement for our student research community. This was the second student-led conference, following its successful launch one year ago. The two-day conference was an excellent networking opportunity where the students came together, presented their research findings, learnt from one another and engaged in constructive dialogue and fruitful debate. There were 22 presentations produced by scholars and practitioners from across a range of different countries. A workshop on networking and communication skills in addition to a keynote speech on evidence-based education were also useful highlights of the conference. Nine papers are included in this proceedings volume. The research areas are wide ranging and employ diverse methodologies, appropriate for the unique educational and professional settings that are investigated. The papers included in the proceedings explore systematically the following themes: cross-cultural teaching, internationalisation and English for Academic Purposes in higher education, teacher effectiveness, reading attainment, the role of written feedback in promoting student self-regulation, language teaching and academic writing in a variety of contexts. This breadth of coverage attests to our students’ passionate engagement with areas of personal and professional interest. It also reflects the School of Education’s standing as one of the major leaders in educational research. The publication process for the proceedings aimed to offer space for the students’ academic development. Two peer reviewers who were part of the editorial team blind reviewed all submitted manuscripts. The opportunity to offer and receive feedback provided a learning opportunity for both the authors and the editorial team. We hope that all participants found the experience of presenting, writing, reviewing and engaging in dialogue and networking with like-minded researchers exciting, motivating and constructive. We are all extremely proud of our very talented and competent research students that made this conference a success for another year. Their passion and commitment to imagine and help realise a better education for all is testimony to their insatiable drive and motivation