At the core of this thesis has been an attempt to encourage a rethinking of some of the ways in which social interaction in ASD has been conceptualised and examined. I have argued that the approaches utilised within the dominant biomedical paradigm have influenced the way in which social interaction in ASD is understood. This view has focused on the difficulties of individuals, without considering the contextual details of interactions in which such difficulties might emerge and the variety of unpredictable ways of interacting that these individuals may employ. Also, the observation that indi-viduals with ASD experience more challenges with TD partners than with those with ASD (Schilbach et al., 2013; see also Milton, 2014) demonstrates that crucial informa-tion can be lost if we only focus on the individuals with a diagnosis and disregard the actions of their TD co-participants as ‘neutral’. To address this problem, I have aimed
to show that social constructionism as a paradigm and, specifically, interactional CA as a methodology, can make a significant contribution to changing how we approach and understand social interactions involving children with ASD.
Shifting the research focus from ‘within individuals’ to ‘in interaction’ provides a means for considering how social interactions actually unfold between individuals with ASD and their social partners, and how they could be facilitated. Such a research focus is challenging to take on under the biomedical paradigm as it is guided by considerably different beliefs, values, and methods than the social constructionist paradigm. Shifting towards the latter and utilising CA would provide scope to move beyond mere challenges when viewing individuals with ASD. As Dickerson and Rob-ins (2015, 76) point out, such a shift might ‘sacrifice something of the security of an apparently standardised tool, but we have the possibility of moving beyond what we expect to find and coming closer to seeing what is actually there in the interaction’.
There is potential for the field of critical autism studies to show that the problems that have pushed the biomedical paradigm towards a ‘crisis’ (in a Kuhnian [1970] sense) can be approached in a new way by taking a critical stance towards taken-for-granted knowledge. This would allow children with ASD to be viewed as active participants that have competencies in initiating, maintaining, and responding to interactions with their social partners.
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