“Diagnosing Autism: Interaction Order and the Use of Narrative in Clinical Talk”

About the talk: As the title implies, this presentation is concerned with the narrative way in which clinicians deploy narrative structures to diagnose Autism Spectrum Disorders (ASD). So far, sociological literature on ASD has concentrated on how the diagnosis is distributed within populations, and on the historical and institutional determinants of the decades-long upsurge in ASD diagnoses. A social-interactional mode of analysis can complement, and balance, the emphasis on large-scale transformations and discourses. Using recordings and transcripts of clinical visits across eras, our findings about the interaction order of the clinic show distinct story types and components contributing to diagnostic narratives for ASD. These components include stories about concrete “instantiations,” stories that propose “tendencies,” and proposals that are “typifications” regarding a specific child. Among our findings are how these narrative components balance with one another and how the balance differs among those who participate in the narrative. Clinicians, family members, school personnel, and others contribute to an overall diagnostic narrative, suggesting that such a narrative for any child is collaboratively produced.

About the Speaker: I have addressed topics ranging from ordinary conversational practices to interaction in legal settings, the survey interview, relationships between doctors and patients, and involving disability. I co-edited a book on Communication in Medical Care with John Heritage (2006), and published a monograph in 2003 on Bad News and Good News as those kinds of tidings are delivered and received in a variety of ordinary social settings and more specialized ones, such as clinics. Another long-time project has involved collaborative research on the survey interview and includes a co-edited volume (2002) on Standardization and Tacit Knowledge. Recently, this research involves the Wisconsin Longitudinal Study, and a project funded by the National Science Foundation on the relative effects of interviewer skill and respondent propensity on decisions for survey participation. Out of this project, we have a recent collaborative paper.  Currently, I am pursuing a project with graduate student Jason Turowetz on diagnosis autism spectrum disorders and with graduate student David Schelly on police interrogation.

Accreditation Statement

The University of Wisconsin School of Medicine and Public Health is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

Credit Designation Statement:

The University of Wisconsin School of Medicine and Public Health designates this live activity for a maximum of 1.0 AMA PRA Category 1 Credits^TM.  Physicians should claim only the credit commensurate with the extent of their participation in the activity.

To sign in and complete the evaluation for CME credit, go to: https://uwmadison.co1.qualtrics.com/SE/?SID=SV_bkL0yFZkHBxkh2R

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