2. Drawing on Billington et al.’s (2000) and Billington’s (2006, 2013) collaborative research on autism, and Winstone et al.’s (2014) study with children and young people, alongside Schilbach et al.’s (2013) ‘second person neuroscience’ and Silberman’s

(2015) or Graby’s (2015) historical accounts, consider the role of methodological approaches of research for with the model of autism that is formulated. References to these and other supporting readings are:

Billington, T. (2013) Constructing critical resources for research and professional practice with young people: Feeling, thinking, learning, and neuroscientific narratives, Qualitative Research in Psychology, 10(2), 174–88.

Billington, T. (2006) Working with autistic children and young people: Sense, experience and the challenges for services, policies and practices, Disability & Society, 21(1), 1–13.

Billington, T., McNally, B. and McNally, C. (2000) Autism: Working with parents, and discourses in experience, expertise and learning, Educational Psychology in Practice, 16(1), 59–68.

Graby, S. (2015) Neurodiversity: Bridging the gap between the disabled people’s movement and the mental health system survivors’ movement? in H. Spandler, J. Anderson and B. Sapey (eds.) Madness, Distress and the Politics of Disablement, Bristol: Policy Press, 231–44.

Schilbach, L., Timmermans, B., Reddy, V., Costall, A., Bente, G., Schlicht, T. and Vogeley, K. (2013) Toward a second-person neuroscience. Behavioral and Brain Sciences, 36(04), 393–414.

Silberman, S. (2015) NeuroTribes: The legacy of autism, London: Allen & Unwin.

Winstone, N., Huntington, C., Goldsack, L., Kyrou, E. and Millward, L. (2014) Eliciting rich dialogue through the use of activity-oriented interviews: Exploring self-identity in autistic young people, Childhood, 21(2), 190–206.