OWL-ing

Context

OWL-ing is a technique widely used within the Autism community. It aims to encourage inclusion by respecting and valuing each individual’s timings and rhythms. Equally, it opens space for multiple forms of interaction and communication.

Description

OWL stands for Observe, Wait, and Listen and it is offered as a method to encourage Autistic people to lead in their interactions and choose their preferred ways of communicating. 

As a first step, observing gestures, actions, points of focus,... may indicate some of the person’s interests. 

Waiting allows for the Autistic person to understand they have space to take initiative in starting the interaction, through their chosen method. 

Finally, listening, actively and until the end, can empower the Autistic person to feel more confident in the importance of the content and form of their message, encouraging them to further express their interests.

Engagement with more-than-human entities

OWL can enhance engagement with the physical space (for instance the architecture of sensory rooms and accessible construction/ decoration)

Interpretation as “retracing”

OWL enhances attention for temporalities of actors whose data we are collecting.

OWL foregrounds observation rather than immediate action to gather information.

OWL reimagines interactions within PD contexts to incorporate care and acknowledgement of different actors’ communication needs and interests

Case study

An organisation part of the ReWorlding network made sure that in the group sessions the participants had the chance to explore the space alone before the group sessions started. This meant that they would be able to gather some knowledge on how the person behaved in that setting and what kind of activities they’d gravitate towards. To add to this, the participants were encouraged to be in full control of their interactions and the areas they wanted to spend time in. 

Facilitators would provide help when requested (or in concrete situations if needed), but would otherwise take a step back and introduce activities based on the interests shown by the participants. An important consideration that was taken into account by the facilitators was also the social aspect of these groups. They set up groups based on observation of the participants and how different individuals could match each other’s interests, to develop friendships and social skills.

References

The Hanen Centre. (2024). Waiting: The Key to Supporting Your Child’s Communication. Retrieved from https://www.hanen.org/information-tips/waiting-the-key-to-supporting-your-childs-communication

The Hanen Centre. (2022). It’s “OWL” About Having Fun!. Retrieved from https://www.hanen.org/getmedia/e2cd35a0-09e8-4b89-9a41-14e6f69009ec/OWL-About-Having-Fun_Summer.pdf

Pepper, J., & Weitzman, E. (2004). It takes two to talk: A practical guide for parents of children with language delays. Hanen Centre.