1. AEL 38 (4)56
teaching
E
ngaging in an Action Research Project “for the express
purpose of improving the quality of educational life in
their classroom” (Hopkins, 2008, p. 1) is the intention
of any teacher who is committed to reflective practice.
Gaining insights through understanding of their students’ ‘funds
of knowledge’ (Moll, Amanti, Neff, Gonzalez, 1992) – the skills,
experiences and dispositions they possess – enables the teacher
to gather information to assist with differentiating and modify-
ing curriculum. These are recognised as essential approaches to
improve learning outcomes in the classroom (Piper, 2016).
A claim by McConkey and Samadi (2011) that “internation-
ally the prevalence of Autism appears to be rising” (p. 775) urges
teachers to cater for the needs of the student identified on the
Autism spectrum when presented with a diverse range of stu-
dents in their classroom.“The biggest thing you can give to people
with Autism is time” (Jordan, as cited by Robinson, n.d, p. 42).
Through making time to conference effectively with my students
displaying Autistic traits, it was anticipated that this would help
better meet their writing needs. This urged me as a teacher to
understand how I can ameliorate the challenges of the Autistic
student in an effective literacy classroom: teacher-student con-
ferencing is an essential element of the writing process (Hill,
2014, p. 340). Identifying the challenges students with Autism
have when writing texts of different genre because of the ways
they process information (Mercer, 2009; Merrifield, 2011) is the
purpose, reason and inspiration for the teacher action research
I undertook.
The working title of my action research project was: Girl Talk
and Writing Voices: Improving Conferencing for Middle School
Students with Autism. The title enabled me to recognise the crite-
ria of gender, middle school students, conferencing, and Autism.
Addressing the appropriate ways in which to improve the writ-
ing process through the inclusion of graphic organisers when
conferencing with students also recognised the significance for
teachers as they explore ways to support Autistic students in
their learning.
Research by Keen (2008) and Wagner (as cited in Attwood,
Grandin, 2006) advocates for teachers to develop their under-
standing of how best to teach these students. Wagner’s observa-
tions that all students with learning difficulties, including Autis-
tic students, “deserve to have teachers who are knowledgeable in
their disorder so that students receive the most appropriate edu-
cation” (p. 22) inspired me to have a deeper understanding and
be better situated in knowledge and experience: I consider my
action research has been manageable and feasible when working
with a small group of students identified on the Autism spectrum
(Lankshear, Knobel, 2004), validating the project.
When conducting Action Research, McNiff (2014) suggests:
“aim to address one small aspect of your work” (p. 15). Research
questions help guide the teacher’s focus within a time-frame
throughout their cycle of action (Walsh, 2014; Baumfield, Wall,
Hall, 2008), and enabled me to limit my focus to that of conferenc-
ing alongside the inclusion of specific, deliberate and purposeful
graphic organisers as I outlined the aims, objectives and methods I
would use in gathering, collating and presenting my findings with-
in action cycles. This material provided a rich source of informa-
tion and helped me to decide what other types of resources might
be required to help measure my success and progress.
Girl talk and writing voices: improving
conferencing for middle school
students with autism
Ms Marion Piper, Deputy Head of Shelford Girls’ Grammar School, Melbourne, Australia

2. AEL 38 (4) 57
teaching
McNiff (2014) asks teachers to consider the question “How
do I improve my work?” (p. 9). In my current teaching context
are three students identified on the Autism spectrum (referred
to by the pseudonyms Edwina, Harriet and Jasmine), who
struggle with communicating effectively with others. Reflecting
on McNiff’s question enabled me to identify areas of my own
teaching to focus on leading for improvement in practice and
pedagogy. This led me to formulating my focus question: When
conferencing, how can graphic organisers assist and improve the
writing of high-functioning students on the Autism spectrum? My
Literature Review identified the increasing prevalence in Autism,
and the need for teachers to be fostering ‘people skills’ which al-
lows the Autistic student to connect well with others – including
their teachers – in their classroom (Hanen Centre, 2011): by fo-
cusing on developing specific tuning-in words (such as ‘think’,
‘remember’ and ‘wonder’) when conferencing, I could develop
back-and-forth conversations leading to an improved influence
of what I am doing. I have been teaching Jasmine for eighteen
months, Edwina and Harriet for only six; knowing what level
of communication each student has, and how to move forward
within my next cycle of action when communicating with them,
helped determine what strategies to implement during future
conferencing tasks (Raising Children Network, 2016), reworking
my existing knowledge in new ways (McNiff, p. 9).
Action research is all about changing practice. Allowing my
data to drive my practice and determine my next cycle of research
helped keep my actions relevant to my students’ needs. McNiff
(2014) and Fox, Green, Martin (2007) identify that the quality
of teacher research, systematic and careful analysis of data, and
determination of improved practice are some of the ways in
which action research can be judged. Sharing the cycles of my
project with others amongst a group of ‘critical friends’ or from a
‘professional circle’ (McNiff, 2014, p. 22), such as university col-
leagues, allowed for validation of the project. My research helped
me achieve my goal of ensuring that my findings remained valid,
whilst also enhancing my own professional learning and devel-
opment (West, 2011), contributing towards progressing current
thinking in addition to maintaining and upholding the teaching
standards within the profession (Australian Institute for Teach-
ing and School Leadership, n.d.).
My data collection strategy commenced with conducting a
student writers’ questionnaire. It enabled me to gauge student
attitudes to the writing process and reflect on my targeted stu-
dents’ funds of knowledge. This also provided the foundation
from which initial data could be collected efficiently, helping
determine how I could best assist my targeted students. The
gathering of data provided me the opportunity to decide what
additional types of resources were required, and included revis-
ing student conferencing VOICES statements, seeking addition-
al graphic organisers to enhance vocabulary development, and
identifying how to craft open-ended questions within each con-
ference. These helped me measure the success of my project, add
to my existing diary entries, and form part of my systematic data
collection which added to my knowledge and interpretations
(Lankshear, Knobel, 2004).
My targeted students were motivated and engaged as they
participated in the research, so it was sensible for me to tap into
their enthusiasm and continue conferencing and observing with
them throughout and beyond the initial project cycle. Regular
conferencing with students was able to be maintained through-
out each cycle, enabling a systematic evaluation procedure – es-
sential to the planning process (McNiff, 2014; Baumfield, Wall,
Hall, 2008). This necessitated creating time to conference with
students outside scheduled opportunities. For example, all stu-
dents were involved in a House Debating competition, requiring
an adjustment to timetabled writing sessions. Similarly, infor-
mation texts and mini-group inquiry projects were able to be
taught through Humanities sessions, and report writing through
scheduled Science classes. Consideration for additional factors
included Edwina’s involvement in an enrichment mathematics
program timetabled within Senior School, Harriet’s attendance
in an external music competition performance and Jade’s illness
and subsequent absence from school, and a three-week term
break for holidays, causing me to reflect on when to complete
gathering essential data.
Although my research was conducted in an independent
non-government school, it was still essential that ethical prin-
ciples were adhered to throughout – not only to protect the
identity of the individuals involved, but to uphold the teaching
standards within the profession (Australian Institute for Teach-
ing and School Leadership, n.d.). The National Ethics Applica-
tion Form (NEAF, n.d.) safeguards everyone involved in research
projects. Although not required for my submission, ethical
guidelines were noted. For example, students participating in my
study were protected by identifying them only through pseud-
onyms, giving them anonymity and privacy. Prior to my initial
cycle of research, and as a way of retaining confidentiality within
the consultation process between student, parents and school,
parents were asked to agree to their daughter’s involvement by
responding to a parent consent form. Informing staff through
discussions and agreement for participation formed part of the
process, adding to ethical validity (Pine, 2009). Students, par-
ents and staff were regularly updated in regard to the project’s
development through formal and informal phone conversations,
emails and meetings.
My literature review allowed me to identify existing relevant
research related to my focus question. Although I found there
were few studies similar to my area of research, it provided me
with consideration for a range of instructional approaches that
others have successfully incorporated within their own pedago-
gy. Gaining knowledge about the ways in which Autistic students
can add to their literacy skills through the use of graphic organ-
isers encouraged me to explore this idea further.
Reading additional references related to Autism allowed me
to consider new ideas for curriculum planning (Hanbury 2012)
whilst considering historic and contemporary research (Boucher,
2009; Williams, 2015). Pittman (2007) and Dittrich, Tutt (2008)
provided excellent suggestions for addressing relevant issues and
included structuring a classroom so that it is meaningful and in-
clusive for the Autistic student and ensuring teaching approaches
and strategies are relevant. Of particular interest to me was the
writing of Stroh, Robinson, Proctor (2008) and Robinson (n.d.).
Their suggestion for the teacher to focus on what the student can
do, rather than what they can’t, reminded me that my students
My targeted students were motivated and engaged as they
participated in the research, so it was sensible for me to tap
into their enthusiasm and continue conferencing and observing
with them throughout and beyond the initial project cycle

3. AEL 38 (4)58
1
2
3
4
5
6
7
8
are able to participate in a range of everyday activities, regardless
of their abilities, ensuring their inclusion in the classroom (Reid,
2005). My intention was to collect data that indicated that they
were able to add to their literacy toolbox through successful con-
ferencing with me.
Baumfield, Wall, Hall (2008) and Koshy (2005) suggest an-
alysing a variety of data helping to inform the direction of your
action research cycle. The data I collected was both qualitative
(observations, conferencing records) and quantifiable (surveys,
questionnaires, rubrics). I continued to conference with my
students through the VOICES graphic organisers, as my data
suggested the potential for conferencing improvement. In do-
ing so, I was able to analyse its relevance to assist and maintain
student interest, engagement and motivation throughout the
study (Figure 1).
The VOICES graphic organiser was found to be an excellent
resource for the teacher of the Autistic student: it not only assist-
ed the conferencing process between teacher and student when
used to promote discussion, it provided a structure for encour-
aging and improving both written and oral communication skills
(Figure 2).
The inclusion of these organisers across all opportunities for
writing enables the Autistic student to develop their writing
voice, adding to their literacy toolbox. The sourcing of additional,
teaching
Voices Sentence openers Cool connectives Punctuation pyramid Ambitious vocabulary
Edwina Harriet Jasmine
Figure 1: Frequency of Graphic Organisers used to support writing conference.
Figure 2: VOICES Graphic Organisers used to support
Voice, Organisation, Ideas, Conventions, Excellent Word
Choice and Sentence Fluency.
Voice Organisation Ideas Conventions
Excellent word choice Sentence fluency
Computer and word
processing
Improving writing confidence Conferencing with teachers
In what ways do you think the graphic organisers assisted your writing tasks?
By addressing the way in which I included the organisers as
part of my one-to-one back-and-forth discussions,
I recognised the potential for improving and developing my
teaching and instruction with my targeted students...

4. AEL 38 (4) 59
relevant graphic organisers also provides support, as they can
be tailored to meet specific writing needs. When commencing a
writing task, or when reflecting on those that have been complet-
ed, graphic organisers can be used to encourage the student to
express their ideas and discuss their writing efforts with greater
confidence.
As I reflect on my project, I consider the inclusion of the
VOICES graphic organisers (Downunderteacher, 2012) assisted
my conferencing with students. By addressing the way in which
I included the organisers as part of my one-to-one back-and-
forth discussions, I recognised the potential for improving and
developing my teaching and instruction with my targeted stu-
dents and, ultimately, the conferences I conduct with other
students in my current context. I do believe that my research
can be enhanced, even though I consider I improved and in-
creased my repertoire of conferencing techniques throughout
the project. Implemented changes included acknowledging
other graphic organisers relating to the purpose and intention
of improved conferencing by sourcing relevant graphic organ-
isers appropriate for the individual using them. Additionally,
continued inclusion of the VOICES graphic organisers required
me to identify statements suitable for the specific writing genre
students engaged in. This inspired me to ensure these students
remained interested, motivated and engaged throughout the
writing process. For example, Edwina has been able to expand
her vocabulary through the opportunity to assist her using bet-
ter or broader language when she composes text; Harriet has
been able to include useful connectives throughout her writing
efforts; and Jasmine has been able to reveal her accurate use of
more sophisticated punctuation.
My findings support my claim that using graphic organisers
effectively when taking the time to conference with students en-
hances the Autistic student’s literacy toolbox. Further research
must be completed to determine if conferencing in this way gen-
uinely affects the enhancement of improved teaching and student
learning. By considering critical questions and values relevant to
conferencing practices within my current teaching context, I was
able to explore how to improve the writing abilities of Autistic stu-
dents and so improve their chances of learning new literacy skills.
I consider my systematic and rigorous approach to research has
produced evidence which validates and support my claims about
improved practice within the classroom (McNiff, 2002).
I also recognise that my research can be improved: by confer-
encing with students within the same year levels, or in other sec-
tors of the school, there is the possibility that support for a wid-
er group of learners can enhance school literacy improvement
(Burker, n.d; Koshy, 2015), meeting the needs of a diverse range
of learners. Tissot (2003, as cited in Merrifield, 2011) states: “Vi-
sual learners are children that process and retain information
better if it is presented in a format where it is written down and
can be seen, as opposed to information that is primarily heard”
(p. 246); I strongly encourage the reflective practitioner not to
undermine the inherent value and benefit that graphic organ-
isers bring as a visual learning and writing support for the Autis-
tic students many of us teach in today’s classrooms.
The Action Research Project I have conducted has indicat-
ed the value of purposeful graphic organisers as an integral
component of conferencing with middle school Autistic stu-
dents when included as part of daily writing opportunities. It is
hoped that – for the teacher who takes the time to engage deep-
ly and effectively in the conferencing process across any learn-
ing domain – their inclusion within a literacy writing toolbox is
recognised for contributing successfully to the motivation and
engagement of the diverse range of students with whom they
teach and learn, leading to pedagogy and practice which is both
enriched and improved.
References
Attwood, T, Grandin, T, 2006, Asperger’s and girls, Future Horizons, Ar-
lington, Tx.
Australian Institute for Teaching and School Leadership (n.d.), Austra-
lian professional standards for teachers, available at http://www.aitsl.edu.
au/australian-professional-standards-for-teachers/standards/list.
Baumfield, V, Wall, K, Hall, E 2008, Action research in the classroom,
Sage Publications Ltd, London.
Boucher, J 2009, The autistic spectrum: characteristics, causes and practi-
cal issues, Sage Publications, City University, London.
Burker, J, (n.d.), Action research report: creating an inclusive elementary
school tech club, available at http://cadres.pepperdine.edu/ar/c9/burker/
ar-final-report-burker.html.
Dittrich, WH, Tutt, R 2008, Educating children with complex conditions:
understanding overlapping & co-existing developmental disorders, Sage
Publications, London.
Downunderteacher 2012, available at http://downunderteacher.blog-
spot.com.au/2012/01/voices-6-traits-writing-bulletin-board.html
Fox, M, Green, G, Martin, PJ 2007, Doing practitioner research, Sage,
London.
Hanbury, M 2012, Educating students on the autistic spectrum: a practi-
cal guide, Sage Publications, London.
Hanen Centre 2011, Social communication development in children with
high-functioning Autism,including Asperger syndrome,available at http://
www.hanen.org/About-Us/What-We-Do/Asperger-Syndrome.aspx.
Hill, S 2014, Developing early literacy: assessment and teaching, Eleanor
Curtain Publishing, Melbourne, Vic.
Hopkins, D 2008, A Teacher’s guide to classroom research, Open Univer-
sity Press, Maidenhead, England.
Keen, D 2008, ‘Engaging children with Autism in learning activities’,
Griffith Institute for Educational Research, vol. 1, no. 2, pp.1–3, avail-
able at https://www.griffith.edu.au/__data/assets/pdf_file/0018/106182/
GIER_newsletter_1_2web.pdf
Koshy, V 2015, Action research for improving practice: a practical guide,
London, Thousand Oaks, CA.
Lankshear, C, Knobel, M 2004, A Handbook for Teacher Research: From
Design to Implementation, Open University Press, Maidenhead, En-
gland.
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sons from Iran, available at http://www.hindawi.com/journals/
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middle years, vol. 17, no. 2, available at http://www.freepatentsonline.
com/article/Literacy-Learning-Middle-Years/200919967.html
teaching
My findings support my claim that using graphic organisers
effectively when taking the time to conference with students
enhances the Autistic student’s literacy toolbox

5. AEL 38 (4)60
Merrifield, C, 2011, Enhancing reading comprehension for students with
Autism, available at http://fisherpub.sjfc.edu/education_ETD_masters/
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for teaching: Using a qualitative approach to connect homes and class-
rooms’, Theory into Practice, vol. 31, no. 2, pp. 132–141.
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cies, SAGE Publications, Thousand Oaks.
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and families to learning, available at http://www.acel.org.au/acel/ACEL_
docs/Publications/e-Teaching/2016/e-Teaching_2016_02.pdf
Pittman, M 2007, Helping pupils with autistic spectrum disorders to learn,
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Arts Education Policy Review, vol. 2, pp. 89.
Marion Piper has been involved in education for thirty years. She has
taught at three Independent schools in Melbourne and is currently
Deputy Head of Shelford Girls’ Grammar school in Caulfield. Marion
recently completed her Masters Degree in Reading and Literacy. She
is passionate about teachers changing their traditional approaches
to education in order to promote effective change in classrooms and
improve learning outcomes for students.
About the author
teaching
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