Introduction
Autism is a developmental disorder that affects how people communicate and interact with others. People with autism may have different ways of expressing themselves, such as avoiding eye contact, having special interests, or repeating certain words or actions. However, not everyone is aware of these signs of autism, and they may misinterpret or misunderstand the behavior of autistic people.
A recent study explored how non-autistic college students explain the behavior of an autistic peer, based on a written vignette. The study found that most of the students did not recognize the vignette character as autistic, and instead attributed their behavior to other causes, such as ADHD, anxiety, or environmental factors.
The Study
The researchers recruited 469 college students (79.3% female, average age 18.62) from a large public university in the southeastern United States. The students were asked to read a vignette that described a hypothetical college student named Alex, who displayed several behaviors associated with autism, such as:
- Difficulty making eye contact
- Lack of interest in socializing
- Preference for routine and order
- Obsession with a specific topic (in this case, trains)
- Repetitive movements (such as rocking or tapping)
After reading the vignette, the students were asked to write down what they thought was the cause of Alex’s behavior, in an open-ended format. The researchers then coded and categorized the responses into 16 categories, based on the type and specificity of the explanation.
The Results
The results showed that only 12.8% of the students correctly identified autism as the cause of Alex’s behavior. The majority of the students (87.2%) attributed Alex’s behavior to other causes, such as:
- ADHD (55.4%)
- Inattention symptoms (20.9%)
- Generalized anxiety disorder (11.7%)
- Hyperactivity (11.3%)
- An unspecified diagnosis (10.7%)
- An environmental influence (9.6%)
- Anxiety or insecurity (8.3%)
- Irritability or anger or annoyance (6.0%)
- Social anxiety disorder (5.3%)
- Learning disorder (5.1%)
Some of the students also mentioned other mental health diagnoses, environmental stressors, or cognitive, emotional, behavioral, biological, or personality characteristics or etiologies as possible causes of Alex’s behavior.
The Implications
The study suggests that non-autistic college students may not be able to recognize their autistic peers as autistic, and may have inaccurate or incomplete understanding of autism. This may affect how they perceive, interact with, and support autistic people, and may contribute to stigma, discrimination, or exclusion.
The researchers recommend that future interventions should aim to increase the awareness and knowledge of autism among non-autistic college students, and help them to identify and empathize with autistic people. They also suggest that researchers who use vignettes to assess perceptions of autism should check whether the participants are aware of the vignette character’s autism, and interpret their findings accordingly.
FAQ
What is the vignette that the students read in the study?
The vignette is a short paragraph that describes a hypothetical college student named Alex, who displays several behaviors associated with autism, such as difficulty making eye contact, lack of interest in socializing, preference for routine and order, obsession with a specific topic (trains), and repetitive movements (rocking or tapping).
How did the researchers select the behaviors to include in the vignette?
The researchers selected the behaviors based on the diagnostic criteria for autism in the DSM-5, as well as previous literature on the characteristics and experiences of autistic college students.
Why did the researchers focus on college students as the participants of the study?
The researchers focused on college students because they are a relevant population for studying the perceptions of autism, as they are likely to encounter autistic peers in their academic and social settings. College students are also an important target group for anti-stigma interventions, as they may influence the attitudes and behaviors of others in their communities.
What are some of the challenges or limitations that autistic college students may face in their social interactions with non-autistic peers?
Some of the challenges or limitations that autistic college students may face are: being misunderstood or misjudged by their non-autistic peers, being excluded or rejected from social groups or activities, being bullied or harassed by their non-autistic peers, being stereotyped or stigmatized by their non-autistic peers, and being denied or deprived of reasonable accommodations or supports.
What are some of the benefits or opportunities that autistic college students may have in their social interactions with non-autistic peers?
Some of the benefits or opportunities that autistic college students may have are: being recognized and appreciated for their unique strengths and abilities, being accepted and included by their non-autistic peers, being supported and mentored by their non-autistic peers, being educated and informed by their non-autistic peers, and being empowered and advocated by their non-autistic peers.
How can non-autistic college students improve their understanding and awareness of autism?
Some of the ways that non-autistic college students can improve their understanding and awareness of autism are: learning more about the signs and symptoms of autism, listening to the voices and perspectives of autistic people, engaging in respectful and meaningful dialogue with autistic people, challenging their own biases and assumptions about autism, and participating in anti-stigma campaigns and initiatives.
How can non-autistic college students enhance their social interactions and relationships with autistic peers?
Some of the ways that non-autistic college students can enhance their social interactions and relationships with autistic peers are: being open and curious about their autistic peers, being respectful and supportive of their autistic peers, being flexible and adaptable to their autistic peers’ needs and preferences, being empathetic and compassionate to their autistic peers’ feelings and experiences, and being collaborative and cooperative with their autistic peers.
How does the study relate to the theory of mind and empathy literature on autism?
The study relates to the theory of mind and empathy literature on autism, which suggests that autistic people may have difficulty understanding the mental states and emotions of others, and that non-autistic people may have difficulty understanding the mental states and emotions of autistic people. The study shows that non-autistic people may have difficulty attributing the correct cause of autistic behavior, and that this may affect their empathy and acceptance of autistic people.
Source:
https://link.springer.com/article/10.1007/s10803-024-06248-y