Non-autistic college students' responses to the social behavior of autistic peers / Olivia F. WARD ; Rachel L. HARMON ; Amaya B. MCCLAIN ; James A. RANKIN ; Theodore S. TOMENY in Research in Autism, 126 (August 2025)  

Public ISBD [article]  inResearch in Autism > 126 (August 2025) . - p.202647 Titre : Non-autistic college students' responses to the social behavior of autistic peers Type de document : Texte imprimé et/ou numérique Auteurs : Olivia F. WARD, Auteur ; Rachel L. HARMON, Auteur ; Amaya B. MCCLAIN, Auteur ; James A. RANKIN, Auteur ; Theodore S. TOMENY, Auteur Article en page(s) : p.202647 Langues : Anglais (eng) Mots-clés : Autism  College  Affect  Peer perceptions  Social responses Index. décimale : PER Périodiques Résumé : Autistic college students commonly experience strained social relationships with non-autistic peers. This is often attributed to autistic social differences. Yet, how non-autistic peers receive and respond to autistic individuals is also predictive of social interaction outcomes. This study investigated how non-autistic college students' (n = 469, Mage = 18.62; 79.3 % female) previous experiences with autistic people and perceptions of autistic behavior related to their willingness to socially engage with a hypothetical autistic peer. We hypothesized that the relations between predictor variables: non-autistic peers' quality of previous contact, perceptions of autistic individuals' controllability and responsibility over their behavior, and criterion variables: attitudes about autism and willingness to engage with autistic individuals, would be mediated by the peers' affective responses to a hypothetical autistic individual. Positive affect mediated the relations between quality of previous contact and positive attitudes and willingness to engage, whereas there were no associations between perceived controllability or perceived responsibility and positive affect, positive attitudes, or willingness to engage. These findings highlight potential intervention points (e.g., fostering positive interactions with autistic people) that may reduce social interaction difficulties and associated negative mental health outcomes for autistic people. En ligne : https://doi.org/10.1016/j.reia.2025.202647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Non-autistic college students' responses to the social behavior of autistic peers [Texte imprimé et/ou numérique] / Olivia F. WARD, Auteur ; Rachel L. HARMON, Auteur ; Amaya B. MCCLAIN, Auteur ; James A. RANKIN, Auteur ; Theodore S. TOMENY, Auteur . - p.202647. Langues : Anglais (eng) in Research in Autism > 126 (August 2025) . - p.202647 Mots-clés : Autism  College  Affect  Peer perceptions  Social responses Index. décimale : PER Périodiques Résumé : Autistic college students commonly experience strained social relationships with non-autistic peers. This is often attributed to autistic social differences. Yet, how non-autistic peers receive and respond to autistic individuals is also predictive of social interaction outcomes. This study investigated how non-autistic college students' (n = 469, Mage = 18.62; 79.3 % female) previous experiences with autistic people and perceptions of autistic behavior related to their willingness to socially engage with a hypothetical autistic peer. We hypothesized that the relations between predictor variables: non-autistic peers' quality of previous contact, perceptions of autistic individuals' controllability and responsibility over their behavior, and criterion variables: attitudes about autism and willingness to engage with autistic individuals, would be mediated by the peers' affective responses to a hypothetical autistic individual. Positive affect mediated the relations between quality of previous contact and positive attitudes and willingness to engage, whereas there were no associations between perceived controllability or perceived responsibility and positive affect, positive attitudes, or willingness to engage. These findings highlight potential intervention points (e.g., fostering positive interactions with autistic people) that may reduce social interaction difficulties and associated negative mental health outcomes for autistic people. En ligne : https://doi.org/10.1016/j.reia.2025.202647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Qualitative Ascriptions of Autistic Behavior by Non-Autistic College Students / Allison M. BIRNSCHEIN in Journal of Autism and Developmental Disorders, 55-3 (March 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.1031-1044 Titre : Qualitative Ascriptions of Autistic Behavior by Non-Autistic College Students Type de document : Texte imprimé et/ou numérique Auteurs : Allison M. BIRNSCHEIN, Auteur ; Olivia F. WARD, Auteur ; Amaya B. MCCLAIN, Auteur ; Rachel L. HARMON, Auteur ; Courtney A. PAISLEY, Auteur ; Michelle STEVENS, Auteur ; Theodore S. TOMENY, Auteur Article en page(s) : p.1031-1044 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In studies that assess perceptions of autistic people by non-autistic people, researchers often ask participants to review vignettes depicting fictional autistic characters. However, few studies have investigated whether non-autistic peers accurately identify these hypothetical individuals as being on the autism spectrum. Accurately ascribing autism as a cause of depicted behaviors likely influences perceptions about autistic peers. In this study, 469 college students (Mage = 18.62; 79.3% female) ascribed cause(s) of an autistic peers? behaviors as depicted in a written vignette. We reviewed and categorized open-ended responses into 16 categories. Non-autistic college students primarily attributed an autistic vignette character?s behavior to non-autistic origins. The most commonly ascribed causes of behavior were: attention-deficit/hyperactivity disorder (55.4%), inattention symptoms (20.9%), autism (12.8%), 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%), and learning disorder (5.1%). Additional ascribed causes include other mental health diagnoses; environmental stressors; and cognitive, emotional, behavioral, biological, or personality characteristics/etiologies. Non-autistic young adults may not always recognize their autistic peers as autistic, which may affect acceptance and inclusion. Future anti-stigma interventions should assess the impact of helping non-autistic peers to accurately identify and better understand behaviors associated with autism. Additionally, autism-focused researchers using vignettes should assess participants? awareness of the character as autistic and interpret their findings with this in mind. En ligne : https://doi.org/10.1007/s10803-024-06248-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Qualitative Ascriptions of Autistic Behavior by Non-Autistic College Students [Texte imprimé et/ou numérique] / Allison M. BIRNSCHEIN, Auteur ; Olivia F. WARD, Auteur ; Amaya B. MCCLAIN, Auteur ; Rachel L. HARMON, Auteur ; Courtney A. PAISLEY, Auteur ; Michelle STEVENS, Auteur ; Theodore S. TOMENY, Auteur . - p.1031-1044. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.1031-1044 Index. décimale : PER Périodiques Résumé : In studies that assess perceptions of autistic people by non-autistic people, researchers often ask participants to review vignettes depicting fictional autistic characters. However, few studies have investigated whether non-autistic peers accurately identify these hypothetical individuals as being on the autism spectrum. Accurately ascribing autism as a cause of depicted behaviors likely influences perceptions about autistic peers. In this study, 469 college students (Mage = 18.62; 79.3% female) ascribed cause(s) of an autistic peers? behaviors as depicted in a written vignette. We reviewed and categorized open-ended responses into 16 categories. Non-autistic college students primarily attributed an autistic vignette character?s behavior to non-autistic origins. The most commonly ascribed causes of behavior were: attention-deficit/hyperactivity disorder (55.4%), inattention symptoms (20.9%), autism (12.8%), 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%), and learning disorder (5.1%). Additional ascribed causes include other mental health diagnoses; environmental stressors; and cognitive, emotional, behavioral, biological, or personality characteristics/etiologies. Non-autistic young adults may not always recognize their autistic peers as autistic, which may affect acceptance and inclusion. Future anti-stigma interventions should assess the impact of helping non-autistic peers to accurately identify and better understand behaviors associated with autism. Additionally, autism-focused researchers using vignettes should assess participants? awareness of the character as autistic and interpret their findings with this in mind. En ligne : https://doi.org/10.1007/s10803-024-06248-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

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