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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