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Do labels matter? The effect of specific and generic labels on university students’ openness towards autistic peers / Yong-Hwee NAH in Research in Autism Spectrum Disorders, 97 (September 2022)
[article]
Titre : Do labels matter? The effect of specific and generic labels on university students’ openness towards autistic peers Type de document : Texte imprimé et/ou numérique Auteurs : Yong-Hwee NAH, Auteur ; Yi-Fang NEO, Auteur ; Annabel Shen-Hsing CHEN, Auteur Article en page(s) : 102020 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Special needs Label University students Openness Disclosure Index. décimale : PER Périodiques Résumé : Background The number of autistic students enroling into universities and completing a higher education qualification is increasing. They would have to decide whether to disclose their diagnosis in order to receive appropriate and adequate support or not to share their diagnosis due to possible stigmatisation faced by them. This study examined the effect of labels ( ˜Autism Spectrum Disorder (ASD)’ or ˜Special Needs’ [SN]) used on university students’ openness towards autistic peers. Method 121 university students (43 males, 78 females; age range = 18 “26) were randomly assigned to read one of three conditions with student characters identified as (1) having ASD or (2) SN; or (3) not identified with any label. They rated their openness towards the featured student and completed an ASD knowledge survey. Result Participants reported a greater level of openness toward vignettes characters with the ASD label and SN label as compared to vignettes characters with no label (with a large effect size). However, openness towards ASD and SN labels were not different. Knowledge of ASD accounted for a small but significant variance (3.3 %) of how university students rated the behaviours in the vignettes. Conclusion We proposed that the present findings may serve as an encouragement to autistic individuals in local universities to consider disclosing their ASD diagnosis to the people around them and at the same time, underscore the importance of greater public education on ASD, to create a more supportive environment for autistic individuals to thrive in. En ligne : https://doi.org/10.1016/j.rasd.2022.102020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102020[article] Do labels matter? The effect of specific and generic labels on university students’ openness towards autistic peers [Texte imprimé et/ou numérique] / Yong-Hwee NAH, Auteur ; Yi-Fang NEO, Auteur ; Annabel Shen-Hsing CHEN, Auteur . - 102020.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102020
Mots-clés : Autism Spectrum Disorder Special needs Label University students Openness Disclosure Index. décimale : PER Périodiques Résumé : Background The number of autistic students enroling into universities and completing a higher education qualification is increasing. They would have to decide whether to disclose their diagnosis in order to receive appropriate and adequate support or not to share their diagnosis due to possible stigmatisation faced by them. This study examined the effect of labels ( ˜Autism Spectrum Disorder (ASD)’ or ˜Special Needs’ [SN]) used on university students’ openness towards autistic peers. Method 121 university students (43 males, 78 females; age range = 18 “26) were randomly assigned to read one of three conditions with student characters identified as (1) having ASD or (2) SN; or (3) not identified with any label. They rated their openness towards the featured student and completed an ASD knowledge survey. Result Participants reported a greater level of openness toward vignettes characters with the ASD label and SN label as compared to vignettes characters with no label (with a large effect size). However, openness towards ASD and SN labels were not different. Knowledge of ASD accounted for a small but significant variance (3.3 %) of how university students rated the behaviours in the vignettes. Conclusion We proposed that the present findings may serve as an encouragement to autistic individuals in local universities to consider disclosing their ASD diagnosis to the people around them and at the same time, underscore the importance of greater public education on ASD, to create a more supportive environment for autistic individuals to thrive in. En ligne : https://doi.org/10.1016/j.rasd.2022.102020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 The effect of diagnostic labels on the affective responses of college students towards peers with ‘Asperger’s Syndrome’ and ‘Autism Spectrum Disorder’ / Mark BROSNAN in Autism, 20-4 (May 2016)
[article]
Titre : The effect of diagnostic labels on the affective responses of college students towards peers with ‘Asperger’s Syndrome’ and ‘Autism Spectrum Disorder’ Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; Elizabeth MILLS, Auteur Année de publication : 2016 Article en page(s) : p.388-394 Langues : Anglais (eng) Mots-clés : affective response Asperger’s Syndrome autism spectrum disorder label Index. décimale : PER Périodiques Résumé : Given the removal of Asperger’s Syndrome label in Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition, the impact of clinical labels upon the affective responses of college students was explored. A total of 120 college students read two vignettes depicting social interactions typical of a person with autism spectrum disorder. In one vignette, they were informed that the character was a typical college student and in the other, the character had a clinical disorder (either autism spectrum disorder, Asperger’s Syndrome or Schizophrenia). Participants’ affective responses were measured on the Positive and Negative Affect Scale. No significant differences in positive and negative affective responses were found between the clinical labels. However, affective responses were significantly more positive and less negative towards behaviours associated with clinical groups compared to the typical college student. The implications for students disclosing their diagnosis at university are discussed. En ligne : http://dx.doi.org/10.1177/1362361315586721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287
in Autism > 20-4 (May 2016) . - p.388-394[article] The effect of diagnostic labels on the affective responses of college students towards peers with ‘Asperger’s Syndrome’ and ‘Autism Spectrum Disorder’ [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; Elizabeth MILLS, Auteur . - 2016 . - p.388-394.
Langues : Anglais (eng)
in Autism > 20-4 (May 2016) . - p.388-394
Mots-clés : affective response Asperger’s Syndrome autism spectrum disorder label Index. décimale : PER Périodiques Résumé : Given the removal of Asperger’s Syndrome label in Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition, the impact of clinical labels upon the affective responses of college students was explored. A total of 120 college students read two vignettes depicting social interactions typical of a person with autism spectrum disorder. In one vignette, they were informed that the character was a typical college student and in the other, the character had a clinical disorder (either autism spectrum disorder, Asperger’s Syndrome or Schizophrenia). Participants’ affective responses were measured on the Positive and Negative Affect Scale. No significant differences in positive and negative affective responses were found between the clinical labels. However, affective responses were significantly more positive and less negative towards behaviours associated with clinical groups compared to the typical college student. The implications for students disclosing their diagnosis at university are discussed. En ligne : http://dx.doi.org/10.1177/1362361315586721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287