scholarly journals Peer Perceptions of Students With Autism Spectrum Disorders

2018 ◽  
Vol 34 (3) ◽  
pp. 183-192 ◽  
Author(s):  
Whitney B. Griffin
Keyword(s):  
Behavioral Intentions ◽  
Autism Spectrum ◽  
Essential Elements ◽  
Typically Developing ◽  
High Functioning ◽  
Level Of Functioning ◽  
Perceptions Of Students ◽  
Quasi Experimental ◽  
Students With Autism ◽  
Spectrum Disorders

This quasi-experimental study investigated behavioral intentions of 70 middle school participants toward engaging in activities with a student displaying characteristics of autism spectrum disorder (ASD) in a video vignette. Three video conditions were investigated: moderate to severe ASD, high-functioning ASD, and a typically developing control. Results of an analysis of variance indicated that participants reported significantly higher behavioral intentions toward the typically developing student and the student displaying more severe ASD symptomatology as compared to the student depicting high-functioning ASD. Participants were also able to differentially rate the behaviors they observed across the three conditions. These findings suggest that peers are capable of distinguishing among different behaviors typically displayed by students with ASD but may be less willing to socially engage with a student with mild or subtler characteristics. Implications regarding essential elements of interventions for peers based on the target student’s level of functioning are discussed.

Humor as character strength and its relation to life satisfaction and happiness in Autism Spectrum Disorders

2013 ◽  
Vol 26 (3) ◽  
Author(s):  
Andrea C. Samson ◽  
Yovanni Antonelli
Keyword(s):  
Life Satisfaction ◽  
Autism Spectrum Disorders ◽  
Asperger's Syndrome ◽  
High Functioning Autism ◽  
Character Strengths ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Character Strength ◽  
High Functioning ◽  
Spectrum Disorders

AbstractThe goal of this study was to examine the importance of humor as character strength in individuals with Asperger's syndrome/High Functioning Autism (AS/HFA) and how it relates to life satisfaction and orientation to happiness. Thirty-three individuals with AS/HFA and 33 gender-, age- and education-matched typically developing (TD) participants filled out scales assessing character strengths (VIA-IS), life satisfaction (SWLS) and orientation to happiness (OTH). Profile analyses of the character strengths and character strengths factors revealed significant differences between the two groups. Humor was found to be the 8th highest out of 24 character strengths in TD, but was only at the 16th position in individuals with AS/HFA when the strengths are rank-ordered. In TD participants, humor is related to life of pleasure, life of engagement, life of meaning and life satisfaction. In individuals with AS/HFA, humor is only related to life of pleasure. This shows that 1) individuals with AS/HFA seem not to consider humor as one of their important strengths, which is in line with humor difficulties reported earlier and 2) humor does not seem to contribute to life satisfaction to the same degree as in TD controls.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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