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McMahon CM, McClain MB, Haverkamp CR, Harris B. Re-Evaluating the Appropriateness of the "Don't Know" Response Option: Guessing Rate as a Source of Systematic Error on Autism Knowledge Assessments. J Autism Dev Disord 2024:10.1007/s10803-024-06452-w. [PMID: 39096462 DOI: 10.1007/s10803-024-06452-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/23/2024] [Indexed: 08/05/2024]
Abstract
Several autism knowledge assessments include "don't know" as a response option. The inclusion of this response option may lead to systematic error, such that participants' guessing rate affects the measurement of their autism knowledge. This study examines both predictors of guessing rate for autism knowledge and predictors of autism knowledge, including guessing rate. School-based professionals (n = 396) completed the Autism Spectrum Knowledge Scale Professional Version-Revised (ASKSP-R; McClain et al, Journal of Autism and Developmental Disorders 50(3):998-1006, 2020). and the Autism Stigma and Knowledge Questionnaire (ASK-Q; Harrison et al, Journal of Autism and Developmental Disorders 47(10):3281-3295, 2017). Both assessments include "don't know" as a response option. Guessing rate was the strongest predictor of autism knowledge across both the ASKSP-R and the ASK-Q assessments. For the ASKSP-R, participants who were school psychologists, practicing for more years, had more autism-related clinical experiences, and who personally knew an autistic person had a higher guessing rate. School psychologists and participants who worked with more autistic students scored higher in autism knowledge. For the ASK-Q, participants with greater self-perceived autism knowledge had a higher guessing rate. Participants with a doctorate degree, who personally knew an autistic person, and who worked with more autistic students scored higher in autism knowledge. Guessing rate can be a source of systematic error on autism knowledge assessments. Potential solutions to correct for guessing rate are examined and recommended for future use.
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Affiliation(s)
- Camilla M McMahon
- Department of Social and Behavioral Sciences, Miami University, 1601 University Blvd., Hamilton, OH, 45011, USA.
| | - Maryellen Brunson McClain
- Department of Counseling and Educational Psychology, Indiana University Bloomington, 201 N. Rose Avenue, Bloomington, IN, 47405, USA
| | - Cassity R Haverkamp
- South Point Counseling Services, 1206 S Jordan Pkwy STE D, South Jordan, UT, 84095, USA
| | - Bryn Harris
- School of Education and Human Development, University of Colorado Denver, 1380 Lawrence Street, Denver, CO, 80217, USA
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Wittwer J, Hans S, Voss T. Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:2040-2052. [PMID: 38155371 PMCID: PMC11301955 DOI: 10.1177/13623613231220210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2023]
Abstract
LAY ABSTRACT Nowadays, autistic students are often enrolled in mainstream schools. To successfully include autistic students in general education, teachers need to possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward their inclusion. However, in Germany, little is known about the knowledge, the self-efficacy, and the attitude concerning autism among teachers working at mainstream schools. Therefore, we conducted a study in which we used items to assess knowledge, self-efficacy, and attitude. A total of 887 general education teachers participated in the study. The results showed that the level of knowledge about autism was moderate among teachers. Similarly, teachers did not hold overwhelmingly high self-efficacy beliefs. However, their attitude toward inclusion of autistic students was rather positive. At the same time, teachers who had experience with teaching autistic students possessed more knowledge and higher self-efficacy than teachers who had no experience with teaching autistic students. In addition, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. In contrast, knowledge, self-efficacy, and attitude were rather similar among teachers from different types of schools. The findings suggest that teachers in Germany should possess more knowledge about autism and feel more competent in teaching autistic students. Therefore, it is important to systematically include autism trainings in teacher education programs.
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Langhorne S, Uglik-Marucha N, Broadhurst C, Lieven E, Pearson A, Vitoratou S, Leadbitter K. The Knowledge of Autism Questionnaire-UK: Development and Initial Psychometric Evaluation. J Autism Dev Disord 2024:10.1007/s10803-024-06332-3. [PMID: 38698297 DOI: 10.1007/s10803-024-06332-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/25/2024] [Indexed: 05/05/2024]
Abstract
Tools to measure autism knowledge are needed to assess levels of understanding within particular groups of people and to evaluate whether awareness-raising campaigns or interventions lead to improvements in understanding. Several such measures are in circulation, but, to our knowledge, there are no psychometrically-validated questionnaires that assess contemporary autism knowledge suitable to the UK context. We aimed to produce a brief measure to assess between-respondent variability and within-respondent change over time. A pool of questionnaire items was developed and refined through a multi-stage iterative process involving autism experts and a lay sample. Attention was paid to face validity, clarity, consensus on correct responses, and appropriate difficulty levels. Initial validation data was obtained from a lay sample of 201 people. Difficulty and discrimination ability were assessed using item response theory and low-performing items were removed. Dimensionality was evaluated with exploratory factor analysis, which revealed a one-factor structure of the questionnaire. Further items were removed where they did not load strongly on their main factor. This process resulted in a final 14-item questionnaire called the Knowledge of Autism Questionnaire-UK. Internal consistency was satisfactory, and the final questionnaire was able to distinguish between parents of autistic people and those without an affiliation to autism. The KAQ-UK is a new, freely-available measure of autism knowledge that could be used to assess between-respondent variability and within-respondent change over time. Further evaluation and validation of its measurement properties are required.
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Affiliation(s)
- Sophie Langhorne
- Division of Psychology and Mental Health, University of Manchester, Oxford Road, Manchester, M13 9PL, UK
| | - Nora Uglik-Marucha
- Psychometrics & Measurement Lab, Biostatistics and Health Informatics Department, King's College London, London, SE5 8AF, UK
| | - Charlotte Broadhurst
- Division of Psychology and Mental Health, University of Manchester, Oxford Road, Manchester, M13 9PL, UK
| | - Elena Lieven
- Department of Psychology, Communication and Human Neuroscience, University of Manchester, Oxford Road, Manchester, M13 9PL, UK
| | - Amelia Pearson
- Division of Nursing, Midwifery & Social Work, University of Manchester, Oxford Road, Manchester, M13 9PL, UK
| | - Silia Vitoratou
- Psychometrics & Measurement Lab, Biostatistics and Health Informatics Department, King's College London, London, SE5 8AF, UK.
| | - Kathy Leadbitter
- Division of Psychology and Mental Health, University of Manchester, Oxford Road, Manchester, M13 9PL, UK.
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Harrison AJ, Naqvi NC, Smit AK, Kumar PN, Muhammad NA, Saade S, Yu L, Cappe E, Low HM, Chan SJ, de Bildt A. Assessing Autism Knowledge Across the Global Landscape Using the ASK-Q. J Autism Dev Disord 2024; 54:1897-1911. [PMID: 36892718 DOI: 10.1007/s10803-023-05936-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/13/2023] [Indexed: 03/10/2023]
Abstract
Substantial variability exists with regard to autism service provision around the world. Service disparities observed in many low- and middle-income countries may be driven, in part, by limited autism knowledge; however, measurement limitations have made it difficult to quantify autism knowledge across countries. The current study uses the autism stigma and knowledge questionnaire (ASK-Q) to quantify autism knowledge and stigma between different countries and demographics. The current study compiled data from 6830 participants collected using adapted versions of the ASK-Q administered in 13 different countries, representing four different continents. Structural equation modeling was used to examine how autism knowledge varied across country and individual factors. Results reveal cross country variability with a large, 17-point difference between the countries with the highest knowledge (Canada) and the lowest knowledge (Lebanon). As expected, countries with higher economies had higher levels of knowledge. We also documented differences based on country worldview, participant occupation, gender, age, and education level. These results help to identify specific regions and populations that might most need greater information about autism.
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Affiliation(s)
- Ashley J Harrison
- Educational Psychology Department, University of Georgia, Athens, GA, 30606, USA.
- Department of Educational Psychology, University of Georgia, Aderhold Hall 110 Carlton Street, Athens, GA, 30602, USA.
| | - Nilofer C Naqvi
- Department of Psychology, Iona University, New Rochelle, NY, 10801, USA
| | - Anne K Smit
- Department of Child and Adolescent Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
- Accare Child Study Center, Groningen, The Netherlands
| | - Prisha Nanda Kumar
- Educational Psychology Department, University of Georgia, Athens, GA, 30606, USA
| | - Noor Azimah Muhammad
- Department of Family Medicine, Faculty of Medicine, Universiti Kebangsaan Malaysia. Jalan Yaacob Latiff, 56000, Cheras, Kuala Lumpur, Malaysia
| | - Sabine Saade
- Psychology Department, American University of Beirut, Beirut, 1107 2020, Lebanon
| | - Luodi Yu
- Center for Autism Research, School of Education, Guangzhou University, Wenyi Bldg, Guangzhou, China
| | - Emilie Cappe
- Laboratoire de Psychopathologie et Processus de Santé, Université Paris Cité, 92100, Boulogne-Billancourt, France
- Institut Universtaire de France (IUF), Paris, France
| | - Hui Min Low
- School of Education Studies, Universiti Sains Malaysia, Penang, Malaysia
| | - Sarah-Jane Chan
- Manggatal Health Clinic, Ministry of Health Malaysia, Putrajaya, Malaysia
| | - Annelies de Bildt
- Department of Child and Adolescent Psychiatry, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
- Accare Child Study Center, Groningen, The Netherlands
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McMahon CM, McClain MB, Wells S, Thompson S, Shahidullah JD. Autism Knowledge Assessments: A Closer Examination of Validity by Autism Experts. J Autism Dev Disord 2024:10.1007/s10803-024-06293-7. [PMID: 38583097 DOI: 10.1007/s10803-024-06293-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/14/2024] [Indexed: 04/08/2024]
Abstract
PURPOSE The goal of the current study was to conduct a substantive validity review of four autism knowledge assessments with prior psychometric support (Gillespie-Lynch in J Autism and Dev Disord 45(8):2553-2566, 2015; Harrison in J Autism and Dev Disord 47(10):3281-3295, 2017; McClain in J Autism and Dev Disord 50(3):998-1006, 2020; McMahon in Res Autism Spectr Disord 71:101499, 2020). 69 autism experts who served on the editorial board of one or more peer-reviewed autism journals evaluated the accuracy and ambiguity of autism knowledge questions. 34% of the questions were flagged as "potentially problematic" for accuracy, and 17% of the questions were flagged as "potentially problematic" for ambiguity. Autism expert feedback revealed three themes across ambiguous questions: (1) an oversimplification of mixed or still-evolving research literature, (2) an insufficient recognition of the heterogeneity of the autism spectrum, and (3) a lack of clarity in the question/answer prompt. Substantive validity of future autism knowledge assessments should be carefully evaluated via feedback from a diverse group of autism experts and/or potential respondents. Potentially problematic questions can be removed or modified to improve the validity of autism knowledge assessments.
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Affiliation(s)
- Camilla M McMahon
- Department of Social and Behavioral Sciences, Miami University, 1601 University Blvd., Hamilton, OH, 45011, USA.
- Department of Psychology, Miami University, 90 North Patterson Avenue, Oxford, OH, 45056, USA.
| | - Maryellen Brunson McClain
- Department of Counseling and Educational Psychology, Indiana University Bloomington, 201 N. Rose Avenue, Bloomington, IN, 47405, USA
| | - Savannah Wells
- Department of Social and Behavioral Sciences, Miami University, 1601 University Blvd., Hamilton, OH, 45011, USA
| | - Sophia Thompson
- Department of Social and Behavioral Sciences, Miami University, 1601 University Blvd., Hamilton, OH, 45011, USA
- Department of Psychology, Miami University, 90 North Patterson Avenue, Oxford, OH, 45056, USA
| | - Jeffrey D Shahidullah
- Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, 1601 Trinity Blvd, Austin, TX, 76018, USA
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Love AMA, Gibbs V, Cooper D, Benevides TW, Mogavero MC, Basketbill IL, Shea LL. Creating the Global Criminal Justice Survey: A Questionnaire Designed to Gather Perspectives from the Autism Community and Criminal Justice Professionals. J Autism Dev Disord 2024; 54:1425-1437. [PMID: 36637593 PMCID: PMC9838505 DOI: 10.1007/s10803-022-05835-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/14/2022] [Indexed: 01/14/2023]
Abstract
Autistic people's perceptions of their interactions with criminal justice professionals are predominantly negative; however, little is known about the state of interactions on a global scale. To further understanding, a comprehensive stakeholder questionnaire was created. Aspects of reliability and validity including evidence for test content and internal structure were gathered using expert reviews, cognitive interviewing, pilot data collection, and a larger data collection effort (N = 1618). Data was gathered from the autism community through perspectives of parents/caregivers as well as from self-reported autistic adults. Criminal justice professionals included law enforcement officers, corrections professionals, probation and parole officers, forensic psychologists and legal professionals. The scale development process was detailed in order to sufficiently document the initial psychometric evidence and share the steps taken to gain diverse stakeholder input. This study is a critical first step in generating further information to facilitate policy and program development with wide applicability.
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Affiliation(s)
- Abigail M. A. Love
- Aspect Research Centre for Autism Practice, Autism Spectrum Australia, Chatswood, NSW Australia
| | - Vicki Gibbs
- Aspect Research Centre for Autism Practice, Autism Spectrum Australia, Chatswood, NSW Australia
| | - Dylan Cooper
- Drexel Autism Institute, Drexel University, Philadelphia, PA USA
| | - Teal W. Benevides
- Institute of Public and Preventive Health, Augusta University, Augusta, GA USA
| | | | | | - Lindsey L. Shea
- Drexel Autism Institute, Drexel University, Philadelphia, PA USA
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Taresh SM, Morett LM, Zaid SM, Roslan S, Taresh Taleb M, Song P, Ahmad NA, Noman S. Preschool teachers' knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:239-253. [PMID: 37982401 DOI: 10.1177/13623613231211850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2023]
Abstract
LAY ABSTRACT Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n = 60) or a comparison arm receiving standard training (n = 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context.
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Affiliation(s)
| | | | | | | | | | - Pu Song
- Guiyang Preschool Education College, China
| | | | - Sarah Noman
- Faculty of Medicine & Health Sciences, Universiti Putra Malaysia
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Jenks E, Selman F, Harmens M, Boon S, Tran T, Hobson H, Eagle S, Sedgewick F. Teaching higher education staff to understand and support autistic students: evaluation of a novel training program. Front Psychiatry 2023; 14:1264895. [PMID: 38188057 PMCID: PMC10770249 DOI: 10.3389/fpsyt.2023.1264895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 11/29/2023] [Indexed: 01/09/2024] Open
Abstract
Background Autistic students are particularly vulnerable to stressors within a university environment and are more likely to experience poor mental health than their non-autistic peers. Students' experiences of stigma from staff and peers, and the masking behaviors they deploy to minimize it, can also result in worsening mental health. Despite these concerns, there is a lack of tailored support for autistic students at university. The current project assesses a co-created training course for university staff focused on debunking stereotypes, educating about the autistic experience at university, mental health presentation among autistic individuals, and practical strategies to improve interactions with autistic students. Methods The Autism Stigma and Knowledge Questionnaire [ASK-Q] was administered before and after the training, to examine changes in trainees' understanding and acceptance of autism and autistic people. Post-training interviews and surveys were also conducted with trainees, covering the impact the training has had on their perceptions of autism, the strategies they found beneficial, and how they will use the materials in future. Results There were no statistically significant differences between pre- and post-training scores on the ASK-Q, likely due to ceiling effects as pre-training scores were high. Thematic analysis of interviews identified five themes: value of lived experience; developing nuanced, in-depth knowledge of autism; training as acceptable and feasible; links to professional practice; and systemic barriers. Conclusion Although ceiling effects meant there were no changes to participant's knowledge about autism and autistic people statistically, the qualitative data reveals the extensive benefits they gained from taking part in the training programs. Scoring highly on the ASK-Q did not mean that people could not learn important new information and benefit from the course. This more nuanced understanding of autism led to practical changes in their practice. Listening to and learning from autistic people was seen as particularly important, highlighting the value of co-production. Our results also emphasize the need for varied approaches to evaluating training effectiveness, as reliance on quantitative data alone would have missed the subtler, but impactful, changes our participants experienced. This has important implications for professional practice, both within higher education and more broadly.
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Affiliation(s)
- Emma Jenks
- School of Education, University of Bristol, Bristol, United Kingdom
| | - Freya Selman
- School of Education, University of Bristol, Bristol, United Kingdom
| | - Miriam Harmens
- Department of Psychology, University of York, York, United Kingdom
| | - Sarah Boon
- School of Education, University of Bristol, Bristol, United Kingdom
| | - Trang Tran
- Health and Social Sciences, University of the West of England, Bristol, United Kingdom
| | - Hannah Hobson
- Department of Psychology, University of York, York, United Kingdom
| | - Sarah Eagle
- School of Education, University of Bristol, Bristol, United Kingdom
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Jones SC, Gordon CS, Mizzi S. Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:2205-2217. [PMID: 36802826 PMCID: PMC10576905 DOI: 10.1177/13623613231155770] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/22/2023]
Abstract
LAY ABSTRACT The way autism is represented in fictional media can impact people's views of autistic people. For example, representations may contribute to negative views of autistic people as being unusual or dangerous, or they may challenge stereotypes and instead highlight the strengths of autistic people. This work aimed to review previous research to understand how autistic people have been represented in fictional media (Part A). It also sought to understand whether viewing fictional portrayals of autism has an impact on people's knowledge of autism and attitudes towards autistic people (Part B). Of 14 studies that were included in Part A, several unhelpful and stereotypical portrayals of autism emerged. Positive portrayals were those that highlighted the strengths of autistic people and reflected nuance. There is a need for greater diversity in representation of autism in fictional media. For example, not all autistic people are white heterosexual males. Across the five studies included in Part B, there were no improvements in people's knowledge of autism after watching or reading a short segment from a fictional TV series or novel that depicts an autistic person. Although there was a significant improvement in people's attitudes towards autistic people, these findings do not provide a complete picture given the short length of the media exposure and small number of studies. Future studies should investigate how multiple exposures to the representation of autistic people in both fictional and non-fictional sources can affect people's understanding of autism. There is also a need to develop more accurate and respectful ways of measuring people's knowledge of, and attitudes towards, autism.
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Jungels A, Demers L, Ford E, Stevens BK, Sabatello M, Dasgupta S. Project Inclusive Genetics: Protecting reproductive autonomy from bias via prenatal patient-centered counseling. HGG ADVANCES 2023; 4:100228. [PMID: 37646012 PMCID: PMC10461018 DOI: 10.1016/j.xhgg.2023.100228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Accepted: 07/25/2023] [Indexed: 09/01/2023] Open
Abstract
Clinician bias negatively impacts the healthcare received by marginalized communities. In this study, we explored factors that influence clinician and trainee bias against individuals with intellectual disabilities and its impact on clinical judgment in prenatal genetic testing settings. Specifically, we examined bias toward a fetus with a higher chance of developing a disability. We compared genetics specialists with their non-expert counterparts. This web-based study included clinical vignettes, implicit association tests (IATs), and an educational module. 595 participants were recruited via their institution or professional society. We conducted statistical analyses, including regression models controlling for key demographic characteristics, to analyze recommendation patterns and degree of change after the module. Genetics expertise strongly correlated with appropriate testing recommendation when the patient would not consider pregnancy termination (r = 1.784 pre-module, r = 1.502 post-module, p < 0.01). Factors that influenced pre-module recommendation to test include increased age (r = -0.029, p < 0.05), high religiosity (r = 0.525, p < 0.05), and participant personal preference against testing (r = 1.112, p < 0.01). Responses among participants without genetics expertise improved after the educational module (Z = -4.435, p < 0.01). 42% of non-experts who answered inappropriately changed their answer to match guidelines after the module. Individual bias, along with structural and institutional bias, permeates family planning encounters and significantly decreases quality of care. We demonstrate here that anti-bias training is effective, particularly for non-expert providers, and it can improve the care provided to individuals with intellectual disability. Evidence-based training such as this one can help providers make appropriate genetic counseling recommendations.
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Affiliation(s)
- Apolline Jungels
- Boston University Chobanian & Avedisian School of Medicine, Boston, MA, USA
| | - Lindsay Demers
- Department of Medicine, Boston University Chobanian & Avedisian School of Medicine, Boston MA, USA
| | - Eric Ford
- Independent Scholar, Brooklyn, NY, USA
| | - Blair K. Stevens
- Department of Obstetrics, Gynecology and Reproductive Sciences, McGovern Medical School, The University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Maya Sabatello
- Center for Precision Medicine and Genomics, Department of Medicine, and Division of Ethics, Department of Medical Humanities and Ethics, Columbia University, New York, NY, USA
| | - Shoumita Dasgupta
- Department of Medicine, Biomedical Genetics Section, Boston University Chobanian & Avedisian School of Medicine, Boston, MA, USA
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Sreckovic MA, Kenney CK, Wallace M. Autism Training for Law Enforcement Officers: A Scoping Review. J Autism Dev Disord 2023; 53:3835-3846. [PMID: 35925431 DOI: 10.1007/s10803-022-05692-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/18/2022] [Indexed: 10/16/2022]
Abstract
Law enforcement officers are the primary individuals called and who respond to situations of heightened concern. They make split-second observations and decisions based on how best to react to given safety situations and those involved. Characteristics of autism spectrum disorders (ASD), if not properly understood and reacted to, may quickly escalate a law enforcement officer call in a negative way, making autism training for law enforcement officers imperative. To ascertain what is known about autism training for law enforcement officers, a scoping review was conducted. Five studies met final inclusion criteria. The trainees, context and development of the training, evaluation procedures, and training outcomes are synthesized to provide guidance for future training implementation teams. Areas for future research are presented.
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Affiliation(s)
- Melissa A Sreckovic
- University of Michigan-Flint, 303 E. Kearsley St., 430 French Hall, Flint, MI, USA.
| | - Christine K Kenney
- University of Michigan-Flint, 303 E. Kearsley St., 430 French Hall, Flint, MI, USA
| | - Matthew Wallace
- University of Michigan-Flint, 303 E. Kearsley St., 430 French Hall, Flint, MI, USA
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12
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Stern SC. Using Popular Media to Change Attitudes and Bolster Knowledge About Autism Spectrum Disorder. J Autism Dev Disord 2023:10.1007/s10803-023-06120-5. [PMID: 37751089 DOI: 10.1007/s10803-023-06120-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/19/2023] [Indexed: 09/27/2023]
Abstract
This research investigated the impact popular novels have on knowledge about and attitudes towards Autism Spectrum Disorder (ASD), compared to that of traditional college textbooks. Study 1 found that participants in the novel condition chose fewer correct and fewer incorrect responses to questions about ASD. Participants did not differ in their desired social distance from individuals with ASD. Study 2 found that participants in the novel and textbook conditions both showed the same amount of learning, with higher scores on the post-test assessment of knowledge than the pre-test. Participants in the novel condition showed significant improvement in their attitudes towards individuals with ASD after reading, while those in the textbook condition showed more negative attitudes after reading the textbook chapter. These findings add to our understanding of the potential of popular fiction to impact consumers' knowledge about ASD while improving our attitudes towards individuals with ASD. These findings also raise concerns about traditional educational material used to teach about ASD.
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Saade S, Bockstal-Fieulaine B, Gillespie-Lynch K, Besche-Richard C, Boujut É, Johnson Harrison A, Cappe É. Evaluation of an Autism Training in a Much-Needed Context: The Case of France. AUTISM IN ADULTHOOD 2023; 5:289-300. [PMID: 37663443 PMCID: PMC10468555 DOI: 10.1089/aut.2022.0080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
Abstract
Background Autistic people in France have called for community education to reduce autism stigma. As such, training is needed to help university students appreciate autistic peers and autistic people they may work with in their future careers. Methods We adapted an autistic-affirming training from a training developed in other cultural contexts and evaluated it with 107 university students in France using a pretest-post-test design. Results Questionnaire responses suggested that our brief online training helped improve attitudes toward inclusion, autism knowledge, and stigma among future educators and psychologists in France. Participants' open-ended definitions of autism revealed increased alignment with the neurodiversity movement after training. Conclusions Findings suggest that wider-scale autistic-led adaptations of autism trainings like the one described in this report could begin to ameliorate autism stigma in France.
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Affiliation(s)
- Sabine Saade
- Department of Psychology, American University of Beirut, Beirut, Lebanon
| | | | - Kristen Gillespie-Lynch
- Department of Psychology, College of Staten Island & The Graduate Center of the City University of New York, Staten Island, New York, New York, USA
| | - Chrystel Besche-Richard
- Cognition, Santé, Société UR6291, Université de Reims Champagne Ardenne, Reims, France
- Laboratoire Fonctionnement et Dysfonctionnement Cognitifs (DysCo), Université Paris Nanterre, Nanterre, France
| | - Émilie Boujut
- INSPE Académie de Versailles, CY Cergy Paris Université, Paris, France
- Université Paris Cité, Laboratoire de Psychopathologie et Processus de Santé, F-92100 Boulogne-Billancourt, France
| | | | - Émilie Cappe
- Université Paris Cité, Laboratoire de Psychopathologie et Processus de Santé, F-92100 Boulogne-Billancourt, France
- Institut universitaire de France (IUF), Paris, France
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Rafiei M, Nakhostin-Ansari A, Meshkat S, Khosravi A, Memari AH. Public awareness and stigma of autism spectrum disorder in Iran; An online survey. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 134:104441. [PMID: 36731249 DOI: 10.1016/j.ridd.2023.104441] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 01/03/2023] [Accepted: 01/23/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND There is no systematic examination of the Iranian general population's knowledge of autism spectrum disorders (ASD). AIM In this study, we aimed to assess stigma and knowledge about ASD among Iranian people and determine the sociodemographic factors associated with them. METHODS AND PROCEDURES This study was conducted as a cross-sectional online survey from April to May 2020, using a convenience sampling method. We designed an online questionnaire using Google forms. We sent a message explaining the study goals and the link to the online questionnaire to groups on popular social platforms in Iran. We used Autism Stigma and Knowledge Questionnaire (ASK-Q) to assess ASD knowledge and stigma. OUTCOMES AND RESULTS In total, 600 individuals participated in the study, of whom 301 (50.2 %) were women and 299 (49.8 %) were men. Out of 600 participants, 216 (36 %) had adequate knowledge of the diagnosis/symptoms subscale, 206 (34.3 %) for the etiology subscale, 200 (33.3 %) for the treatment subscale, and 260 (43.4 %) had no stigma toward ASD. CONCLUSIONS AND IMPLICATIONS The level of knowledge about ASD is insufficient among Iranian people of this study. People with lower knowledge of ASD, including older adults and individuals with lower educational levels, may benefit the most from ASD awareness interventions.
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Affiliation(s)
- Mona Rafiei
- Sports Medicine Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran, Islamic Republic of Iran
| | - Amin Nakhostin-Ansari
- Sports Medicine Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran, Islamic Republic of Iran
| | - Shakila Meshkat
- Sports Medicine Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran, Islamic Republic of Iran
| | - Afifeh Khosravi
- Sports Medicine Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran, Islamic Republic of Iran; School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Islamic Republic of Iran
| | - Amir Hossein Memari
- Sports Medicine Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran, Islamic Republic of Iran.
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15
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Kim SY, Song DY, Bottema-Beutel K, Gillespie-Lynch K, Cage E. A systematic review and meta-analysis of associations between primarily non-autistic people's characteristics and attitudes toward autistic people. Autism Res 2023; 16:441-457. [PMID: 36508161 DOI: 10.1002/aur.2867] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Accepted: 11/25/2022] [Indexed: 12/14/2022]
Abstract
This systematic review includes a narrative synthesis and meta-analysis of research on the associations between primarily non-autistic people's characteristics and their attitudes toward autistic people. Of 47 studies included in the narrative synthesis, White undergraduate students were surveyed most frequently. Demographic characteristics were the factors most frequently tested for associations with attitudes, followed by contact-related factors (i.e., quantity and quality), knowledge about autism, trait and personality factors, and other factors that did not fit into a single category. Internal consistency was not reported for some instruments assessing raters' characteristics; some instruments had alpha levels lower than 0.70, and many characteristics of raters were measured using one-item measures. Moreover, theoretical motivations for investigating the raters' characteristics were rarely provided. A total of 36 studies were included in the meta-analysis, which showed that attitudes toward autistic people were significantly associated with participants' gender, knowledge about autism, and quality and quantity of their previous contact with autistic people, but not with their age or autistic traits. These findings indicate a need for more studies that focus on context-related characteristics (e.g., institutional variables such as support/commitment to inclusion), use reliable instruments to measure non-autistic people's characteristics, and situate their investigation in a theoretical framework.
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Affiliation(s)
- So Yoon Kim
- Department of Teacher Education, Duksung Women's University, Seoul, South Korea
| | - Da-Yea Song
- Department of Psychiatry, Seoul National University Bundang Hospital, Seongnam-si, South Korea
| | - Kristen Bottema-Beutel
- Teaching, Curriculum, and Society department, Lynch School of Education and Human Development, Boston College, Chestnut Hill, Massachusetts, USA
| | | | - Eilidh Cage
- Division of Psychology, Faculty of Natural Sciences, University of Stirling, Stirling, Scotland, UK
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Su L, Lin Z, Li Y, Wei L. Autism spectrum disorder knowledge scale: Chinese revision of the general population version. BMC Psychiatry 2023; 23:66. [PMID: 36698114 PMCID: PMC9875421 DOI: 10.1186/s12888-023-04538-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Accepted: 01/09/2023] [Indexed: 01/26/2023] Open
Abstract
The general population of China has misconceptions about Autism Spectrum Disorder (ASD). The measurement of ASD knowledge is conducive to conducting widespread scientific publicity. However, China lacks a structurally complete ASD knowledge scale with good reliability and validity. Therefore, this study aimed to introduce a suitable Chinese ASD knowledge scale. Based on 317 participants, this study revised the Chinese version of the Autism Spectrum Disorder Knowledge Scale(ASKSG), assessed its reliability, validity, and psychometric properties, and analyzed the ASD knowledge of the Chinese general population of this subject sample. The results provided support for the Chinese version of the ASKSG as a suitable measure for assessing ASD knowledge and indicated that ASD knowledge in this study's sample was relatively poor, particularly with regard to etiology and epidemiology.
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Affiliation(s)
- Linfei Su
- Department of Applied Psychology, School of Health, Fujian Medical University, Fuzhou, China
| | - Zehui Lin
- Department of Applied Psychology, School of Health, Fujian Medical University, Fuzhou, China
| | - Youyuan Li
- Department of Applied Psychology, School of Health, Fujian Medical University, Fuzhou, China
| | - Ling Wei
- Department of Applied Psychology, School of Health, Fujian Medical University, Fuzhou, China.
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17
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Marshall AP, Ding Y, Harris A, Zusho A, Shen Y, Wu Y. Graduate training in school psychology: Applied behavior analysis and autism spectrum disorder. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Affiliation(s)
- Amanda P. Marshall
- Division of Psychological & Educational Services, Graduate School of Education Fordham University New York New York USA
| | - Yi Ding
- Division of Psychological & Educational Services, Graduate School of Education Fordham University New York New York USA
| | - Abigail Harris
- Division of Psychological & Educational Services, Graduate School of Education Fordham University New York New York USA
| | - Akane Zusho
- Division of Psychological & Educational Services, Graduate School of Education Fordham University New York New York USA
| | - Yangqian Shen
- Division of Psychological & Educational Services, Graduate School of Education Fordham University New York New York USA
| | - Ying Wu
- Division of Psychological & Educational Services, Graduate School of Education Fordham University New York New York USA
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18
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Wang F, Lao UC, Xing YP, Zhou P, Deng WL, Wang Y, Ji Y, Chen MY, Li H, Zou XB. Parents' knowledge and attitude and behavior toward autism: a survey of Chinese families having children with autism spectrum disorder. Transl Pediatr 2022; 11:1445-1457. [PMID: 36247889 PMCID: PMC9561515 DOI: 10.21037/tp-22-113] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Accepted: 08/18/2022] [Indexed: 11/27/2022] Open
Abstract
BACKGROUND In recent years, parent-mediated intervention for children with autism spectrum disorder (ASD) has increased. Therefore, implementing effective parent training programs for parents of children with autism is of paramount importance, particularly in low- and middle-income countries. However, little is known about the status of and gaps in parents' knowledge on ASD, which may hinder the development of valid parental training programs. Herein, we aimed at exploring the status of Chinese parents' knowledge, attitude and behavior toward ASD, and potential factors affecting the acquisition of correct knowledge. METHODS This study used a self-designed parental knowledge questionnaire of autism (PKQA) comprising 20 questions alongside another questionnaire comprising additional 17 questions covering the aspects of family demographics, attitudes, and behaviors of parents. In total, we included 394 parents who visited the outpatient department of the Child's Development and Behavior Center of the Third Affiliated Hospital of Sun Yat-Sen University between December 2018 and May 2019, with their children meeting the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) diagnostic criteria for ASD. RESULTS The median knowledge score in the PKQA was 15 [interquartile range (IQR), 13-17]. Advanced paternal age and longer time interval from diagnosis to enrolling into the parent training program were associated with a lower total knowledge score (all P<0.001). Higher maternal education attainment, higher family income, child being currently under intervention, and family members sharing a common perception of the diagnosis were associated with a higher total knowledge score (all P<0.01). Reading autism-related books (P<0.001) or attending professional lectures (P=0.019) were also associated with a higher total knowledge score. CONCLUSIONS Taken together, this study revealed that family demographics and parents' attitudes and behaviors toward ASD may significantly influence their knowledge about autism, suggesting the need for promoting more targeted parental skills training programs.
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Affiliation(s)
- Fang Wang
- Child Development and Behavior Center, The Third Affiliated Hospital, Sun Yat-Sen University, Guangzhou, China
| | - U-Chong Lao
- Child Development and Behavior Center, The Third Affiliated Hospital, Sun Yat-Sen University, Guangzhou, China
| | - Yi-Pei Xing
- Child Development and Behavior Center, The Third Affiliated Hospital, Sun Yat-Sen University, Guangzhou, China
| | - Ping Zhou
- Rehabilitation Medicine Department, Shenzhen Hospital, Southern Medical University, Shenzhen, China
| | - Wen-Lin Deng
- Department of Pediatrics, The Sixth Affiliated Hospital, Sun Yat-Sen University, Guangzhou, China
| | - Yu Wang
- Child Development and Behavior Center, The Third Affiliated Hospital, Sun Yat-Sen University, Guangzhou, China
| | - Yue Ji
- Child Development and Behavior Center, The Third Affiliated Hospital, Sun Yat-Sen University, Guangzhou, China
| | - Miao-Ying Chen
- Child Development and Behavior Center, The Third Affiliated Hospital, Sun Yat-Sen University, Guangzhou, China
| | - Hai Li
- Rehabilitation Medicine Department, Shenzhen Hospital, Southern Medical University, Shenzhen, China
| | - Xiao-Bing Zou
- Child Development and Behavior Center, The Third Affiliated Hospital, Sun Yat-Sen University, Guangzhou, China
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Turnock A, Langley K, Jones CR. Understanding Stigma in Autism: A Narrative Review and Theoretical Model. AUTISM IN ADULTHOOD 2022; 4:76-91. [PMID: 36605561 PMCID: PMC8992913 DOI: 10.1089/aut.2021.0005] [Citation(s) in RCA: 43] [Impact Index Per Article: 21.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
The experience of stigma by autistic people is relatively understudied, despite contributing to a range of poor outcomes and having an overarching impact on well-being. The current review of the literature synthesizes research to determine what is currently known and presents a theoretical model of autism stigma. Autism stigma is primarily influenced by a public and professional understanding of autism in combination with interpretation of visible autistic traits. Moderating factors include the quality and quantity of contact with autistic people, cultural factors, sex and gender, individual differences, and diagnostic disclosure. Stigma can reduce well-being as well as increase the presence of camouflaging behaviors, which mask autistic traits. Caregivers of autistic people can experience stigma by association, that is, affiliate stigma, which can impact their own well-being. A variety of interventions and approaches to reduce stigma are discussed, including "autism friendly" spaces, positive media representation, educational and psychosocial training for the public and professionals, as well as cultural and systemic shifts that foster inclusivity and recognize neurodiversity.
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Affiliation(s)
- Alice Turnock
- School of Medicine, Cardiff University, University Hospital of Wales, Cardiff, United Kingdom
| | - Kate Langley
- Wales Autism Research Centre, School of Psychology, Cardiff University, Cardiff, United Kingdom
| | - Catherine R.G. Jones
- Wales Autism Research Centre, School of Psychology, Cardiff University, Cardiff, United Kingdom.,Address correspondence to: Catherine R.G. Jones, PhD, School of Psychology, Cardiff University, Park Place, Cardiff CF10 3AT, United Kingdom
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20
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Salvatore GL, Simmons CA, Tremoulet PD. Physician Perspectives on Severe Behavior and Restraint Use in a Hospital Setting for Patients with Autism Spectrum Disorder. J Autism Dev Disord 2021; 52:4412-4425. [PMID: 34657221 PMCID: PMC8520455 DOI: 10.1007/s10803-021-05327-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/07/2021] [Indexed: 12/28/2022]
Abstract
Hospitals, with many features that can evoke severe behavior in patients with autism spectrum disorder (ASD), often use restraint as a behavior management strategy. Prior research on restraint in patients with ASD has primarily focused on children or specific departments. Twenty-five physicians and medical trainees from an urban teaching hospital participated in discussions about experiences managing severe behavior in patients with ASD across the lifespan. Twenty themes emerged from thematic analysis of participant transcripts. The five most salient themes included: lack of procedural knowledge with restraint implemented by other hospital professionals; alternative strategies to manage severe behavior; negative perceptions of restraint; helpful role of caregivers; and limited experience treating patients with ASD, and critical need for training in function-based management.
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Affiliation(s)
- Giovanna L. Salvatore
- Department of Psychology, Rowan University, 201 Mullica Hill Road, Robinson Hall Suite 117, Glassboro, NJ 08028 USA
| | - Christina A. Simmons
- Department of Psychology, Rowan University, 201 Mullica Hill Road, Robinson Hall Suite 117, Glassboro, NJ 08028 USA
| | - Patrice D. Tremoulet
- Department of Psychology, Rowan University, 201 Mullica Hill Road, Robinson Hall Suite 117, Glassboro, NJ 08028 USA
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21
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Golson ME, Haverkamp CR, McClain MB, Schwartz SE, Ha J, Harris B, Benallie KJ. Influences of student race/ethnicity and gender on autism special education classification considerations. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 26:1423-1435. [PMID: 34623170 DOI: 10.1177/13623613211050440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
LAY ABSTRACT Autism prevalence has continued to rise in recent years. However, females and children from Black, Latinx, and Asian backgrounds are often misidentified or identified less often than White males. These identification disparities make it difficult for children to receive appropriate special education and school intervention services. In this study, school psychologists read a vignette featuring a student with possible autism symptoms. The vignette varied by student race/ethnicity and gender. Afterward, participants rated the likelihood that they would classify the student with autism and their confidence in this rating. Student race/ethnicity and gender influenced both classification likelihood and confidence. These results suggest that school psychologists are influenced by implicit bias and do not fully consider cultural factors in school autism evaluations. This may contribute to identification disparities.
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22
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Gillespie-Lynch K, Bisson JB, Saade S, Obeid R, Kofner B, Harrison AJ, Daou N, Tricarico N, Delos Santos J, Pinkava W, Jordan A. If you want to develop an effective autism training, ask autistic students to help you. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 26:1082-1094. [PMID: 34472359 DOI: 10.1177/13623613211041006] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
LAY ABSTRACT Autistic university students are often left out because people do not understand autism. We wanted to help people understand autism. Most autism trainings are not made by autistic people. Autistic people know what it is like to be autistic. So autistic people may be the best teachers when it comes to teaching about autism. Autistic students and non-autistic professors made an autism training. The students made videos for the training. They also helped make questions to see what people learned from the trainings. Professors who are not autistic made a training on their own. Students in New York City tried out the trainings. After they answered questions, they did either the training the autistic students helped make or the training made by only professors. Then, they answered questions again. We learned from the students how to make our trainings better. Then, students from two universities in the United States and one university in Lebanon did our trainings and questions. Both trainings made hidden feelings about autism better. The training autistic students helped make taught students more than the training professors made on their own. The autistic-led training also helped students accept autism more. These studies show that autistic students can make autism research and trainings better. At the end of this article, autistic students share their ideas for how to make autism trainings even better in the future.
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Affiliation(s)
| | | | | | | | - Bella Kofner
- College of Staten Island, City University of New York, USA
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23
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Chinese College Students' Knowledge of Autism Spectrum Disorder (ASD) and Social Distance from Individuals with ASD: The Mediating Role of Negative Stereotypes. J Autism Dev Disord 2021; 52:3676-3685. [PMID: 34453227 DOI: 10.1007/s10803-021-05252-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/22/2021] [Indexed: 12/20/2022]
Abstract
This study investigated whether negative stereotypes are responsible for the effect of ASD knowledge on social distance from individuals with ASD among college students. A sample of 869 neurotypical Chinese college students completed a cross-sectional survey to assess social distance, ASD knowledge, and negative stereotypes. Pearson correlation analysis yielded significant correlations between social distance, ASD knowledge, and negative stereotypes. Multiple mediation analysis showed that negative stereotypes mediated the link between social distance and ASD knowledge. Specifically, greater ASD knowledge predicted reduced social distance through decreased stereotyping related to dangerousness, personal responsibility for the disorder, and discontinuity, but also predicted greater social distance through increased stereotyping related to social inappropriateness. The findings deepen our understanding of the association between ASD knowledge and social distance by revealing the mediating role of negative stereotypes, and provide information that can help improve anti-stigma initiatives in college settings.
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Project Inclusive Genetics: Exploring the impact of patient-centered counseling training on physical disability bias in the prenatal setting. PLoS One 2021; 16:e0255722. [PMID: 34352009 PMCID: PMC8341652 DOI: 10.1371/journal.pone.0255722] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Accepted: 07/22/2021] [Indexed: 11/19/2022] Open
Abstract
PURPOSE There is robust research examining the negative impact of racial and socioeconomic implicit bias on healthcare provider clinical decision-making. However, other under-studied important biases are likely to impact clinical care as well. The goal of this study was to explore the presence of bias against people with physical disability among a heterogeneous group of healthcare workers and trainees and to evaluate the effect of implicit association testing and an educational module on this bias. METHOD The study was composed of a one-hour web-based survey and educational module. The survey included an explicit disability bias assessment, disability Implicit Association Tests (IATs), demographic collection, and pre- and post- module clinical vignettes of prenatal patient scenarios. In addition to providing counseling to hypothetical patients, participants also indicated their personal preferences on genetic testing and termination. The educational module focused on the principles of patient-centered counseling. RESULTS The collected data reflects responses from 335 participants. Within this sample, there were both explicit and implicit biases towards individuals with physical disabilities. Prior to the IAT and educational module, when respondents were tasked with providing genetic testing recommendations, implicit biases and personal preferences for genetic testing and termination influenced respondents' clinical recommendations. Importantly, having previous professional experience with individuals with disabilities diminished biased clinical recommendations prior to the intervention. In response to the IAT and educational intervention, the effect of implicit bias and personal preferences on clinical recommendations decreased. CONCLUSIONS This study demonstrates how bias against a marginalized group exists within the medical community and that personal opinions can impact clinical counseling. Importantly, our findings suggest that there are strategies that can be easily implemented into curricula to address disability bias, including formal educational interventions and the addition of professional experiences into healthcare professional training programs.
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25
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Kim SY, Cheon JE, Gillespie-Lynch K, Kim YH. Is autism stigma higher in South Korea than the United States? Examining cultural tightness, intergroup bias, and concerns about heredity as contributors to heightened autism stigma. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 26:460-472. [PMID: 34325559 DOI: 10.1177/13623613211029520] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
LAY ABSTRACT Misunderstandings about autism may be more common in South Korea than the United States. Koreans often have clear ideas about how people should act. Another way of saying this is that Korea has a tight culture. Americans are looser, meaning people are freer to act as they like. Autistic people often do not act as people expect them to. This makes autistic people stand out. Autistic people may stand out more in tight cultures like South Korea. We studied how people in South Korea and the United States feel about autism. We wanted to see why Korean people might reject autistic people more than people in the United States do. American and Korean people did online surveys. Koreans said they did not want to get close to autistic people more than Americans did. People who understood autism and had met and liked autistic people wanted to get closer to autistic people. We were surprised to learn that Americans said having an autistic brother or sister makes it harder to find a romantic partner more than Korean people did. People who believed that autism makes it harder for family members to find love did not want to get very close to autistic people. Koreans said people should act as expected more than Americans did. People who believed that acting as expected was important did not want to get very close to autistic people. Teaching people that there are many ways of being a good person may help them understand and appreciate autistic people.
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26
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Soffer M, Argaman-Danos S. Self-labeling, perceived stigma toward autism spectrum disorder, and self-esteem and the change in autism nosology. Disabil Health J 2021; 14:101162. [PMID: 34229978 DOI: 10.1016/j.dhjo.2021.101162] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2021] [Revised: 05/25/2021] [Accepted: 06/23/2021] [Indexed: 11/27/2022]
Abstract
BACKGROUND Since the DSM-5 came into force, individuals previously diagnosed with Asperger's syndrome (AS) were newly labeled as having autism spectrum disorder (ASD), raising concerns about the exacerbation of stigma toward individuals with AS. OBJECTIVE This study explored: (a) the self-labeling among people previously diagnosed with AS; (b) the correlation among self-labeling, perceived public stigma (PPS) toward ASD, and self-esteem among people with AS; and (c) whether self-labeling mediates the relationship of PPS with ASD and self-esteem. METHODS A convenience sample of 89 individuals previously diagnosed with AS completed anonymous online questionnaires. RESULTS Most participants self-labeled as people with AS. Self-labeling was not significantly correlated with PPS or self-esteem. Self-labeling did not mediate the correlation between PPS and self-esteem; PPS was directly correlated with self-esteem. CONCLUSIONS Our study's findings suggest that stigma and language are not necessarily connected. This implies that rehabilitation and health care professionals should not assume that language perpetuates stigma, but rather that stigma-both among the public and as perceived by people with ASD-should be the focus of intervention.
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Affiliation(s)
- Michal Soffer
- School of Social Work, Faculty of Social Welfare & Health Sciences, University of Haifa, 199 Abba Hushi Blvd., Mount Carmel, Haifa, 3498838, Israel.
| | - Shay Argaman-Danos
- School of Social Work, Faculty of Social Welfare & Health Sciences, University of Haifa, 199 Abba Hushi Blvd., Mount Carmel, Haifa, 3498838, Israel
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27
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Kumm AJ, Viljoen M, de Vries PJ. The Digital Divide in Technologies for Autism: Feasibility Considerations for Low- and Middle-Income Countries. J Autism Dev Disord 2021; 52:2300-2313. [PMID: 34121159 PMCID: PMC8200284 DOI: 10.1007/s10803-021-05084-8] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/11/2021] [Indexed: 12/27/2022]
Abstract
Digital technologies have the potential to empower individuals with autism and their families. The COVID-19 pandemic emphasized and accelerated the drive towards technology for information, communication, training, clinical care and research, also in the autism community. However, 95% of individuals with autism live in low- and middle-income countries (LMIC) where access to electricity, internet and the ever-increasing range of digital devices may be highly limited. The World Bank coined the term ‘the digital divide’ to describe the disparities in access to digital technologies between high-income and LMIC contexts. Here we evaluated the feasibility of six emerging technologies for autism spectrum disorders, and reflected on key considerations for implementation in LMIC contexts to ensure that we do not inadvertently widen the pre-existing digital divide.
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Affiliation(s)
- Aubrey J Kumm
- Division of Child & Adolescent Psychiatry, Centre for Autism Research in Africa (CARA), University of Cape Town, 46 Sawkins Road, Rondebosch, 7700, Cape Town, South Africa
| | - Marisa Viljoen
- Division of Child & Adolescent Psychiatry, Centre for Autism Research in Africa (CARA), University of Cape Town, 46 Sawkins Road, Rondebosch, 7700, Cape Town, South Africa
| | - Petrus J de Vries
- Division of Child & Adolescent Psychiatry, Centre for Autism Research in Africa (CARA), University of Cape Town, 46 Sawkins Road, Rondebosch, 7700, Cape Town, South Africa.
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28
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Kitchin JL, Karlin NJ. Awareness and Stigma of Autism Spectrum Disorders in Undergraduate Students. Psychol Rep 2021; 125:2069-2087. [PMID: 33947290 DOI: 10.1177/00332941211014144] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Social stigma is a barrier for students with autism on college campuses. The purpose of this study is to examine the relationship between autism knowledge and autism stigma endorsement. METHOD 144 college undergraduate students were asked to complete the Autism Stigma and Knowledge Questionnaire as well as a brief demographic questionnaire. The relationship between stigma endorsement and ASD knowledge in the areas of diagnosis and symptoms, etiology, and treatment were evaluated using a multiple linear regression. Two independent-sample t-tests were conducted to investigate group differences between participants who know someone with autism and those who do not as well as between male and female participants. RESULTS A significant regression equation was found (F(3,140) = 51.35, p = .000), with an R2 of .52. While Treatment and Etiology subscale scores significantly predicted Stigma subscale scores, Diagnosis/Symptom subscale score was not. In terms of knowing someone with an autism diagnosis, there was a significant difference in ASD diagnosis and symptom knowledge (t(142) = 4.16, p = .000), etiology knowledge (t(142) = 3.51, p = .001), treatment knowledge (t(62.99) = 3.54, p = .001), and stigma endorsement (t(142) = 3.03, p = .003). No significant differences were found between male and female participants. CONCLUSIONS Contrary to past studies, gender was not associated with ASD knowledge or stigma endorsement. This study suggests that an intervention designed to increase ASD knowledge, particularly in the areas of etiology and treatment, and to increase contact with students diagnosed with autism would be effective in reducing ASD stigma.
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Affiliation(s)
- Jannessa L Kitchin
- Department of Applied Psychology and Counseling Education, The 3604University of Northern Colorado, Greeley, CO, USA
| | - Nancy J Karlin
- Department of Applied Psychology and Counseling Education, The 3604University of Northern Colorado, Greeley, CO, USA
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Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review. SUSTAINABILITY 2021. [DOI: 10.3390/su13095097] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier. The purpose of this study is to conduct a systematic review about teachers’ knowledge of ASD, including teachers from any stage and specialization. The research has been conducted from four databases (Web of Science, Scopus, PsycInfo and Google Scholar) during the period of 2015–2020. In total, 25 articles were analyzed. The results show that, in general, teachers’ knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in university professors), prior training and possible prior contact with students with ASD.
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Low HM, Wong TP, Lee LW, Makesavanh S, Vongsouangtham B, Phannalath V, Che Ahmad A, Lee ASS. Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 25:1216-1233. [PMID: 33467885 DOI: 10.1177/1362361320984899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
LAY ABSTRACT In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People's Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teachers' knowledge test results and feedback were analyzed. The findings indicated that teachers' acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country.
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van 't Hof M, van Nieuwenhuyzen ADY, van Berckelaer-Onnes I, Deen M, Hoek HW, Ester WA. Autism Spectrum Disorder Alertness in Dutch Youth and Family Center Physicians: Effects of a Live Online Educational Program. J Autism Dev Disord 2021; 51:3401-3411. [PMID: 33420937 DOI: 10.1007/s10803-020-04842-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/11/2020] [Indexed: 11/24/2022]
Abstract
We investigated the effect of a live online educational program in 93 Dutch Youth and Family Center (YFC) physicians who were screening for Autism Spectrum Disorder (ASD) in the general child population. The educational program raised the physicians' level of specific ASD knowledge and it remained higher at six months follow-up (p < .01). Their self-confidence in detecting ASD was also higher and maintained at follow-up (p < .01). The educational program had no effect on the physicians' stigmatizing attitudes toward mental illness nor on the number of potential ASD referrals in children of 4-6 years of age. In conclusion, the online educational program on early detection of ASD has a six month long effect on YFC physicians' level of ASD knowledge and self-confidence.
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Affiliation(s)
- Maarten van 't Hof
- Sarr Expert Centre for Autism, Lucertis Child and Adolescence Psychiatry, Dynamostraat 18, 3083 AK, Rotterdam, The Netherlands.,Parnassia Psychiatric Institute, Kiwistraat 30, 2552 DH, The Hague, The Netherlands
| | - Annemyn D Y van Nieuwenhuyzen
- Sarr Expert Centre for Autism, Lucertis Child and Adolescence Psychiatry, Dynamostraat 18, 3083 AK, Rotterdam, The Netherlands
| | - Ina van Berckelaer-Onnes
- Sarr Expert Centre for Autism, Lucertis Child and Adolescence Psychiatry, Dynamostraat 18, 3083 AK, Rotterdam, The Netherlands.,Faculty of Social and Behavioural Sciences, Clinical Child and Adolescent Studies, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
| | - Mathijs Deen
- Parnassia Psychiatric Institute, Kiwistraat 30, 2552 DH, The Hague, The Netherlands.,Faculty of Social and Behavioural Sciences, Institute of Psychology, Methodology and Statistics Unit, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
| | - Hans W Hoek
- Parnassia Psychiatric Institute, Kiwistraat 30, 2552 DH, The Hague, The Netherlands.,Department of Psychiatry, University Medical Center Groningen, University of Groningen, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands.,Department of Epidemiology, Mailman School of Public Health, Columbia University, 722 West 168th St, New York, NY, 10032, USA
| | - Wietske A Ester
- Sarr Expert Centre for Autism, Lucertis Child and Adolescence Psychiatry, Dynamostraat 18, 3083 AK, Rotterdam, The Netherlands. .,Parnassia Psychiatric Institute, Kiwistraat 30, 2552 DH, The Hague, The Netherlands. .,Department of Child and Adolescent Psychiatry, Curium-LUMC, Leiden University Medical Center, Endegeesterstraatweg 27, 2342 AK, Oegstgeest, The Netherlands.
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Lu MH, Pang FF, Luo J. Chinese Validation of the Multidimensional Attitude Scale toward Persons with Disabilities (MAS): Attitudes toward Autism Spectrum Disorders. J Autism Dev Disord 2020; 50:3777-3789. [PMID: 32124142 DOI: 10.1007/s10803-020-04435-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
The literature on tools of attitudes towards ASD was limited. This study is the first to examine the factor structure and psychometric properties of the multidimensional attitudes scale toward persons with disabilities (MAS) in a sample of Chinese college students (N = 1002, 32.10% males). Confirmatory factor analysis supported the G-MAS-R model's 4-factor structure: calm, negative affect, positive cognitions and behavioral avoidance. The results suggest that the Chinese version of the MAS has satisfactory internal consistency. Pearson correlation analysis showed that the MAS scores were significantly correlated with the Social Distance Scale and Autism Stigma and Knowledge Questionnaire scores. Overall, the findings indicate that the MAS is appropriate for assessing attitudes toward people with ASD in a Chinese context.
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Affiliation(s)
- Ming-Hui Lu
- Special Education Department, School of Education, Guangzhou University, Guangzhou, People's Republic of China
| | - Fei-Fan Pang
- Special Education Department, School of Education, Guangzhou University, Guangzhou, People's Republic of China. .,Guangzhou Higher Education Mega Center, 230 Wai Huan Xi Road, Guangzhou, 510006, People's Republic of China.
| | - Jie Luo
- School of Psychology, Guizhou Normal University, Guiyang, People's Republic of China. .,Guangzhou Higher Education Mega Center, 230 Wai Huan Xi Road, Guangzhou, 510006, People's Republic of China.
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Taresh SM, Ahmad NA, Roslan S, Ma’rof AM. Preschool Teachers' Beliefs towards Children with Autism Spectrum Disorder (ASD) in Yemen. CHILDREN-BASEL 2020; 7:children7100170. [PMID: 33036166 PMCID: PMC7601273 DOI: 10.3390/children7100170] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 09/07/2020] [Accepted: 09/08/2020] [Indexed: 01/01/2023]
Abstract
It is perplexing that some preschool teachers not only advise parents who have children with autism spectrum disorder (ASD) to go to religious healers, but also attribute such neurological disorders to the curse of the “evil eye” or vaccines. Although it is now the twentieth century, this behavior simply reflects the concerns of over-protective teachers and the cultural misperceptions about the actual definition of ASD. In Yemen, the term “ASD”, with its wide range of symptoms, is still ambiguous among preschool teachers. Thus, in a rather insightful piece for the education community, this study has attempted to look beneath the surface of the beliefs (religious belief–social belief–personal belief) of Yemeni preschool teachers regarding ASD. Based on the data collected from 213 teachers (20–30\31–40-~≥40 age) in the Taiz district, this study found that misconceptions specific to autism spectrum disorder were strongly evidenced among teachers who taught preschoolers. Due to personal ignorance and growing superstitions, these teachers tend to believe the society’s perceptions of ASD, thus resulting in the ignorance of scientific views. However, the mass media can increase this group’s awareness of ASD by continually assessing the inaccurate views on ASD, and correcting them. And by influencing the teachers to take a more conceptual scientific approach in serving their special needs students, furthermore, by informing preschool teachers of children’s rights in normal life in the future through providing children with an optimal chance of development by early intervention.
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Affiliation(s)
- Sahar Mohammed Taresh
- Department of Foundation of Education, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), Serdang 43400, Malaysia; (S.M.T.); (S.R.); (A.M.M.)
- Department of Kindergarten, Faculty of Education, Taiz University, Taiz, Yemen
| | - Nor Aniza Ahmad
- Department of Foundation of Education, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), Serdang 43400, Malaysia; (S.M.T.); (S.R.); (A.M.M.)
- Correspondence:
| | - Samsilah Roslan
- Department of Foundation of Education, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), Serdang 43400, Malaysia; (S.M.T.); (S.R.); (A.M.M.)
| | - Aini Marina Ma’rof
- Department of Foundation of Education, Faculty of Educational Studies, Universiti Putra Malaysia (UPM), Serdang 43400, Malaysia; (S.M.T.); (S.R.); (A.M.M.)
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van 't Hof M, van Berckelaer-Onnes I, Deen M, Neukerk MC, Bannink R, Daniels AM, Hoek HW, Ester WA. Novel Insights into Autism Knowledge and Stigmatizing Attitudes Toward Mental Illness in Dutch Youth and Family Center Physicians. Community Ment Health J 2020; 56:1318-1330. [PMID: 32048132 PMCID: PMC7434787 DOI: 10.1007/s10597-020-00568-w] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/16/2019] [Accepted: 01/30/2020] [Indexed: 12/13/2022]
Abstract
Professionals' limited knowledge on mental health and their stigmatizing attitudes toward mental illness can delay the diagnosis of autism. We evaluated the knowledge on Autism Spectrum Disorder (ASD) and stigmatizing attitudes in 93 physicians at Dutch Youth and Family Centers (YFC). These physicians screen for psychiatric symptoms in children. We show that their general ASD knowledge scored 7.1 (SD 1.2), but their specific ASD knowledge was only 5.7 (SD 1.7) (weighted means on 1-10 scale, 1 = least knowledge, 10 = most knowledge). Our physicians had positive attitudes toward mental illness (CAMI scores 2.18 (SD 0.33) to 2.22 (SD 0.40) on a 5-point Likert scale) but they had higher levels of stigmatizing attitudes than other Western healthcare professionals. Their levels were considerably lower than in non-Western professionals. We found no relations between ASD knowledge, stigmatizing attitudes and demographic variables. In conclusion, ASD knowledge and stigmatizing attitudes toward mental illness in Dutch YFC physicians require attention.
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Affiliation(s)
- Maarten van 't Hof
- Sarr Expert Centre for Autism, Lucertis Child and Adolescent Psychiatry, Carnissesingel 51, 3083 JA, Rotterdam, The Netherlands.,Parnassia Psychiatric Institute, Kiwistraat 30, 2552 DH, The Hague, The Netherlands
| | - Ina van Berckelaer-Onnes
- Sarr Expert Centre for Autism, Lucertis Child and Adolescent Psychiatry, Carnissesingel 51, 3083 JA, Rotterdam, The Netherlands.,Faculty of Social and Behavioural Sciences, Clinical Child and Adolescent Studies, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
| | - Mathijs Deen
- Parnassia Psychiatric Institute, Kiwistraat 30, 2552 DH, The Hague, The Netherlands.,Faculty of Social and Behavioural Sciences, Institute of Psychology, Methodology and Statistics Unit, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
| | - Monique C Neukerk
- Sarr Expert Centre for Autism, Lucertis Child and Adolescent Psychiatry, Carnissesingel 51, 3083 JA, Rotterdam, The Netherlands
| | - Rienke Bannink
- Department of Youth Health Care, Regional Public Health Service Rijnmond, 3003 AB, Rotterdam, The Netherlands
| | - Amy M Daniels
- Simons Foundation, 160 Fifth Avenue, New York, NY, 10010, USA
| | - Hans W Hoek
- Parnassia Psychiatric Institute, Kiwistraat 30, 2552 DH, The Hague, The Netherlands.,Department of Psychiatry, University Medical Center Groningen, University of Groningen, Hanzeplein 1, 9713 GZ, Groningen, The Netherlands.,Department of Epidemiology, Mailman School of Public Health, Columbia University, 722 West 168th St., New York, NY, 10032, USA
| | - Wietske A Ester
- Sarr Expert Centre for Autism, Lucertis Child and Adolescent Psychiatry, Carnissesingel 51, 3083 JA, Rotterdam, The Netherlands. .,Parnassia Psychiatric Institute, Kiwistraat 30, 2552 DH, The Hague, The Netherlands. .,Department of Child and Adolescent Psychiatry, Curium-LUMC, Leiden University, Endegeesterstraatweg 27, 2342 AK, Oegstgeest, The Netherlands.
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Kim SY. The Development and Pilot-Testing of the Autism Attitude Acceptance Scale: An Instrument Measuring Autism Acceptance. AUTISM IN ADULTHOOD 2020; 2:204-215. [PMID: 36601443 PMCID: PMC8992870 DOI: 10.1089/aut.2019.0066] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Background Although previous studies have measured attitudes about autism to understand ways to ameliorate stigmatized beliefs, nonautistic individuals' acceptance of autism is still not well understood. This study aimed to develop and pilot test the Autism Attitude Acceptance Scale (AAAS), a self-report instrument that measures nonautistic adults' autism acceptance based on the neurodiversity framework, and examine the associations between autism acceptance and purported variables (disability-related experience/awareness variables and demographic characteristics). Methods The author piloted the AAAS with 122 nonautistic adults. Principal component analysis and reliability analysis were used to examine the factor structure and psychometric properties of the AAAS. The associations between the AAAS and autism knowledge, the quantity and quality of previous contact, neurodiversity awareness, and demographic variables were examined using Pearson's r correlations, t-tests, and analyses of variance. Results The author constructed two subscales of the AAAS, General Acceptance (GA) and Attitudes toward Treating Autistic Behaviors (ATAB). The GA measures the acceptance of autism as a unique way of being, willingness to provide support to autistic individuals, and feeling comfortable while interacting with them. The ATAB measures how strongly a person believes that receiving treatments to reduce autistic symptoms will or will not benefit autistic individuals. The GA was associated with autism knowledge, quality and quantity of previous contact with autistic individuals, neurodiversity awareness, gender, ethnicity, and education level of participants. The ATAB was significantly associated with autism knowledge and quality and quantity of previous contact; the ATAB did not have any significant associations with neurodiversity awareness and demographic variables. Conclusions The AAAS, which validly and reliably measures nonautistic individuals' autism acceptance, identified the subgroups with low autism acceptance. This study calls for further examination of the underlying mechanism of autism acceptance and neurodiversity framework to restructure nonautistic individuals' attitudes about autism. Lay summary Why was this study done?: There are many studies that measure how nonautistic individuals think about autism. These studies tried to identify subgroups of people with particularly negative attitudes toward autism and improve those attitudes. Autistic advocates are increasingly noting the importance of autism acceptance, which asks people to accept autistic individuals for who they are as they are. Autism acceptance draws from the neurodiversity framework, which considers autism as a part of natural diversity and rejects the idea that autistic needs to be fixed. However, there is currently no tool that measures nonautistic individuals' autism acceptance.What was the purpose of this study?: The purpose of this study is to develop the Autism Attitude Acceptance Scale (AAAS), which measures nonautistic adults' acceptance of autistic individuals.What did the researchers do?: The author developed an autism acceptance survey that draws on a neurodiversity framework, and 122 nonautistic adults completed the instrument in an online survey along with the existing attitude scales. A series of statistical analyses were conducted to examine if the AAAS can be used to measure autism acceptance.What were the results of the study?: The AAAS consists of two subscales: General Acceptance (GA), which measures how much a person accepts autism as a unique way of beings and feels more comfortable to provide support to and have a personal relationship with an autistic person, and Attitudes toward Treating Autistic Behavior (ATAB), which measures how much a person agrees that receiving treatments to reduce autistic symptoms will benefit autistic individuals. Accurate knowledge about autism, high quality of previous contact, and more frequent contact were significantly associated with higher scores in both GA and ATAB subscales. Being white, female, and aware of the neurodiversity framework and having a higher level of education were positively associated only with the GA, but not with ATAB.What do these findings add to what was already known?: This is the first study to conceptualize and measure autism acceptance of nonautistic individuals as a distinct construct. How much a nonautistic person thinks favorably of autistic individuals is different from how he/she thinks about receiving treatments to reduce autistic symptoms. Increasing the quality and quantity of contact with autistic individuals and knowledge about autism may be helpful in promoting autism acceptance. Demographic variables may account for only specific types of attitudes about autism.What are potential weaknesses in the study?: As a pilot study, this study included a small number of participants, and participants who participated were those could be reached or contacted easily. Also, participants may act differently in real life than how they responded on the survey.How will these findings help autistic adults now or in the future?: The AAAS can be used with existing tools to inform ways to promote autism attitudes and find ways to appreciate autistic differences.
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Affiliation(s)
- So Yoon Kim
- Teacher Education, Special Education, and Curriculum and Instruction, Lynch School of Education, Boston College, Chestnut Hill, Massachusetts, USA.,Address correspondence to: So Yoon Kim, PhD, Teacher Education, Special Education, and Curriculum and Instruction, Lynch School of Education, Boston College, Chestnut Hill, MA 02467, USA
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Love AMA, Usher EL, Toland MD, Railey KS, Campbell JM, Spriggs AD. Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder. J Autism Dev Disord 2020; 51:1331-1345. [PMID: 32681203 DOI: 10.1007/s10803-020-04613-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Autism spectrum disorder (ASD) is currently one of the most researched of all childhood developmental disorders and is receiving attention in many domains. The purpose of this study was to design and provide psychometric evidence for a scale that measures police officer self-efficacy for working with individuals with ASD. Psychometric properties of a scale designed to measure knowledge of ASD were also explored. Data from 620 police officers were collected and a 13-item scale was created and evaluated. Results indicated that the scale represented a unidimensional construct. Knowing more about officers' knowledge and beliefs in their own capabilities to work with individuals with ASD can help inform future police education and training efforts.
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Affiliation(s)
- Abigail M A Love
- Autism Spectrum Australia, Aspect Research Centre for Autism Practice, Melbourne, Australia.
| | - Ellen L Usher
- Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, KY, USA
| | - Michael D Toland
- Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, KY, USA
| | - Kirsten S Railey
- Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, KY, USA
| | | | - Amy D Spriggs
- Department of Early Childhood, Special Education, and Rehabilitation Counseling, University of Kentucky, Lexington, KY, USA
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Do Implicit and Explicit Racial Biases Influence Autism Identification and Stigma? An Implicit Association Test Study. J Autism Dev Disord 2020; 51:106-128. [PMID: 32415531 DOI: 10.1007/s10803-020-04507-2] [Citation(s) in RCA: 25] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Are implicit and explicit biases related to ASD identification and/or stigma? College students (N = 493) completed two IATs assessing implicit stigma and racial biases. They evaluated vignettes depicting a child with ASD or conduct disorder (CD) paired with a photo of a Black or White child. CD was more implicitly and explicitly stigmatized than ASD. Accurately identifying ASD was associated with reduced explicit stigma; identifying CD led to more stigma. Participants who identified as White implicitly associated the White child with ASD and the Black child with CD. A trend in the reverse direction was observed among Black participants. Implicit and explicit biases were unrelated. Findings highlight a need for trainings to ameliorate biases favoring one's in-group.
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McClain MB, Harris B, Haverkamp CR, Golson ME, Schwartz SE. The ASKSP Revised (ASKSP-R) as a Measure of ASD Knowledge for Professional Populations. J Autism Dev Disord 2019; 50:998-1006. [DOI: 10.1007/s10803-019-04321-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
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Changes in Autism Nosology: The Social Impact of the Removal of Asperger’s Disorder from the Diagnostic and Statistical Manual for Mental Disorders, Fifth Edition (DSM-5). J Autism Dev Disord 2019; 50:3358-3366. [DOI: 10.1007/s10803-019-04233-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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Harrison AJ, Bisson JB, Laws CB. Impact of an Inclusive Postsecondary Education Program on Implicit and Explicit Attitudes Toward Intellectual Disability. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2019; 57:323-336. [PMID: 31373551 DOI: 10.1352/1934-9556-57.4.323] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
People with intellectual disability (ID) experience negative consequences as a result of stigmas held by the public. Students with ID involved in inclusive postsecondary education (IPSE) programs demonstrate positive outcomes. This study examines the impact of an IPSE program on typically matriculating student attitudes toward ID. Explicit and implicit attitudes were measured at the start and end of a semester among IPSE volunteer peer mentors (n = 17) and an uninvolved student group (n = 14). Findings indicate that volunteers demonstrated lower discomfort after their volunteer experience, as measured by the Attitudes Toward Intellectual Disability Questionnaire (ATTID). Volunteers also demonstrated higher knowledge of causes and preference for interaction with people with ID than nonvolunteers. This demonstrates that volunteer involvement in IPSE positively impacts attitudes toward people with ID among typically matriculating college students.
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Affiliation(s)
- Ashley J Harrison
- Ashley J. Harrison, The University of Georgia; Jennifer B. Bisson, Clemson University; and Carol B. Laws, The University of Georgia
| | - Jennifer B Bisson
- Ashley J. Harrison, The University of Georgia; Jennifer B. Bisson, Clemson University; and Carol B. Laws, The University of Georgia
| | - Carol B Laws
- Ashley J. Harrison, The University of Georgia; Jennifer B. Bisson, Clemson University; and Carol B. Laws, The University of Georgia
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McClain MB, Harris B, Schwartz SE, Benallie KJ, Golson ME, Benney CM. Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses. J Autism Dev Disord 2019; 49:3007-3015. [DOI: 10.1007/s10803-019-04019-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
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Stern SC, Barnes JL. Brief Report: Does Watching The Good Doctor Affect Knowledge of and Attitudes Toward Autism? J Autism Dev Disord 2019; 49:2581-2588. [PMID: 30734174 DOI: 10.1007/s10803-019-03911-7] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Individuals' knowledge and attitudes about autism spectrum disorder (ASD) work together to shape the stigma held about ASD. One way that this information is communicated to the public is through popular media; however, little is known about the effectiveness of fictional depictions of ASD in educating and shaping attitudes about ASD. The purpose of this research was to investigate the impact media has on knowledge about and attitudes towards ASD, compared to that of a college lecture on the subject. Exposure to one episode of a fictional drama depicting ASD, compared to watching a lecture, resulted in more accurate knowledge, more positive characteristics associated with ASD, fewer negative characteristics associated with ASD, and a greater desire to learn more about ASD.
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Affiliation(s)
- Stephanie C Stern
- Department of Psychology, University of Oklahoma, Dale Hall Tower, Room 723, 445 W. Lindsey Street, Norman, OK, 73019, USA.
| | - Jennifer L Barnes
- Department of Psychology, University of Oklahoma, Dale Hall Tower, Room 723, 445 W. Lindsey Street, Norman, OK, 73019, USA
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Stronach S, Wiegand S, Mentz E. Brief Report: Autism Knowledge and Stigma in University and Community Samples. J Autism Dev Disord 2018; 49:1298-1302. [DOI: 10.1007/s10803-018-3825-1] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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