Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities

Abstract

The study describes the perspectives of individuals with Asperger syndrome and other autism spectrum disabilities (ASDs) regarding social challenges and supports. Eighteen adults with ASDs were individually interviewed. They were asked to describe their experiences navigating their social worlds, and recommend effective social supports and strategies for improving social connectedness. Qualitative analyses of the interview transcripts revealed a number of common experiences including a profound sense of isolation, difficulty initiating social interactions, challenges relating to communication, longing for greater intimacy, desire to contribute to one's community, and effort to develop greater social/self-awareness. Commonly recommended social supports included external supports (e.g. activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g. alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety (e.g. creative/improvisational outlets, physical activity, spiritual practice/organized religion, and time spent alone).

Employment Activities and Experiences of Adults with High-Functioning Autism and Asperger’s Disorder

“…If, as has been established in earlier studies, adults with AD and HFA tend to evolve uneven job histories, including periods of unemployment and underemployment, this may lead to a vicious cycle of them being placed repeatedly into entry-level jobs despite holding impressive records of educational attainment (Müller et al 2003). …”

“…As a group, they are more likely to be unemployed (without a job), underemployed (in jobs that underutilise their knowledge, skills and experience) and 'malemployed' (in jobs for which they are expressly unsuited) than the population at large (Romoser 2000;Müller et al 2003;Hurlbutt & Chalmers 2004;Robertson 2010;Seltzer et al 2011). Related to this, they demonstrate a comparatively high level of job switching, resulting in fragmented work histories that may limit their potential for ongoing employment and career development, and in turn contribute to stress, depression, isolation, and financial insecurity (Goode, Rutter, & Howlin 1994;Müller et al 2003).…”

“…architect, librarian, computer programmer). Nevertheless, care must be taken not to stereotype the vocational interests and capabilities of this group, as studies have shown adults with ASD are in fact employed across a broad range of occupations, including those more counterintuitive to popular conceptions of the 'autistic mind', such as sales, creative arts, and the military (Müller et al 2003;StuartHamilton et al 2009). …”

“…In addition to their specific job skills, there is a popular view, borne out to some extent by empirical data, that adults with ASD exhibit many exemplary characteristics as employees, such as honesty, efficiency, precision, consistency, low absenteeism, and a disinterest in 'office politics' (Müller et al 2003;Hagner & Cooney 2005;Hillier et al 2007). …”

Examination of script and non-script based narrative retellings in children with autism spectrum disorders

“…Across the spectrum, social deficits tend to be the most pronounced in unstructured real-life situations (e.g., Muller, Schuler, & Yates, 2008). Despite evidence that NT children rely on event-schemas to provide structure for social experiences, it is less clear whether children with ASD rely on or use event schemas to help them make sense of their social world.…”