Understanding and Addressing Social Communication Difficulties in Children with Autism

Bottema‐Beutel, Kristen

doi:10.1007/978-3-030-41160-2_3

Cited by 2 publications

(1 citation statement)

References 88 publications

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“…Past research has found that spending time with autistic peers need not be a form of siloing or segregating autistic people, but instead can be a mechanism for maintaining well-being and for building resilience to manage everyday life in a majority non-autistic world ( Crompton, Hallett, et al, 2020 ). While conflicting needs and communication difficulties between autistic people were highlighted as a potential concern both by participants in this study and in previous research ( Bottema-Beutel, 2020 ; Carter et al, 2017 ), there is a clear desire for future exploration into autism-specific peer support within mainstream school settings.…”

Section: Discussionmentioning

confidence: 67%

‘Someone like-minded in a big place’: Autistic young adults’ attitudes towards autistic peer support in mainstream education

Crompton

Hallett²,

Axbey

et al. 2022

Autism

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Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are.

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Section: Discussionmentioning

confidence: 67%

‘Someone like-minded in a big place’: Autistic young adults’ attitudes towards autistic peer support in mainstream education

Crompton

Hallett²,

Axbey

et al. 2022

Autism

View full text Add to dashboard Cite

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Demographic and autism characteristics as predictors of age of autism diagnosis of individuals with autism in Paraguay

Terol,

Xia,

Jara

et al. 2024

Autism

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Autism is a lifelong condition characterized by repetitive and restrictive behaviors and differences in social communication. The reported prevalence of autism has risen exponentially in the past years. Early identification and subsequent early intervention are key to promoting better outcomes for autistic individuals. However, there is a dearth of research focusing on understanding variables that impact the age of diagnosis of autistic children in Paraguay. We collected data from 176 caregivers of autistic individuals aged 18 years or younger who lived in Paraguay and conducted a hierarchical regression analysis to understand whether demographic and clinical variables predicted the age of autism diagnosis in Paraguayan autistic children. Our results indicated that child’s age, child’s age at caregivers’ first concerns for their development, and child’s verbal skills were significant predictors of the age of autism diagnosis in Paraguay. Educating caregivers and professionals to increase awareness of autism characteristics and atypical behaviors in social communication beyond verbal skills may support the early identification of autism and subsequent access to early intervention. Lay abstract Autism is a lifelong condition characterized by repetitive behaviors and social communication differences. The reported cases of autism increased globally in the past years. Detecting autism early and providing appropriate supports promptly are crucial for better outcomes. Yet, little research focuses on what factors interplay in the diagnostic process of autistic children in Paraguay. We gathered data from 176 caregivers of autistic children under 18 years in Paraguay. Through a detailed analysis, we found that child’s age, child’s age at the caregiver’s first concerns about their development, and the child’s verbal skills are key in predicting the age of autism diagnosis in Paraguay. Educating caregivers and professionals about autism and social communication development can help identify autism early and provide timely support.

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Understanding and Addressing Social Communication Difficulties in Children with Autism

Cited by 2 publications

References 88 publications

‘Someone like-minded in a big place’: Autistic young adults’ attitudes towards autistic peer support in mainstream education

‘Someone like-minded in a big place’: Autistic young adults’ attitudes towards autistic peer support in mainstream education

Demographic and autism characteristics as predictors of age of autism diagnosis of individuals with autism in Paraguay

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