Effects of an Autism Educational Presentation on High School Students’ Perceptions of Autistic Adults
Background Social communication difficulties are a clinical characteristic of autism, but social interactions are reciprocal in nature and autistic individuals’ social abilities may not be the only factor influencing their social success. Non-autistic individuals’ social perceptions and behavior also contribute to autistic individuals’ social difficulties, and previous research has identified that non-autistic individuals’ perception of autistic individuals is influenced by autism knowledge and the quantity and quality of exposure to autistic people. We explored whether high school students’ perceptions of autistic adults can be improved by an autism education presentation and whether these perceptions were associated with their self-reported social competence. Methods151 senior high school students completed the First Impression Scale on video-recordings of 20 autistic and 20 non-autistic adults in social situations either before or after viewing a 50 minute autism educational presentation detailing the everyday experiences of autistic people and participating in a question-and-answer session. The students’ prior experiences with autistic people was assessed using the Quantity and Quality of Contact Scale, and their own self-perceived social competence was measured using the Multidimensional Social Competence Scale. ResultsStudents who provided their judgements after viewing the educational presentation rated autistic adults as more attractive (β = -.05, p = .042) and likeable (β = -.06, p = .029), and reported greater interest in hanging out with (β = -.06, p = .028) and being near the autistic adults (β = -.06, p = .026), relative to peers who completed their judgments before watching the presentation. Consistent with a Double Empathy framework, students who reported being more socially competent endorsed more negative judgments of autistic adults (r = .211, p = .011), whereas students reporting higher quality interactions with autistic individuals expressed more positive judgments (r = -.278, p = .010). Conclusion Improving non-autistic individuals’ understanding of autistic social behaviors, whether through educational presentations or quality interactions, may revise their expectations of social behavior and improve perceptions of autistic differences. Changing non-autistic individuals’ social expectations may provide an avenue for improving interactions for autistic individuals without putting the onus on autistic individuals to change or mask their behavior and identity.