Does providing descriptive and/or
explanatory information affect peer
attitudes and behaviour intentions
towards children with High
Functioning Autism?
Dr Ciara Close
Rationale
The social benefits of inclusive educational
practices have been emphasized; however,
there are still many unresolved issues, such
as the degree of acceptance shown by
peers towards a child with autism (Burack,
Root, & Zigler, 1997).
Pupils with ASD were found to be less
accepted by their peers and had significantly
higher social rejection ratings than
comparison students when measured by
peer
sociometric
ratings
(Jones
&
Frederickson, 2010).
Introducing the concept of autism to peers is
an important component to successful
inclusive education. However, there is a lack
of research indicating how best this concept
is delivered (Volkmar, 2001).
Descriptive info– a written message
describing common hobbies/interests of
children ages 9-11years based on cognitive
consistency theory, which posits that
individuals are motivated to experience
consistent attitudes (Heider, 1958).
Explanatory info- a written message providing
an explanation for HFA based on Weiner’s
(1980) social attribution theory, which proposes
an individual’s perceived control of his or her
behaviour
influences
others’
affective
responses (e.g. anger or sympathy), which, in
turn, influence others’ behavioural intentions
(e.g. willingness to help).
Method
330 peers aged 9-11 years from 8 mainstream school (low
levels of SEN) watched a 4 min video of a hypothetical
child displaying a range of behaviour characteristics
associated with HFA. Peers rated their attitudes,
behaviour intentions (BI), perceptions of similarity and
responsibility about the child using questionnaires.
Peers were allocated to 1 of 4 groups and received
different info:
1. No info
2. Descriptive info (des)
3. Explanatory info (exp)
4. Des + Exp info
Results
Peers did not report more positive attitudes or
behaviour intentions when they were given
combination of both des and exp information.
Girls reported significantly more positive
attitudes
than
boys,
irrespective
of
information received and reported more
willingness to engage in an academic related
tasks with an unfamiliar peer than males.
Boys who received explanatory information
only, were significantly less willing to share in
activities alongside an unfamiliar peer with
HFA compared to boys in other groups.
Girls reported themselves to be more similar
than males to the child with HFA.
Providing an explanation did not alter peer
perceptions of responsibility or elicit positive
attitudes towards the hypothetical peer with
HFA. In fact, males attributed the child with
HFA to be more responsible of his behaviour
in all groups.
Implications
Providing an explanation of autism to children aged 9-11 years does not appear to elicit positive attitudes or BI
from peers to help the social inclusion of a child with HFA.
An explanation of autism did alter peers perception of responsibility e.g. peers still felt the child with HFA was in
control/responsible for his behaviour even after a causal explanation was provided.
Different approaches to intervention might need to be considered for girls and boys e.g. girls were willing to
engage in academic related task with a child with HFA.
Approaches to inclusion interventions might need to consider school population factors e.g. such as peers prior
experiences of autism, diversity and inclusion.
References Burack, J. A., Root, R., & Zigler, E. (1997). Inclusive education for students with autism: Reviewing ideological, empirical, and community considerations. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental
disorders. New York, NY: Wiley & Sons. /Heider, F. (1958). The Psychology of Interpersonal Relations, Hillsdale, NJ: Erlbaum. / Humphrey, N. & Parkinson, G. M. (2006). Research on interventions for children and young people on the autistic spectrum: a critical
perspective. Journal of Research in Special Educational Needs, 6, 76–86 ./ Jones, A.P. & Frederickson, N. (2010). Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School, Journal of Autism
Developmental Disorders, 40, 1094–1103./ Volkmar, F. (2001). Editorial preface. Journal of Autism Developmental Disorders, 31, 117–118. / Weiner, B. (1980). A cognitive attribution-emotion-action model of motivation behaviour: An analysis of judgments of helpgiving. Journal of Personality and Social Psychology, 39, 186–200.