2016 Gatlinburg Conference Poster
PS-15
Title: Autism Spectrum Identity Scale (ASIS): Relationship to Gender, ASD Categories, and Postsecondary Outcomes of Education
and Employment
Author: T A M. McDonald
Introduction: Adults on the autism spectrum struggle with postsecondary outcomes of education and employment. They also
experience stigma, and stereotype threat research on other populations suggests stigma exerts direct and indirect detrimental
impacts on performance. Since there are multiple studies reporting undesirable postsecondary outcomes for adults on the
autism spectrum (e.g., Taylor & Seltzer, 2012), possibly, experiences of stigma also have a detrimental impact on performance
for this group. Moreover, this impact may be mediated by variation in identification with the autism spectrum and stereotype
threat intersectionality. As previously reported on this study, adults on the autism spectrum do vary in their identification with
the autism spectrum along four domains: Changeability, Positive Difference, Context Dependent, and Spectrum Abilities. This
study examines whether, and how, variation in autism identity, as measured by the Autism Spectrum Identity Scale (ASIS),
gender, and identification with different diagnostic categories, relates to postsecondary outcomes of education and
employment.
Methods: Over 1000 adults who have, or identify with, an autism spectrum diagnosis took a national online survey. In addition
to the Autism Spectrum Identity Scale (ASIS) items, the survey included measures for stigma, self-esteem, and quality of life. The
survey also gathered demographic data, including gender, diagnoses, diagnosis identification preference, and postsecondary
student and employment statuses. This report focuses on identity and postsecondary outcomes of education and employment.
Results: Employed adults reported higher attitudes of Changeability, Positive Difference, and Context Dependence than
unemployed adults. Students reported greater changeability than non-students. Men were more likely to be in education and
employment settings than women. Adults with autism were more likely to be students, but were less likely to be employed, than
adults with Asperger's Syndrome. Men and adults with Asperger's Syndrome reported greater endorsement of Changeability
and Context Dependent than women and adults with Asperger's Syndrome, respectively; yet these patterns were qualified by
significant interactions.
Discussion: Increased attitudes in Changeability, Positive Difference, and Context Dependent related to better postsecondary
outcomes for adults on the autism spectrum. Membership in twice, or thrice, stigmatized groups, such as being a woman on the
spectrum or identifying with autism instead of Asperger's Syndrome, related to poorer postsecondary outcomes. Since adults on
the autism spectrum already have lower rates of employment and education attainment than the mainstream population, the
intersection of being a woman on the autism spectrum is concerning. The differences in postsecondary outcomes between
individuals who identify with autism and Asperger's syndrome is surprising based on the classification decisions for the DSM - 5.
Although, the DSM-5 recently collapsed these two diagnoses into a single category, many adults in this study were diagnosed
within the DSM - IV criteria. One rationale for the DSM-5 change was the inability to reliably distinguish differences between
these two groups (Hazen, McDougle, & Volkmar, 2013). It is unclear whether the differences found in this study were due to
actual differences in ability or whether they mirror other literature on stereotype threat. More optimistically, interactions
between stigmatized groups and higher self-concepts of Positive Difference and Changeability on postsecondary outcomes may
represent important identity strategies to cope with stigma and preserve performance. Possibly, attitudes that characterize the
autism spectrum as a positive difference and as changeable provide some resilience against stigmatizing experiences. Future
research should examine causal relationships between these factors.
References/Citations:
• Hazen, E. P., McDougle, J.C., & Volkmar, R. F. (2013). Changes in the diagnostic criteria for autism in DSM-5:
Controversies and concerns. Journal of Clinical Psychiatry, 74(7), 739-740
•
Taylor, J. L., & Seltzer, M. M. (2012). Developing a vocational index for adults with autism spectrum disorders. Journal Of
Autism And Developmental Disorders, 42(12), 2669-2679.