Adult attitudes toward behaviors of a six-year-old boy with autism.
ABSTRACT Parents report that their children with autism are often judged as undisciplined and rude (e.g., Peeters, Autism: From theoretical understanding to educational intervention, 1997). The phenomenon of a negative view of individuals with autism was studied here. Four behaviors (two problematic and two non-problematic) produced by a six-year-old child with autism were assessed on social, emotional, and cognitive dimensions by 88 adults in an "informed" or "uninformed" condition. The child was perceived more positively when identified as having autism. However, this effect was dependent on the type of behavior and the evaluative dimension used. The results indicate that the mere fact of being informed of a child's disability triggers the use of a different standard of comparison than that employed to evaluate typical children (Mussweiler and Strack, J Pers Soc Psychol 78:1038-1052, 2000).
SourceAvailable from: Kristen Gillespie-Lynch[Show abstract] [Hide abstract]
ABSTRACT: College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma towards autism than men. Participation in the training was associated with decreased stigma and increased knowledge about autism. Although participants exhibited relatively high baseline knowledge of autism, misconceptions were common, particularly in open-ended responses. Participants commonly confused autism with other disorders, such as learning disabilities. This study suggests that online training may be a cost-effective way to increase college students’ understanding and acceptance of their peers with autism.Journal of Autism and Developmental Disorders 11/2015; DOI:10.1007/s10803-015-2422-9
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ABSTRACT: Online co-production communities often face a challenge of whether to change or retain the knowledge they have created. Disparate and often conflicting theoretical models have been used to explain how these communities respond to this tension. We conducted a case study of how one online co-production community – the nine-year history of the Wikipedia article on Autism – handles this tension. We find that the nature of the change-retain tension and the community's response to it fluctuates considerably over the life of the community. These changes bear striking similarities to processes associated with traditional software development lifecycle, despite the absence of traditional control mechanisms. What initially appear to be conflicts in the extant literature actually describe different roles and production focus at the different stages of development. Disruptive events signal the need for the community to shift production focus, which often involves members joining and leaving the production process, rather than adopting new roles. 1 We would like to thank the Senior Editor, Sandra Slaughter, and her review team for constructive comments on an earlier version of the paper. The authors would like to thank NSF for their generous funding of this research (NSF #1219832 and #0953285), and Lily Chen for your help in coding.Management Science 12/2014; 60(12). DOI:10.1287/mnsc.2013.1855 · 2.52 Impact Factor
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ABSTRACT: This paper reports on a college community's views of the diagnostic characteristics and causes associated with autism spectrum disorders. An anonymous on-line survey of autism knowledge was distributed via campus server university-wide to all undergraduates, graduate students, faculty, and staff. Of the 1,057 surveys completed, 76 % of respondents had more correct answers than neutral and incorrect ones. Respondents who reported that they or someone in their immediate family had autism had significantly more correct responses than other respondents. Demographic variables of respondent sex, age, education, and role at the university independently accounted for significant, though modest, variance in autism knowledge. More accurate and widespread dissemination of information about autism may facilitate a smoother transition for college students who are on the spectrum.Journal of Autism and Developmental Disorders 07/2013; DOI:10.1007/s10803-013-1893-9 · 3.06 Impact Factor