A preliminary investigation of parent-reported fiction versus non-fiction book preferences of school-age children with autism spectrum disorder

Abstract

Background & Aims: Anecdotal evidence suggests that individuals with autism spectrum disorder (ASD) prefer non-fiction books over fiction books. The current study was the first to investigate parent-reports of children with ASD’s fiction and non-fiction book preferences and whether these relate to individual differences in social communication, oral language, and/or reading abilities. Method: Children (ages 8–14 years, M = 10.89, SD = 1.17) with ASD diagnoses (n = 19) and typically developing (TD) peers (n = 21) participated. Children completed standardized measures of social communication, oral language, and reading abilities. Parents reported children’s current favorite book, and from these responses, we coded children’s fiction versus non-fiction book preferences. Main Contribution: Contrary to anecdotal evidence, children with ASD preferred fiction similar to their TD peers. Fiction versus non-fiction book preference was significantly related to social communication abilities across both groups. Children’s oral language and reading abilities were related, as expected, but the evidence for a relationship between social communication and reading comprehension was mixed. Conclusions: This study provides preliminary evidence supporting the association of social communication in fiction versus non-fiction book preference, which may be related to children’s comprehension and support the theoretical role of social communication knowledge in narrative/fiction. Implications: It should not be assumed that all children with ASD prefer expository/non-fiction or do not read narrative/fiction. Children who prefer non-fiction may need additional social communication knowledge support to improve their understanding of narrative fiction.

Fiction or non-fiction: Parent-reported book preferences of their preschoolers with autism spectrum disorder

“…Although the results of Davidson and Ellis Weismer's study are indicative of what children with ASD as well as their typically developing peers choose to read in the home environment, there may be differences over time, and therefore investigating children's preferences prior to starting school is important. Capturing the reasons why books were the child's favourite were not explored by Davidson and Ellis Weismer (2018). Children with ASD may have different reasons based on their restricted interests, ToM differences or social challenges that impact on the reasons they consider books to be favourites compared to typically developing peers.…”

“…Only two studies have investigated book preferences in individuals with ASD (Barnes, 2012; Davidson & Ellis Weismer, 2018). Barnes (2012) investigated the reading preferences of 64 undergraduate students from the United States (ages 18–22 years) and 64 adults with a diagnosis of an ASD without intellectual impairment (from the United Kingdom, age not known).…”

“…Davidson and Ellis Weismer (2018) investigated the preferences for fiction versus non-fiction texts in children diagnosed with ASD ( n = 19) compared to typically developing children ( n = 21) aged 8–14 years. In this study, parents were asked to report their child’s favourite book, and responses were coded accordingly into ‘fiction’ or ‘non-fiction’.…”

“…This finding is in contrast to Barnes’ (2012) findings showing preference for non-fiction texts in adults with ASD. This difference could be attributed to methodological differences as Barnes (2012) provided the participants with set narrative options to make their choice, whereas Davidson and Ellis Weismer (2018) based their findings on book preferences from the home environment. In addition, age may be an influencing factor; with increasing age, children with ASD may be more drawn to non-fiction texts.…”

“…and (2) are there differences in parent-reported reasons for book preferences for children across the two groups? Based on the limited research to date (Davidson & Ellis Weismer, 2018), we predicted no group differences for story type (fiction versus non-fiction). In contrast, based on the known challenges many children on the spectrum show in ToM (impacting social interest), along with the potential impact of restricted/repetitive interests, we anticipated parent-reported differences between groups on the reasons why books were a favourite.…”