Brief Report: Self-Presentation of Children with Autism Spectrum Disorders

Abstract

The self-presentational behaviour of 43 6- to 12-year-old children with high functioning autism spectrum disorders (HFASD) and normal intelligence and 43 matched comparisons was investigated. Children were prompted to describe themselves twice, first in a baseline condition and then in a condition where they were asked to convince others to select them for a desirable activity (self-promotion). Even after controlling for theory of mind skills, children with HFASD used fewer positive self-statements at baseline, and were less goal-directed during self-promotion than comparison children. Children with HFASD alter their self-presentation when seeking personal gain, but do this less strategically and convincingly than typically-developing children.

‘I am who I am’: Reputation concerns in adolescents on the autism spectrum

“…Many of them were aware of and at times concerned for their reputation, with some discussing specific changes in behaviour they had made to impress others. This finding supports previous research with adults with autism (Cage et al, 2013) and experimental research evidencing self-presentation skills in children with autism (Begeer et al, 2008;Scheeren et al, 2010). These studies evidence an awareness and concern for reputation in autism.…”

“…Autistic individuals are known to struggle with automatically determining others' thoughts (Ruffman, Garnham & Rideout, 2001;Senju, Southgate, White & Frith, 2009) but may learn to master some perspective-taking skills (Bowler, 1992;Happé, 1995;Scheeren et al, 2013). There is also evidence that children with autism can self-promote (Begeer et al, 2008;Scheeren et al, 2010) -an ability that further suggests that autistic individuals may be somewhat concerned by how they are viewed by others. Furthermore, autistic adolescents are sensitive to social rejection: following ostracism in a cyber ball game, they were negatively affected in terms of anxiety, self-esteem and belonging, much like their typical peers (Sebastian, Blakemore & Charman, 2009).…”

Self-Presentation and the Role of Perspective Taking and Social Motivation in Autism Spectrum Disorder

“…When informed that they may be selected for a prize-winning game based on their self-description typically developing (TD) children highlight their positive attributes and game-related abilities. In a study by Begeer et al (2008) children with ASD (6-12 years) also increased in positive statements about themselves, yet these statements were less related to their abilities or preferences in playing games. These findings suggest that children with ASD can be motivated to adjust their self-presentation, but they do so less strategically.…”

“…Based on these features, children with ASD are expected to be limited in their self-presentation skills. Empirical studies have indeed shown that children with ASD are less strategic in the way they present themselves compared to typically developing peers (Begeer et al 2008;Scheeren et al 2010). However, these studies relied on children's responses to hypothetical situations (Begeer et al 2008) or included relatively small samples (Scheeren et al 2010).…”

“…Empirical studies have indeed shown that children with ASD are less strategic in the way they present themselves compared to typically developing peers (Begeer et al 2008;Scheeren et al 2010). However, these studies relied on children's responses to hypothetical situations (Begeer et al 2008) or included relatively small samples (Scheeren et al 2010). In the present study, we examined the self-presentation abilities of a large sample of children and adolescents with ASD in both hypothetical and real social contexts and we evaluated the role of children's social motivation and perspective taking skills.…”