‘I can actually do it without any help or someone watching over me all the time and giving me constant instruction’: Autistic adolescent boys' perspectives on engagement in online video gaming

Pavlopoulou, Georgia; Usher, Claire; Pearson, Amy

doi:10.1111/bjdp.12424

Cited by 14 publications

(10 citation statements)

References 43 publications

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“…Combined with our finding that a couple of participants viewed this preference as a difference between autistic and non-autistic play, this suggests that autistic imaginary play may differ to non-autistic play in this respect. However, this finding contrasts with previous studies showing autistic engagement or preference for fantasy (Mazurek et al, 2015;Pavlopoulou et al, 2022;Visuri, 2020). Indeed, some autistic adults in the current study engaged in fantasy play (e.g.…”

Section: Imaginary Playcontrasting

confidence: 99%

“…Many autistic adults in this study described their engagement in imaginary play, particularly relating to social role play. This supports other neurodiversity-informed literature finding that autistic people do engage in imaginary play, and contrast with deficit-focused views that autistic imaginary play is limited (Conn, 2015;Conn & Drew, 2017;Fahy et al, 2021;Pavlopoulou et al, 2022). More specifically, our findings add to the existing evidence base on autistic engagement in role play in various forms, such as gaming and live action (Fein, 2015;Gallup et al, 2016;Mazurek et al, 2015;Pavlopoulou et al, 2022;Visuri, 2020).…”

Section: Imaginary Playsupporting

confidence: 88%

“…Therefore, autistic adults' preferences with respect to these types of play are not necessarily fixed. These findings contrast with the typical view that autistic people have social play 'deficits' and are consistent with neurodiversity-informed play literature suggesting that autistic people do engage in social play (Conn, 2015;Conn & Drew, 2017;Fahy et al, 2021;Pavlopoulou et al, 2022). Our finding of social play benefits is consistent with Pavlopoulou et al's (2022) research, particularly in relation to play facilitating a sense of belonging.…”

Section: Socialisation In Playsupporting

confidence: 86%

“…Overall, such research highlights a variety of positive or enjoyable autistic play experiences, as well as preferences and motivations for autistic children and adolescents. This research also demonstrates the importance of autistic play for positive mental health and wellbeing, as Pavlopoulou's (2022) research directly demonstrates the benefits of gaming for autistic people's wellbeing, and by definition, enjoyable autistic play is inherently related to wellbeing. Additionally, although flow can have a negative impact, it has also been linked to autistic people's wellbeing (McDonnell & Milton, 2014).…”

Section: Introductionmentioning

confidence: 62%

“…Children were also observed to experience a flow state, a subjective experience characterised by intense involvement or concentration in an activity (Csikszentmihalyi, 2014). Most recently, Pavlopoulou et al (2022) interviewed autistic adolescents about their motivations and the benefits of playing online video games. Example findings include that whilst immersion within a game (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Diversity in autistic play: Autistic adults’ experiences

Pritchard¹,

Lemos²,

Howard³

et al. 2023

Preprint

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BackgroundPlay is important for mental health and wellbeing. Descriptions of autistic play have typically focused on ‘deficits’ and are based on comparisons to neurotypical ‘norms’. According to the neurodiversity paradigm, it is important that autistic voices are highlighted, and that difficulties, differences and strengths are explored. With this in mind, we designed the present study to focus on the experiences and perspectives of autistic people concerning the topic of autistic play.MethodsWe conducted a consultation with autistic stakeholders, as well as with parents and teachers of autistic individuals to help us design the study and interview questions. We used semi-structured interviews with 22 autistic adults aged 18-57 (clinically confirmed diagnosis, n = 21; self-diagnosed, n = 1) who live in the UK. We analysed the data using interpretative phenomenological analysis to identify themes. Results We found important commonalities and differences in the ways that socialisation in play, imaginary play and flow (a state involving intense focus on the play) are experienced. Autistic adults discussed the importance of both solitary and social play, with solitary play having an important recuperative function. They also reported preferences for parallel play and playing with similar autistic people. They also discussed imaginary play experiences including social role play and grounded-in-reality play, and the dual nature of flow experiences during play.ConclusionsThe findings of this study contrast with deficit-focused understandings of autistic play and build on neurodiversity-informed studies. We highlight, for example, the importance of considering the different circumstances under which solitary or social play are preferred, as well as the importance of taking an individual approach to play. We encourage wider understanding and acceptance of these play preferences and experiences, to support autistic people’s wellbeing.

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Section: Imaginary Playcontrasting

confidence: 99%

Section: Imaginary Playsupporting

confidence: 88%

Section: Socialisation In Playsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 62%

Section: Introductionmentioning

confidence: 99%

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Diversity in autistic play: Autistic adults’ experiences

Pritchard¹,

Lemos²,

Howard³

et al. 2023

Preprint

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Digital Media and Neurodevelopmental Differences

Alper,

Alcorn,

Harrison

et al. 2024

Handbook of Children and Screens

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Abstract“Screen media” guidance is not a one-size-fits-all, and this is especially true for young people whose development occurs outside the window of “typical” development. Given the wide range of neurodevelopmental differences, the review of children’s digital media use research in this chapter focuses on those diagnosed with autism and/or attention-deficit/hyperactivity disorder (ADHD)—conditions that differ but share many underlying cognitive and clinical characteristics. While the evidence base is uneven and incomplete, existing research reviews indicate that screen media use by children and adolescents with an autism and/or ADHD diagnosis can be not only high-risk but also high-reward. The current chapter organizes the major findings into (1) developmental domains for media use and (2) ecological contents for media engagement. We recommend future research directions and provide recommendations for stakeholder groups such as clinicians, policymakers, educators, and technologists. It is now a given that neurodivergent children engage with digital media at least as much if not more than neurotypical children do but often for different reasons. As such, it is important to move conversations toward practical concerns about effective, personally meaningful, and healthy usage.

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The Knowledge and Preferences of Parents/Carers of Autistic Children and Young People about Technology Devices

Kouroupa,

Irvine,

Mengoni

et al. 2024

J Autism Dev Disord

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This study explored parents’/carers’ knowledge, interest, and preferences towards technology devices as support mediums for autistic children, the reasoning behind any choice and the factors associated with the most preferred technology device. Technology devices were conceptualised as smartphones, iPods, tablets, virtual reality, robots, and ‘other’ for participants to list their own further interpretations of technology devices. Survey data were collected from 267 parents/carers of autistic children aged 2–18 years internationally between May to October 2020. Parents/carers of autistic children and young people were aware of, interested in and mostly preferred the use of tablets because of their convenience and ease of use. They least preferred virtual reality followed by robots due to both being overwhelming, cold, inconvenient to transport and expensive. Robots, in particular, were unknown to respondents. The data suggested that some technology devices as a support medium are not widely known to families of autistic children and young people in support programmes. Technology devices need to be financially approachable and achieve a high standard of design to engage users. Future research should focus on gathering evidence from the autistic community about their preferences and views of technology devices as a medium in autism support programmes.

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‘I can actually do it without any help or someone watching over me all the time and giving me constant instruction’: Autistic adolescent boys' perspectives on engagement in online video gaming

Cited by 14 publications

References 43 publications

Diversity in autistic play: Autistic adults’ experiences

Diversity in autistic play: Autistic adults’ experiences

Digital Media and Neurodevelopmental Differences

The Knowledge and Preferences of Parents/Carers of Autistic Children and Young People about Technology Devices

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