Sex and STEM Occupation Predict Autism-Spectrum Quotient (AQ) Scores in Half a Million People

Ruzich, Emily; Allison, Carrie; Chakrabarti, Bhismadev; Smith, Paula; Musto, Henry; Ring, Howard; Baron‐Cohen, Simon

doi:10.1371/journal.pone.0141229

Cited by 63 publications

(62 citation statements)

References 31 publications

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“…The physical scientists as a whole scored comparably on the AQ to STEM groups in other work (Baron-Cohen et al 2001;Ruzich et al 2015). In this sample, meteorologists were the strongest systemizers, when compared to physicists and engineers combined; in a pure between-groups comparison of means (nonstatistical, see Table 1), they were second, behind the study's physics-oriented participants.…”

Section: Resultsmentioning

confidence: 86%

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Exploring the Human Side of Meteorology: A Brief Report on the Psychology of Meteorologists

Bolton¹,

Ault²,

Greenberg³

et al. 2018

J. Operational Meteor.

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: Exploring the human side of meteorology: a brief report on the psychology of meteorologists. J. Operational Meteor., 6 (3), 23-32, doi: https://doi.org/10.15191/nwajom.2018 Links between autism spectrum conditions and scientific aptitude were first investigated twenty years ago. Since then, associations between autism and STEM (science, technology, engineering, and math) aptitude have been established and discussed via the empathizing-systemizing (E-S) theory. E-S theory hypothesizes that autistic individuals are naturally driven to create and analyze sets of logical rules, or "systems," related to and constructed around things in the world. This is at the expense of cognitive, but not affective, empathy. Here, we not only extend previous work in testing the similarity of meteorologists, engineers, and physicists with respect to empathizing, systemizing, and autistic traits; we also report the first examination of meteorologists' personality and mental health relative to other representative physical scientists. Meteorologists in this sample were higher in empathizing and systemizing, extraversion, conscientiousness, and agreeableness, and less stressed, depressed, and anxious, than were engineers and physicists. Implications for the meteorological workplace are discussed. ABSTRACT (Manuscript

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Section: Resultsmentioning

confidence: 86%

“…There are previously established links between autism and STEM (Baron-Cohen et al 1997, 1998, 1999, 2001Roelfsema et al 2012;Ruzich et al 2015). Based on these linkages, we investigated the presentation of autistic traits, empathy, and systemizing in meteorologists relative to engineers and physicists.…”

Section: Autism and Cognitive Stylementioning

confidence: 99%

Exploring the Human Side of Meteorology: A Brief Report on the Psychology of Meteorologists

Bolton¹,

Ault²,

Greenberg³

et al. 2018

J. Operational Meteor.

Self Cite

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“…Scores range from 0 to 50, with higher scores indicating higher levels of self‐reported autistic traits. The AQ has strong evidence for its psychometric properties, reliably distinguishing those with and without ASC [Baron‐Cohen et al, ; Ruzich et al, ], and is an acceptable screening instrument prior to ASC diagnosis [Woodbury‐Smith, Robinson, Wheelwright, & Baron‐Cohen, ]. Alpha = .852.…”

Section: Methodsmentioning

confidence: 99%

“…Autistic traits characteristic of ASC are normally distributed in the general population without an ASC diagnosis, termed the broader autism phenotype [Piven, Palmer, Jacobi, Childress, & Arndt, ]. For example, individual differences in ability to interact and communicate with others, imagination, attention to detail, and tendency to have narrow obsessive interests [Baron‐Cohen, Wheelwright, Skinner, Martin, & Clubley, ; Ruzich et al, ]. The employment of a dimensional rather than categorical approach reflects current thinking that ASC diagnosis represents the extreme end of cognitive and behavioral differences distributed at various levels across the general population [Constantino & Todd, ; Hoekstra, Bartels, Hudziak, Van Beijsterveldt, & Boomsma, ; Baron‐Cohen et al, ; Sucksmith, Roth, & Hoekstra, ].…”

Section: Introductionmentioning

confidence: 99%

Are autistic traits associated with suicidality? A test of the interpersonal‐psychological theory of suicide in a non‐clinical young adult sample

2017

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Autism spectrum conditions (ASC) has recently been associated with increased risk of suicidality. However, no studies have explored how autistic traits may interact with current models of suicidal behavior in a non‐clinical population. The current study therefore explored how self‐reported autistic traits interact with perceived burdensomeness and thwarted belongingness in predicting suicidal behavior, in the context of the Interpersonal‐Psychological Theory of Suicide (IPTS). 163 young adults (aged 18–30 years) completed an online survey including measures of thwarted belonging and perceived burdensomeness (Interpersonal Needs Questionnaire), self‐reported autistic traits (Autism Spectrum Quotient), current depression (Centre for Epidemiological Studies Depression Scale), and lifetime suicidality (Suicide Behavior Questionnaire‐Revised). Results showed that burdensomeness and thwarted belonging significantly mediated the relationship between autistic traits and suicidal behavior. Both depression and autistic traits significantly predicted thwarted belonging and perceived burdensomeness. Autistic traits did not significantly moderate the relationship between suicidal behavior and thwarted belonging or perceived burdensomeness. Results suggest that the IPTS provides a useful framework for understanding the influence of autistic traits on suicidal behavior. However, the psychometric properties of these measures need be explored in those with clinically confirmed diagnosis of ASC. Autism Res 2017, 10: 1891–1904. © 2017 The Authors Autism Research published by International Society for Autism Research and Wiley Periodicals, Inc.Lay SummaryRecent research has shown that people with high autistic traits are more likely to attempt suicide. However, no studies have explored why. We found that people with high autistic traits were more likely to experience feelings that they do not belong in the world, are a burden on others, and depression, which may increase their likelihood of attempting suicide. These results suggest that promoting inclusion and independence in those with high autistic traits could help prevent people attempting suicide.

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“…Baron-Cohen et al (2009) stated that the term condition maintains a strengths-based approach to working with autistic people. It has been seen to minimise stigma associated with the diagnosis (Moffitt, 2011) and also highlights the continuum of Autism (Wilkinson, 2011 (Kirchner, Ruch & Dziobek, 2016;Rigler, Rutherford & Quinn, 2016;Ruzich et al, 2015). ASC also acknowledges that whilst Autism is a lifelong condition, it is often understood as a positive aspect of an autistic person's "lifelong identity" (McGrath, 2017, p. 2).…”

Section: The Emergence Of Neurodiversitymentioning

confidence: 99%

An exploration from a life course perspective of the transition from school for autistic young people

Taggart¹

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The transition from school is a feature of typical adolescence, but can be challenging for autistic young people. While their experiences at school can be difficult, schools also afford structure and routine and can provide external support for young autistic people and their families. They provide reasonably predictable social networks as well as opportunities to encounter others outside of the family. Upon leaving school, autistic young people lose ready access to expected routines and established social groups and often disengage from the community. For many, the transition from school is confusing and stressful.In this thesis, I explore, from a life course perspective, the transition from school for autistic young people without intellectual impairment. Life transitions involve relinquishing some roles and adopting others. Adopting new roles such as worker, homemaker, parent and spouse, which are more complex and less predictable than the role of school child, can be problematic for autistic young people. For example, the unpredictability of interview processes and environments (e.g., the questions to be asked, bright lights, distracting noises) can make getting a job difficult. Difficulties identifying and responding to unspoken social rules and workplace routines can result in loss of employment.The transition from school is one of many turning points within a person's whole life.This transition follows experiences earlier in life (e.g., childhood and at school) and precedes later life stages. It also occurs in particular social and historical contexts.

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Sex and STEM Occupation Predict Autism-Spectrum Quotient (AQ) Scores in Half a Million People

Cited by 63 publications

References 31 publications

Exploring the Human Side of Meteorology: A Brief Report on the Psychology of Meteorologists

Exploring the Human Side of Meteorology: A Brief Report on the Psychology of Meteorologists

Are autistic traits associated with suicidality? A test of the interpersonal‐psychological theory of suicide in a non‐clinical young adult sample

An exploration from a life course perspective of the transition from school for autistic young people

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Sex and STEM Occupation Predict Autism-Spectrum Quotient (AQ) Scores in Half a Million People

Cited by 63 publications

References 31 publications

Exploring the Human Side of Meteorology: A Brief Report on the Psychology of Meteorologists

Exploring the Human Side of Meteorology: A Brief Report on the Psychology of Meteorologists

Are autistic traits associated with suicidality? A test of the interpersonal‐psychological theory of suicide in a non‐clinical young adult sample

An exploration from a life course perspective of the transition from school for autistic young people ​​​​​​​

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An exploration from a life course perspective of the transition from school for autistic young people