The perceptions and experiences of adolescent boys with autism spectrum disorder: A personal construct psychology perspective

Cridland, Elizabeth Kate; Caputi, Peter; Jones, Sandra C.; Magee, Christopher A.

doi:10.3109/13668250.2015.1070814

Cited by 12 publications

(10 citation statements)

References 65 publications

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“…Interventions that focus on supporting individuals to find their unique sense of self are important when working with adolescents with ASD. Adolescence is a time when young people develop a sense of self and experiment in forming and reforming their own unique identities (Cridland, Caputi, Jones, & Magee, 2015). Research has shown that individuals with ASD may struggle with identity development because of this process being largely reliant on participating in social interactions across different contexts (Cridland et al, 2015).…”

Section: Multimodal Toolsmentioning

confidence: 99%

“…Adolescence is a time when young people develop a sense of self and experiment in forming and reforming their own unique identities (Cridland, Caputi, Jones, & Magee, 2015). Research has shown that individuals with ASD may struggle with identity development because of this process being largely reliant on participating in social interactions across different contexts (Cridland et al, 2015). In addition, individuals with ASD often demonstrate lower levels of social determination and make fewer choices in their everyday lives as compared to their typically developing peers (Mehling & Tassé, 2015).…”

Section: Multimodal Toolsmentioning

confidence: 99%

See 1 more Smart Citation

Concept Mapping and the CO-OP Approach with Adolescents with Autism Spectrum Disorder: Exploring Participant Experiences

Wilson¹,

Mandich²,

Magalhães³

et al. 2018

The Open Journal of Occupational Therapy

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Background: To explore the experiences of adolescents with ASD participating in a novel occupationally based intervention. Methods: The intervention used concept mapping in combination with the COOP approach with 10 adolescents with ASD in a 4-week program focused on developing life skills they deemed as important in their transition to adulthood. A descriptive qualitative approach was employed using deductive thematic analysis informed by Self-Determination Theory and occupationally relevant theoretical frameworks. This study is part of a larger feasibility project and focuses on the analysis of participant reflections and researcher field notes. Results: Five themes emerged: finding a sense of balance through negotiating tensions; a sense of "we" and a sense of "I"; selecting purposeful, meaningful, and authentic occupations; multimodal tools; and action through participating in doing. Conclusion: This study highlights valuable participant insights into their involvement in a novel occupationally based intervention that will inform the program's ongoing development and implementation. Comments The authors report no conflicts of interest to disclose.

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Section: Multimodal Toolsmentioning

confidence: 99%

Section: Multimodal Toolsmentioning

confidence: 99%

Concept Mapping and the CO-OP Approach with Adolescents with Autism Spectrum Disorder: Exploring Participant Experiences

Wilson¹,

Mandich²,

Magalhães³

et al. 2018

The Open Journal of Occupational Therapy

View full text Add to dashboard Cite

show abstract

“…These impediments can be demonstrated in changes in routine, emotional regulation, engagement in repetitive behaviors, and restricted interests, as well Madaus et al 10.3389/fpsyg.2022.995356 as the development of relationships with others (U.S. Department of Health and Human Services, 2020). Some students with ASD 1 have reported that they struggle maintaining friendships, while others have reported that having a positive peer relationship or a friend in school made going to school more enjoyable and improved their overall wellbeing (Cridland et al, 2015;Saggers, 2015;Bolic Baric et al, 2016;Goodall and MacKenzie, 2019). Students with ASD also may have difficulties learning, which may impact their academic achievement.…”

Section: Introductionmentioning

confidence: 99%

High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions

et al. 2022

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Students with autism spectrum disorder (ASD) are accessing college in increasing numbers. Within this cohort are students who are twice exceptional—those who are both academically talented and diagnosed with ASD. Little is known about factors and experiences that impact their successful transition to college. Parents play a critical role in the secondary transition process, but currently, there is a paucity of research that examines their perceptions of this experience. This study presents the results of semi-structured interviews with the parents of 10 college students with ASD who were enrolled in postsecondary institutions in the United States. The parents provided perceptions of their student’s best and most challenging aspects of high school, as well as of the transition preparation the student received. Suggestions were offered in regard to how transition services can be improved for this group of students. Implications for planning and practice are presented.

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“…However, qualitative work indicates that autistic young people engage in identity construction within social contexts, positioning themselves in relation to cultural norms and expectations (Baines, 2012; Ringland et al , 2016). In an interview study, while autistic adolescent boys often found self-description difficult, some described themselves in terms of core characteristics associated with autism (Cridland et al , 2015a). In a participatory study, autistic teenagers articulated the complex ways in which their diagnosis shaped both personal and public identity (Morgeson and Mason, 2015).…”

Section: Introductionmentioning

confidence: 99%

“We are different, that’s a fact, but they treat us like we’re different-er”: understandings of autism and adolescent identity development

Mesa

Hamilton

2021

AIA

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Purpose A key development in early adolescence is the active construction of individual identity; for autistic young people, integrating the idea of “being autistic” forms part of this process. The purpose of this paper is to explore identity development from a contextualist perspective, foregrounding young people’s experiences within mainstream educational settings. Design/methodology/approach A longitudinal, qualitative methodology was used: semi-structured interviews were conducted annually with 14 autistic young people, their parents and teachers between school years 6 and 9. Findings Young people felt different from their neurotypical peers and their acceptance of their diagnosis changed over time as they managed their developing personal and public identities. In pursuit of being treated “normally,” many camouflaged their differences at school, which sometimes involved opting out of school-based support. Adults described their own understandings of autism and discussed the responses of others in the school environment to autistic differences. Originality/value The influence of sociocultural discourses of autism on young people’s identity development is discussed and implications for both school based and post-diagnostic support for young people and their families explored.

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The perceptions and experiences of adolescent boys with autism spectrum disorder: A personal construct psychology perspective

Cited by 12 publications

References 65 publications

Concept Mapping and the CO-OP Approach with Adolescents with Autism Spectrum Disorder: Exploring Participant Experiences

Concept Mapping and the CO-OP Approach with Adolescents with Autism Spectrum Disorder: Exploring Participant Experiences

High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents’ perceptions

“We are different, that’s a fact, but they treat us like we’re different-er”: understandings of autism and adolescent identity development

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