Skip to main content

Advertisement

SpringerLink
Log in

A Descriptive Analysis of Middle School Students’ Conceptions of Autism

  • ORIGINAL ARTICLE
  • Published:
Journal of Developmental and Physical Disabilities Aims and scope Submit manuscript

Abstract

The purpose of this study is to document the content and accuracy of middle school students’ spontaneously generated definitions of autism in order to inform future peer education interventions. Authors evaluated 450 middle school students’ written definitions of autism for accuracy and content. Most students (n = 321; 71.3%) provided accurate definitions of autism; the remaining definitions consisted of (a) a combination of accurate and inaccurate information (n = 45; 10.0%), (b) reporting “Don’t know” (n = 43; 9.6%), (c) inaccurate information (n = 20; 4.4%), and (d) combinations of uncertainty in the presence of accurate and inaccurate information (n = 21; 4.6%). Accurate responses reflected only basic understanding that autism was a disability; few accurate responses identified social, communicative, or restrictive patterns of behavior as core difficulties for individuals with autism. Middle school students reported inaccurate information across varied content, such as etiology, core symptoms, and associated problems. Results suggest that peer education messages should highlight information regarding the defining features, etiology, consequences, and outcomes related to autism.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33, 489–507.

    Article  PubMed  Google Scholar 

  • Campbell, J. M. (2006). Changing children’s attitudes towards autism: A process of persuasive communication. Journal of Developmental and Physical Disabilities, 18, 251–272.

    Article  Google Scholar 

  • Campbell, J. M. (2007). Middle school students’ response to the self-introduction of a student with autism: Effects of perceived similarity, prior awareness, and educational message. Remedial and Special Education, 28, 163–173.

    Article  Google Scholar 

  • Campbell, J. M., & Barger, B. D. (2010). Middle school students’ knowledge of autism. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-010-1092-x.

    PubMed  Google Scholar 

  • Campbell, J. M., Ferguson, J. E., Herzinger, C. V., Jackson, J. N., & Marino, C. A. (2004). Combined descriptive and explanatory information improves peers’ perceptions of autism. Research in Developmental Disabilities, 25, 321–339.

    Article  PubMed  Google Scholar 

  • Centers for Disease Control and Prevention. (2009). Prevalence of autism spectrum disorders-Autism and Developmental Disabilities Monitoring Network, United States, 2006. Morbidity and Mortality Weekly Report - Surveillance Summaries, 58(SS-10), 1–20.

    Google Scholar 

  • Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37, 230–242.

    Article  PubMed  Google Scholar 

  • Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3, 876–889. doi:10.1016/j.rasd.2009.04.003.

    Article  Google Scholar 

  • Cicchetti, D. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6, 284–290.

    Article  Google Scholar 

  • Fox, C., Buchanan-Barrow, E., & Barrett, M. (2008). Children’s understanding of mental illness: An exploratory study. Child: Care, Health and Development, 34, 10–18.

    Google Scholar 

  • Frederickson, N. (2010). The Gulliford Lecture: Bullying or befriending? Children’s responses to classmates with special needs. British Journal of Special Education, 37, 4–12.

    Article  Google Scholar 

  • Georgia Department of Education (2005). The 2004–2005 K-12 Public Schools Annual Report Card Online. http://reportcard2005.gaosa.org/k12/.

  • Glasberg, B. A. (2000). The development of siblings’ understanding of autism spectrum disorders. Journal of Autism and Developmental Disorders, 30, 143–156.

    Article  PubMed  Google Scholar 

  • Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.

    Google Scholar 

  • Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004) (reauthorization of the Individuals with Disabilities Act of 1990).

  • Juvonen, J. (1992). Negative peer reactions from the perspective of the reactor. Journal of Educational Psychology, 84, 314–321.

    Article  Google Scholar 

  • Lau, R. R., Bernard, T. M., & Hartman, K. A. (1989). Further explorations of common-sense representations of common illnesses. Health Psychology, 8, 195–219.

    Article  PubMed  Google Scholar 

  • Leventhal, H., Nerenz, D. R., & Steele, D. J. (1984). Illness representations and coping with health threats. In A. Baum, S. E. Taylor, & J. E. Singer (Eds.), Handbook of psychology and health: Volume IV Social psychological aspects of health (pp. 219–252). Hillsdale: Lawrence Erlbaum Associates.

    Google Scholar 

  • Little, L. (2002). Middle-class mothers’ perceptions of peer and sibling victimization among children with Asperger’s syndrome and nonverbal learning disorders. Issues in Comprehensive Pediatric Nursing, 25, 43–57.

    Article  PubMed  Google Scholar 

  • Magiati, E., Dockrell, J. E., & Logotheti, A. (2002). Young children’s understanding of disabilities: The influence of development, context, and cognition. Applied Developmental Psychology, 23, 409–430.

    Article  Google Scholar 

  • Morton, J. F. (2008). An examination of middle school students’ reported knowledge of autism: Using analysis for inform inclusive education. Unpublished doctoral dissertation. University of Georgia.

  • Morton, J. F., & Campbell, J. M. (2008). Information source affects peers’ initial attitudes toward autism. Research in Developmental Disabilities, 29, 189–201.

    Article  PubMed  Google Scholar 

  • Rao, P. A., Holtz, K. D., Ziegert, A. K., Brown, S., & Fenichel, M. (2003). Autism Vision: Creating classroom connections. Silver Spring: Danya International.

    Google Scholar 

  • Russell, G., Kelly, S., & Golding, J. (2010). A qualitative analysis of lay beliefs about the aetiology and prevalence of autistic spectrum disorders. Child: Care, Health and Development, 36, 431–436.

    Article  Google Scholar 

  • Sanford, C., Levine, P., & Blackorby, J. (2008). A national profile of students with autism: A special topic report from the Special Education Elementary Longitudinal Study. Menlo Park: SRI International.

    Google Scholar 

  • Swaim, K. F., & Morgan, S. B. (2001). Children’s attitudes and behavioral intentions toward a peer with autistic behaviors: Does a brief educational intervention have an effect? Journal of Autism and Developmental Disorders, 31, 195–205.

    Article  PubMed  Google Scholar 

  • Triandis, H. C. (1971). Attitude and attitude change. New York: John Wiley & Sons.

    Google Scholar 

  • van Roekel, E., Scholte, R. H. J., & Didden, R. (2010). Bullying among adolescents with autism spectrum disorders: Prevalence and perception. Journal of Autism and Developmental Disorders, 40, 63–73.

    Article  PubMed  Google Scholar 

  • Woolfson, R., Woolfson, L., Mooney, L., & Bryce, D. (2009). Young people’s views of mental health education in secondary schools: A Scottish study. Child: Care, Health and Development, 35, 790–798.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Psychology and Instructional Technology, University of Georgia, Athens, GA, 30602–7143, USA

    Jonathan M. Campbell, Jane F. Morton & Brian D. Barger

  2. Department of Lifelong Education, Administration, and Policy, University of Georgia, Athens, GA, USA

    Kathryn Roulston

Authors
  1. Jonathan M. Campbell
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jane F. Morton
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Kathryn Roulston
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Brian D. Barger
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jonathan M. Campbell.

Appendices

Appendix A

Coding Instructions for Written Responses to “What is Autism?”:

  1. 1.

    Review verbatim response.

  2. 2.

    Code response for accuracy. Responses may be coded as accurate, inaccurate, don’t know, and any combination of these three options.

Responses may contain both accurate and inaccurate content and each component of the response should be coded. For example, the response, “Autism is a disorder where you can’t talk well. You get it from bad food,” is coded as accurate (i.e., “disorder where you can’t talk well”) and inaccurate (i.e., “You get it from bad food”). Similarly, a response can be coded as both accurate and don’t know. For example, the response, “I don’t know, maybe autism is a disability,” is coded as don’t know (i.e., “I don’t know”) and accurate (i.e., “autism is a disability”).

  1. 3.

    Code response for content. Responses may be coded for various aspects of content. Content is coded for the presence of the following:

    1. (a)

      The general notion that autism is a disorder or disability (Code H: General theme of disorder),

    2. (b)

      Identifying core symptomatology in the areas of social, communication, and restrictive/repetitive behavior and interests (Codes I-K),

    3. (c)

      Identifying problems associated with autism, such as anxiety (Code L),

    4. (d)

      Etiology (Code M),

    5. (e)

      Attributions/interpretations about autism, such as persons with autism being slow, unique or shy (Code N),

    6. (f)

      Commentary about how individuals with autism should or are treated, such as indicating that persons with autism should be included, accepted, or loved (Code O) and,

    7. (g)

      Indicating source of information about autism, such as from family, television program, or internet (Code P).

Appendix B

Table 3

Table 3 “What is autism?” codes
Full size table

Rights and permissions

Reprints and permissions

About this article

Cite this article

Campbell, J.M., Morton, J.F., Roulston, K. et al. A Descriptive Analysis of Middle School Students’ Conceptions of Autism. J Dev Phys Disabil 23, 377–397 (2011). https://doi.org/10.1007/s10882-011-9234-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10882-011-9234-4

Keywords

Search

Navigation