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Self-conceptualisation in autism: Knowing oneself versus knowing self-through-other
Adam Farley1, Beatriz López, Guy Saunders
1University of Portsmouth, Portsmouth, UK. Beatriz.Lopez@port.ac.uk
Autism : the International Journal of Research and Practice
|September 16, 2010
Summary
Adolescents with autism spectrum disorder (ASD) showed similar self-concept distinctiveness and continuity but reduced agency compared to neurotypical peers. They also struggled more with understanding themselves from another
Area of Science:
- Psychology
- Neurodevelopmental Disorders
- Cognitive Science
Background:
- Autism spectrum disorder (ASD) impacts social cognition and self-awareness.
- Previous research (Lee & Hobson, 1998) explored self-conceptualisation in autism.
- Understanding self-perception in verbally able autistic adolescents is crucial.
Purpose of the Study:
- To extend previous findings on self-conceptualisation in autism spectrum disorder (ASD) using a verbally able sample.
- To investigate the ability to conceptualise self through another's perspective in adolescents with and without ASD.
- To examine differences in self-conceptualisation categories (distinctiveness, continuity, agency) between groups.
Main Methods:
- A modified self-as-subject interview (Damon & Hart, 1988) was administered.
- Participants included 16 adolescents with ASD and 16 typically developing adolescents.
- Participants were matched for chronological and verbal mental age.
Main Results:
- Self-conceptualisation was similar between groups for distinctiveness and continuity.
- Adolescents with ASD showed reduced self-conceptualisation in the category of agency.
- Participants with ASD were less able to conceptualise themselves from another's perspective.
Conclusions:
- Self-conceptualisation in autism spectrum disorder (ASD) differs in agency and perspective-taking, even in verbally able individuals.
- Findings suggest potential differences in second-person processes and narrative abilities in ASD.
- Further research is needed to explore the implications for social interaction and understanding in autism spectrum disorder (ASD).
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