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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Fostering Belonging in Autistic Individuals.

Kathleen Dyer1, Anna M Linnehan2, Mary Jane Weiss2

  • 1Institute for Applied Behavioral Science, Endicott College, Beverly, MA, USA. kdyer@endicott.edu.

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Prioritizing belonging is crucial for autistic individuals. While inclusion is important, fostering a true sense of belonging requires focused research and interventions to enhance personal identity and relational experiences.

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Area of Science:

  • Autism Spectrum Disorder (ASD) research
  • Social-Emotional Development
  • Inclusive Education Practices

Background:

  • Current inclusive practices in autism support primarily focus on access, not necessarily the emotional and relational experience of belonging.
  • The concept of belonging is critical for the well-being of autistic individuals but is often overlooked in support strategies.
  • Autism Spectrum Disorder (ASD) necessitates a deeper understanding of social-emotional needs beyond mere inclusion.

Purpose of the Study:

  • To explore belonging as a key outcome in supporting autistic individuals.
  • To synthesize current literature on belonging, autism, and applied behavior analysis (ABA).
  • To differentiate between inclusion and belonging and highlight challenges faced by the autistic community.

Main Methods:

  • A targeted literature review was conducted.
  • Articles were selected based on relevance to belonging, personal identity, and inclusive practices within autism research.
  • Conceptual analysis of existing research and literature was performed.

Main Results:

  • Inclusion does not automatically equate to a sense of belonging for autistic individuals.
  • Key themes identified include the definition and significance of belonging, and specific challenges autistic individuals face in achieving it.
  • Current literature and conceptual analysis provide a basis for research and educational recommendations.

Conclusions:

  • Belonging must be recognized and prioritized as a meaningful outcome in autism support.
  • Further research is needed to define, measure, and intervene to enhance the subjective experience of belonging for autistic individuals.
  • Refining research and educational strategies is essential to promote a genuine sense of belonging.