Jasmine (Tsing) Lee (author)
Ken Pudlas (thesis supervisor)
David Carter (second reader)
Grace Iarocci (external examiner)
Trinity Western University SGS (Degree granting institution)

2020

Educational Studies - Special Education

thesis

Deficit in social communication skills is common to people with Autism Spectrum Disorder (ASD) which hinders their social interaction with others. Bolton and Ault (2018) suggested a positive correlation between Autism diagnosis disclosure and positive social response in college students and adults. The current study investigated if similar results can be observed from younger participants. Forty-three participants from grades three to seven participated in this study. The participants were asked to complete a questionnaire to ascertain their social responses toward a peer who demonstrates ASD traits with or without an ASD diagnosis disclosure. Also, information about participants’ gender, grade level and empathy scores were collected and analysed. The result showed that the group which was disclosed to an ASD designation demonstrated more prosocial responses and less asocial responses. Although the difference was not statistically significant, this initial study suggested the possibility of a positive effect of ASD diagnosis disclosure.

Autism.
Autism spectrum disorders.
Autistic children -- Education.
Social skills in children -- Study and teaching.
Inclusive education.