18482
Mixed Methods Study with Latent Class Analysis on Identity and Post-Secondary Outcomes for Adults on the Autism Spectrum
Adult life outcomes for individuals with autism spectrum disorder (ASD), such as education, employment, and psychosocial health, are a great concern to society. Previous research identifies several factors which predict positive outcomes; however, wide variation exists even for those whom best outcomes are predicted.
Objectives:
This poster combines the psychological framework of stereotype threat with the sociological theory of group stigma to ascertain within group ASD identity variation. This study examines how variation in adult ASD identity mediate self-esteem, feelings of disability, education and employment.
Methods:
Over 1000 adults (ASD) were recruited nationwide with the assistance of community providers of services for adults (ASD) as well as the disability services offices within post-secondary institutions. Using peer-reviewed research alongside of first-hand accounts from individuals (ASD), a questionnaire was designed to identify and explore possible candidate categories relating to ASD and identity and to inquire on the meanings of ASD constructed by adults (ASD). This questionnaire was included in a nationally-distributed, online survey to assess variation in how individuals identify with the autism spectrum and how this identity relates to other adult outcomes. In addition to the quantitative section of the study, a final open-ended question probed for further comments by the participants. A mixed method approach assessed response profiles from both quantitative and qualitative data.
Results:
A latent class analysis revealed five distinct styles of identification: 1) Disability-Non-adaptable 2) Disability-Adaptable, 3 )Positive-Adaptable 3) Positive-Efficacious 4) Positive-Non-efficacious 5) Disability-Adaptable which respectively comprised 23%, 20%, 28%, 17%, and 12% of the surveyed individuals. These classes were informed by emergent themes. Themes included nuanced responses directly related to participants corresponding themes. In addition, two themes, Stigma/Society is Problem and Identity-First language, arose for all groups except for Disability–Non-adaptable. Both Disability groups commented regarding the need for services. All groups discussed problematic study assumptions inherent across the scale measures.
Conclusions:
Individuals (ASD) do not have a singular identification style with the autism spectrum. Crucial factors for differences included the degree individuals reported ASD characteristics as malleable and/or positive, and the degree they felt limited by ASD in their lives. The open-ended question allowed for nuanced responses, some of which were common across groups while others were group specific. These comments both provide social validation as well as insight for future research in study design for this population. Although autism severity likely relates to outcomes, this study indicates attitudes play an important role in outcomes for individuals on the autism spectrum. Future research should investigate the degree to which diagnosed autism severity relate to these identification differences.
Crane, L., Goddard, L., & Pring, L. (2010). Brief Report: Self-defining and everyday autobiographical memories in adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(3), 383–391.
Goffman, E. (1974). Stigma: notes on the management of spoiled identity. New York: Aronson.
Taylor, J. L., & Seltzer, M. M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of Autism and Developmental Disorders, 41(5), 566–574.