Is Altruism a Trait Present in Children With Autism?
Altruism, defined as selfless concern for the well-being of others, is a fundamental aspect of human social interaction. In children with Autism Spectrum Disorder (ASD), social behaviors often differ from neurotypical patterns, prompting discussion on whether altruistic tendencies are present in this population. While some studies suggest that autistic children may show less spontaneous prosocial behavior, others indicate that they are capable of deep moral reasoning and kindness when social expectations and emotions are clearly understood.
Current Research on Altruistic Behaviors in ASD Children
Research suggests that autistic children may engage in altruistic behaviours, though expression of these behaviors can differ. A study by Manfredi et al. (2021) compared the altruistic traits in young children with ASD to those with Down Syndrome. These findings revealed that ASD children engage less frequently in altruistic behaviors, and observed a negative correlation between autism severity and helping behaviors. This suggests that more pronounced ASD symptoms may be associated with reduced altruistic tendencies.
Peterson and Wellman (2022) also explored altruism and hypocrisy in children, finding that both ASD and neurotypical groups displayed selfless altruism. However, non-ASD children were more likely to exhibit hypocrisy - publicly demonstrating generosity while behaving selfishly in private. This suggests that autistic children may approach altruism more straightforwardly and genuinely, potentially influenced by their unique moral reasoning (Greenberg et al., 2024).
Role of Empathy and Theory of Mind
Empathy and Theory of Mind (ToM) are critical components of prosocial behaviors like altruism. Empathy involves being aware of and sharing the feelings of others, while ToM refers to the understanding that other individuals have mental states - beliefs , knowledge and desires, that can differ from oneself (Premack & Woodruff, 1978) . Studies suggest that autistic children may experience challenges in these areas, leading to differences in how they engage in altruistic acts (Wang et al., 2022).
Research assessing empathy, ToM, and prosocial behaviors in autistic children found that those with ASD exhibited lower ToM abilities and engaged in fewer prosocial behaviors than their neurotypical peers (Wang et al., 2022). Interestingly, while empathic traits, particularly affective empathy, were associated with parent-reported prosocial behaviors, ToM ability was linked to prosocial behaviors observed in experimental settings. This indicates that both empathy and ToM contribute to altruistic behaviors in autistic children, albeit in different contexts (Wang et al., 2022). Demonstrating affective empathy meant these children could experience deep emotional concern for others, even if they struggled to interpret social cues. Thus, while they might not engage in spontaneous acts of helping as often compared to neurotypical children, they still possess the ability to show care when the emotion is clearly expressed and understood. This highlights that autistic children may be highly moral and kind individuals but might require structured social contexts to express their altruism effectively.
Influence of Cognitive Processes
Cognitive processes, such as systemizing and executive function, play a crucial role in shaping interactions in autistic children. Unlike neurotypical children, who may exhibit spontaneous acts of kindness based on social intuition, autistic children may rely more on logical reasoning, structured moral principles, and explicit rules when displaying altruism (Baron-Cohen, 2009).
Simon Baron-Cohen’s Empathizing-Systemizing Theory (2009) suggests that autistic individuals tend to excel in systemizing—analyzing and understanding patterns, structures, and rules—while experiencing challenges with spontaneous social interactions. This cognitive preference affects how they express altruism. Instead of engaging in impulsive or emotionally driven acts of kindness, autistic children may demonstrate altruism in ways that align with structured rules, fairness, and justice. For example, some autistic children may strongly adhere to moral principles, such as always ensuring fairness or following established rules of reciprocity (Greenberg et al., 2024). Rather than offering help based on emotional cues alone, they may be more inclined to help when they recognize a logical or moral justification for doing so. This structured approach to morality can make their altruism appear less spontaneous but no less genuine.
Executive functioning—cognitive skills involved in planning, impulse control, and flexible thinking—also plays a role in how autistic children display altruism. Based on a study, difficulties with cognitive flexibility may hinder an autistic child's capacity to adapt to dynamic social situations (Gilotty et al., 2002). They might not instinctively pick up on subtle nonverbal cues indicating distress, leading to fewer spontaneous acts of altruism. However, when given clear instructions or structured opportunities to assist, they may engage in helpful behaviors with great dedication and sincerity.
Other studies have also shown that autistic individuals tend to prefer predictable environments, where social expectations are clearly defined (Peterson & Wellman, 2022). As a result, they may struggle with open-ended situations requiring them to interpret ambiguous emotional states and react with immediate altruistic responses. However, in structured settings, such as guided peer interactions or role-playing exercises, autistic children can learn and demonstrate high levels of generosity and fairness. In fact, a study by Faja et al. (2021) suggested that interventions targeting executive functioning skills can facilitate more frequent and effective displays of altruism.
Conclusion
Altruism is present in autistic children, but its expression may differ due to variations in empathy, Theory of Mind, and cognitive processing styles. While spontaneous helping behaviors may be less frequent, autistic children can engage in meaningful acts of kindness and fairness, particularly when they understand the needs of others. Understanding these differences is crucial for fostering social development and creating supportive environments that nurture prosocial behaviors in children with ASD.
Written by : Micole
References
Baron‐Cohen, S. (2009). Autism: The empathizing–systemizing (E‐S) theory. Annals of the New York Academy of Sciences, 1156(1), 68–80. https://doi.org/10.1111/j.1749-6632.2009.04467.x
Faja, S., Clarkson, T., Gilbert, R., Vaidyanathan, A., Greco, G., Rueda, M. R., Combita, L. M., & Driscoll, K. (2021). A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder. Autism, 26(2), 346–360. https://doi.org/10.1177/13623613211014990
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Manfredi, M., Fernandes Rodrigues Pereira, E., Horta Tabosa do Egito, J., Scarano de Mendonça, J., & Caldas Osório, A. A. (2021). Altruistic helping in young children with ASD: A preliminary study. Research in Developmental Disabilities, 118, 104067. https://doi.org/10.1016/j.ridd.2021.104067
Peterson, C. C., & Wellman, H. M. (2022). Altruism, hypocrisy and theory of mind in autistic and nonautistic children. Developmental Psychology, 58(7), 1331–1344. https://doi.org/10.1037/dev0000942
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1(4), 515–526. https://doi.org/10.1017/s0140525x00076512
Wang, X., Auyeung, B., Pan, N., Lin, L.-Z., Chen, Q., Chen, J.-J., Liu, S.-Y., Dai, M.-X., Gong, J.-H., Li, X.-H., & Jing, J. (2022). Empathy, theory of mind, and prosocial behaviors in autistic children. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.844578
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