Can Individuals with Autism Form Genuine Long-Term Connections with People?

We know that children with Autism Spectrum Disorder (ASD) face challenges on a daily basis, including a very vital part of human nature; interacting with others.

Exploring the ability of children with ASD to form long-term connections involves delving into the complexities of social interactions and emotional bonding. While traditional views may suggest challenges in establishing enduring relationships, recent research and real-world experiences reveal a more nuanced picture.

Individuals with Autism Spectrum Disorder (ASD) have a lower percentage of successful maintained connections, mainly due to the common underlying deficits (Black et al., 2021). A common characteristic that poses a potential hinder to developing connections is the tendency to be fixated on a specific interest that may not necessarily be relatable to others. Even if they find common interests, they struggle to shift from one topic to another and engage in a more reciprocal conversation (Black et al., 2021). Another hindering aspect can be found in impaired communication skills. Black et al., (2021), mentioned that individuals with ASD were less likely to receive phone calls from or get together with friends. All of these challenges stem from a gap created due to social deficits.

However, having cognitive and or social deficits should not be mistaken for being uninterested in forming connections (Bauminger & Kasari, 2000). Developing and maintaining meaningful relationships are essential to human nature. Even children with ASD can have a desire to connect with others beyond family members. Hence, exploring and actively seeking ways for them to connect with peers is pivotal. In fact, forming these connections from a young age have been perceived to promote favourable growth in social, cognitive, and emotional domains, all of which have an impact on one's general sense of wellbeing (Petrina et al., 2014). Thus, learning and adopting strategies to form and maintain meaningful connections is imperative.

Some interventions that are commonly utilised to improve social skills are art based therapy and Applied Behavioural Analysis (ABA) therapy.

Art Therapy

D’Amico and Lalonde (2017) believed that art therapy can potentially mitigate social deficits in individuals with ASD. They emphasise that art therapy provides a means for students to acquire knowledge in a unique, nonverbal, comprehensive and expressive way by using a range of art supplies to create rich sensory experiences (D’Amico & Lalonde, 2017). D’Amico and Lalonde (2017) concluded that through art therapy, individuals with ASD showed significant improvements in assertiveness combined with a decline in hyperactivity and inattentive

behaviours. With heightened assertiveness, they can engage with others more often and stay more focused and attentive to ongoing conversations; forming more connections with others.

Applied Behavioural Analysis (ABA) Therapy

Applied Behavioural Analysis (ABA) therapy can be described as a scientific method that develops valuable social and educational repertoires and utilises targeted, well-planned environmental interventions to lessen or reduce problem behaviours (Foxx, 2008). The main element incorporated throughout this process is positive reinforcement; motivating the individual to achieve desirable behaviours and reduce undesirable ones. With ABA, therapists focus on identifying specific skills to be taught, individualise reinforcement and lesson plans, and develop a tolerance for delay of reinforcement and an active program for generalisation (Foxx, 2008).

Hence, if social skills are of concern, that is what would be focused on enhancing through addressing and correcting contributing factors such as rigidity, language acquisition or comprehension, etc.

It will take time and effort for both parent and child to achieve and/or develop social skills, but it must begin somewhere. While children with ASD are naturally disadvantaged in the social arena, they can and deserve to have a chance at an increased quality of life by exploring strategies that would allow them to have the best chances to form long-term connections with others.

Written by: Tara

References

Black, M. H., Kuzminski, R., Wang, J., Ang, J., Lee, C., Hafidzuddin, S., & McGarry, S. (2022). Experiences of friendships for individuals on the autism spectrum: A scoping review. Review Journal of Autism and Developmental Disorders, 11(1), 184–209. doi:10.1007/s40489-022-00332-8

Chang, Y.-C., & Dean, M. (2022). Friendship interventions and measurements in children with ASD: A systematic review. Research in Autism Spectrum Disorders, 93, 101947. doi:10.1016/j.rasd.2022.101947

D’Amico, M., & Lalonde, C. (2017). The effectiveness of art therapy for teaching social skills to children with autism spectrum disorder. Art Therapy, 34(4), 176–182. doi:10.1080/07421656.2017.1384678

Foxx, R. M. (2008). Applied Behavior Analysis Treatment of autism: The state of the art. Child and Adolescent Psychiatric Clinics of North America, 17(4), 821–834. doi:10.1016/j.chc.2008.06.007

Petrina, N., Carter, M., & Stephenson, J. (2014). The nature of friendship in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 8(2), 111–126. doi:10.1016/j.rasd.2013.10.016

Picture Reference

Stocksnap from Ketut Subiyanto from Pexels, [Kids playing with wooden blocks] [Photograph]

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