Perceived Autonomy Support in Children with Autism Spectrum Disorder
- *Corresponding Author:
- Joshua John Diehl
Center for Children and Families
University of Notre Dame
1602 N, Ironwood, South Bend
IN 46635, USA
E-mail: [email protected]
Received date January 07, 2013; Accepted date January 21, 2013; Published date January 28, 2013
Citation: Shea NM, Millea MA, Diehl JJ (2013) Perceived Autonomy Support in Children with Autism Spectrum Disorder. Autism 3:114. doi:10.4172/2165-7890.1000114
Copyright: © 2013 Shea NM, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Autonomy support has been found to be critical for typically developing children, but not as much is known about its importance for children with Autism Spectrum Disorder (ASD). The current study examined the relationship between autonomy support, self-determination, scholastic competence and social acceptance in ASD. Twenty-six participants with high-functioning ASD completed self-report measures related to autonomy support, friendship, and academics. We found that greater teacher autonomy support was related to higher self-determination in school, and in turn, higher scholastic competence. Self-determination in friendship did not function as a mediator between mother/father autonomy support and social acceptance, but self-determination in friendship was significantly related to social acceptance. This study highlights the importance of fostering self-determination in both the academic and social lives of individuals with ASD. Future studies should examine best practices for incorporating autonomy support into existing scholastic settings and interventions.