Abstract
The present study examined public perceptions toward children with autism or with attention deficit hyperactivity disorder (ADHD). A convenience sample was used consisting of 30 children (7–12-year-olds) and 30 adults. Participants read a stereotyped scenario featuring either a child with autism, a child with ADHD, or a normal child. Child participants were significantly more likely than adults to (a) express dislike/avoidance toward a child described with either stereotypic autistic or ADHD behaviors, and (b) perceive the child with ADHD as unlike themselves. However, child participants and adults were equally likely to see the autistic child as unlike themselves. Reasons for the different perceptions of children and adults may include differences in perceived threat and in categorization.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Barkley, R. A., Fischer, M., Edelbrock, C. S., & Smallish, L. (1990). The adolescent outcome of hyperactive children diagnosed by research criteria: I. An 8-year prospective follow-up study. Journal of American Academy of Child and Adolescent Psychiatry, 29, 546–557.
Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. (1993). Understanding other minds. New York: Oxford University Press.
Blachman, D. R., & Hinshaw, S. P. (2002). Patterns of friendship among girls with and without attention-deficit/ hyperactivity disorder. Journal of Abnormal Child Psychology, 30, 625–640.
Brown, R. T., & La Rosa, A. (2002). Recent developments in the pharmacotherapy of attention deficit hyperactivity disorder. Professional Psychology: Research and Practice, 33, 591–595.
Gerdes, A. C., Hoza, B., & Pelham, W. E. (2003). Attention-deficit/hyperactivity disordered boys’ relationships with their mothers and fathers: Child, mother, and father perceptions. Development and Psychopathology, 15, 363–382.
Hastings, R. P., & Oakford, S. (2003). Student teachers’ attitudes towards the inclusion of children with special needs. Educational Psychology, 23, 87–93.
Hodgens, J. B., Cole, J., & Boldizar, J. (2000). Peer-based differences among boys with ADHD. Journal of Clinical Child Psychology, 29, 443–452.
Ingersoli, B. D., & Goldstein, S. (1993). Attention deficit disorder and learning disabilities: Realities, myths, and controversial treatments. New York: Doubleday.
Kupersmit, J. B., Coie, J. D., & Dodge, K. A. (1990). The role of poor peer relationships n the development of disorder. In S. R. Asher, & J. D. Coie (Eds.), Peer rejection in childhood (pp. 274–305). New York, NY: Cambridge University Press.
Lalonde, R. N., Moghaddam, F. M., & Taylor, D. M. (1987). The process of group differentiation in a dynamic intergroup setting. Journal of Social Psychology, 127, 273–287.
Mikami, A.Y., & Hinshaw, S. P. (2003). Buffers of peer rejection among girls with and without ADHD: The role of popularity with adults and goal directed solitary play. Journal of Abnormal Child Psychology, 31, 381–396.
Mortlock, J. (1993). The socio-sexual development of people with autism and related learning disabilities. Retrieved October 9, 2003, from The National Autistic Society Website: http://www.nas.org.uk/pubs/archive/socio.html.
Mrug, S., Hoza, B., & Gerdes, A. C. (2001). Children with attention-deficit hyperactivity disorder: Peer relationships and peer-oriented interventions. New Directions for Child and Adolescent Development, 91, 51–71.
Myles, B. S., Simpson, R. L., Ormsbee, C. K., & Erickson, C. (1993). Intergrating preschool children with autism with their normally developing peers: Research findings and best practices recommendations. Focus on Autistic Behavior, 8, 1–18.
Parker, J. G., & Asher, S. R. (1987). Per relations and later personal adjustment. Are low-accepted children at risk? Psychological Bulletin, 102, 357–389.
Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers’ relationships with included students with autism. Journal of Autism and Developmental Disorders, 33, 123–131.
Santrock, J. W. (2001). Child development (9th ed.). New York: McGraw-Hill.
Simonova, H. (1996). Autism: Behavioral features. Homeostasis, 37, 143–144.
Skowronki, J. J., & Carlston, D. F. (1989). Negativity and extremity biases in impression formation. A review of explanations. Psychological Bulletin, 105, 131–142.
Swaim, K., & Morgan, S. (2001). Children’s attitudes and behavioral intentions toward a peer with autistic behaviors. Does a brief educational intervention have an effect? Journal of Autism and Developmental Disorders, 31, 195–205.
Tajfel, H. (1982). Social psychology of intergroup relations. Annual Review of Psychology, 33, 1–39.
Whalen, C., K., & Henker, B. (1985). The social worlds of hyperactive (ADDH) children. Clinical Psychology Review, 5, 447–478.
Wing, L. (1972). Autistic children. New York: Bruner/Mazel Inc.
Zager, D. B. (1999). Autism: Identification, education, and treatment (2nd ed.). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Acknowledgments
The authors thank Daniel Stewart for his statistical assistance. This article was based on the first author’s undergraduate Honors thesis and was subsequently presented at the 2005 convention of the Canadian Psychological Association, in Montreal, Quebec, Canada. We wish to acknowledge the death of our friend and colleague, Duncan A. Ferguson
Author information
Authors and Affiliations
Corresponding author
Appendices
Appendix A
Scenario 1
Sam is a new student at school. Sam does not play or talk with the other children and finds it hard to make friends. Sam is mostly very quiet and very still. When Sam speaks it usually is the same words over and over again. For example, Sam might say “My name is Sam. My name is Sam. My name is Sam”. Sam does not normally show feelings like happiness, sadness or anger. Sam spends a great deal of time sitting in a chair and rocking back and forth very quickly. Sam also has a silver ball that is very special. Sam likes to hold the ball and watch it.
Scenario 2
Sam is a new student at school. Sam finds it hard to make friends because Sam cannot keep still and interrupts while other people are talking. Sam often does not listen to the teacher and continues to tap a pencil on the desk while other children are trying to read. Sam cannot pay attention to the teacher because Sam’s mind wanders to other things in the classroom. Sam often runs around the classroom and takes things that are interesting from other children. Sam does not think before acting and often gets into trouble with the teacher.
Scenario 3
Sam is a new student at school. Sam is shy at first because all the other children are new. Soon, Sam is talking and playing with the other children. Sam listens to the teacher and does not interrupt when other people are talking. Sam shares things with the other students. Sam sits quietly in the chair and does not run in the class while other children are trying to listen to the teacher. Sam enjoys playing basketball with friends and playing video games. Sam has made many friends at the new school, and the other children like Sam very much.
Appendix B
Please read the following passage carefully. After the passage has been read, you will be given statements to which you will have to agree or disagree with. Read each statement carefully, and choose which answer best suits your feelings.
Ex: “I like vegetables”
1 | 2 | 3 | 4 | 5 |
Strongly agree | Agree | Don’t know | Disagree | Strongly disagree |
If you really love vegetables you would choose 1 | ||||
If you like vegetables a little bit you would choose 2 | ||||
If you don’t know if you like vegetables, you would choose 3 | ||||
If you don’t like vegetables you would choose 4 | ||||
If you hate vegetables you would choose 5 | ||||
Sam is a new student at school. Sam does not play or talk with the other children and finds it hard to make friends. Sam is mostly very quiet and very still. When Sam speaks it usually is the same word over and over again. For example Sam might say “My name is Sam. My name is Sam. My name is Sam”. Sam does not normally show feelings like happiness, sadness or anger. Sam spends a great deal of time sitting in a chair and rocking back and forth very quickly. Sam also has a silver ball that is very special. Sam likes to hold the ball and watch it.
(1) This child makes you afraid. | ||||
1 | 2 | 3 | 4 | 5 |
Strongly agree | Agree | Don’t know | Disagree | Strongly disagree |
(2) This child is as smart as you. | ||||
1 | 2 | 3 | 4 | 5 |
Strongly agree | Agree | Don’t know | Disagree | Strongly disagree |
(3) I would not mind this child being in my classroom. | ||||
1 | 2 | 3 | 4 | 5 |
Strongly agree | Agree | Don’t know | Disagree | Strongly disagree |
(4) I would play with this child. | ||||
1 | 2 | 3 | 4 | 5 |
Strongly disagree | Disagree | Don’t know | Agree | Strongly agree |
(5) I would feel comfortable around this child. | ||||
1 | 2 | 3 | 4 | 5 |
Strongly disagree | Disagree | Don’t know | Agree | Strongly agree |
(6) This child is different from you. | ||||
1 | 2 | 3 | 4 | 5 |
Strongly agree | Agree | Don’t know | Disagree | Strongly disagree |
(7) How much do you think you would like this child? | ||||
1 | 2 | 3 | 4 | 5 |
Very much | A little bit | Don’t know | Very little | Not at all |
Rights and permissions
About this article
Cite this article
Harnum, M., Duffy, J. & Ferguson, D.A. Adults’ Versus Children’s Perceptions of a Child with Autism or Attention Deficit Hyperactivity Disorder. J Autism Dev Disord 37, 1337–1343 (2007). https://doi.org/10.1007/s10803-006-0273-0
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10803-006-0273-0