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.
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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
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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 |
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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
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DOI: https://doi.org/10.1007/s10803-006-0273-0