“His inner-self must be good”: An ethnographic-vignette study of social interactions between children with autism spectrum disorder and typically developing peers

Abstract

Children with autism spectrum disorder (ASD) can benefit from greater social integration through positive peer relationships. The study aimed to understand children’s views toward autism as well as experiences of interactions between children with ASD and typically developing (TD) peers. After ethnographic observations in a mainstream primary school educating diverse students, interviews were conducted with 10 students with ASD and ten of their TD peers using open-ended and vignette questions about three hypothetical scenarios set in varied contexts: a classroom, a birthday party, and a public setting. Narrative analysis focused on how the children constructed their experiences in response to these vignettes. Children with ASD frequently experienced isolation in peer interactions. While their TD peers favored interactions with those with ASD, believing that their behaviors of concern are extrinsic and their intentions must be good, their lack of understanding of ASD and of social skills that could be used to facilitate more positive interactions could result in unintended harm and exclusion. Early school-based intervention would assist in increasing the acceptance of neurodevelopmental differences and diversity.