An analysis of the reading habits of autistic adults compared to neurotypical adults and implications for future interventions. (August 2021)

• Record Type: Journal Article
• Authors: Chapple, Melissa; Williams, Sophie; Billington, Josie; Davis, Philip; Corcoran, Rhiannon
• Is Part Of: Research in developmental disabilities. Volume 115(2021)
• Publication Date: 2021-08
• Subjects: Autism -- Reading habits -- Simulation theory -- Social cognition -- Theory of mind; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2021.104003
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: This article explores reading as a social support for autistic adults. Reading habits and preferences are compared between autistics and neurotypicals. Findings revealed social understanding outcomes for both groups. Implications for future reading interventions are discussed. Abstract: Background: While research has consistently highlighted the usefulness of narrative texts for social development, this has not been fully explored with autistic adults. It has long been assumed that autistic individuals lack the social understanding to contemplate fiction, preferring non-fiction. This study aimed to explore the self-reported reading habits of autistic adults compared to neurotypical adults, accounting for higher education demands. Methods: A qualitative design was used, with 43 participants (22 autistic; 21 neurotypical) completing a reading habits questionnaire and subsequent semi-structured interview. Results: Neurotypical participants tended to prefer fiction, with autistic participants showing no preference between fiction and non-fiction. Four themes were identified from interview data (1) reading material choices; (2) text investment; (3) in-text social understanding; and (4) reading as a social learning device. Both groups reported evidence of empathising, perspective-taking and social understanding while reading. The autistic group additionally reported social learning outcomes from reading. Discussion: Findings contradict prior assumptions that autistic individuals lack the social understanding required by fiction. Instead, findings show that social benefits of narrative texts extend to autistic readers, providing important social learning experiences.