۱- Introduction

۲- Method

۳- Results

۴- Discussion

References

Abstract

Background: When autism is viewed through a deficit lens the strengths, positive attributes and interests of individuals on the spectrum can be overshadowed. A strengths-based focus counteracts the deficit view that is traditionally associated with developmental disabilites. More strength-based research is needed in the field to shift the emphasis from difficulties, to the positive attributes and interests of individuls on the autism spectrum. Method: Eighty-three children on the autism spectrum (aged 8 to 15 years) responded to the following questions: “What do you like most about yourself?”, “What are you absolutely best at?” and “What do you enjoy the most?” Results: Similar responses were collated into themes within the data using content analysis. When asked “What do you like most about yourself?” a good friend or person to be around (n = 15; 18.5 %) and I am good at particular things (n = 14; 16.8 %) were the most common themes. Children identified that they were “absolutely best at” physical activity (n = 20; 24 %) and maths/ science (n = 13; 15.6 %). Overall, technology and gaming (n = 42; 50.6 %) and social interaction were the most endorsed themes (n = 29; 34.9 %) in response to “What do you enjoy most?” Conclusions: Self-report studies provide individuals on the autism spectrum with a much-needed opportunity to express and share their attributes, strengths and interests with others, adding their voice to the literature. Further work is needed to explore the impact of such positive self-descriptions on an individual’s positive sense of self and self-confidence.

Introduction

One in 59 children have a diagnosis on the autism spectrum (Centers for Disease Control & Prevention, 2018), experiencing difficulties with their social communication and restricted, repetitive behaviours and patterns of interest. As many as 84 % of individuals on the spectrum are also affected by at least one anxiety disorder (van Steensel, Bogels, & Dirksen, 2012; White, Oswald, Ollendick, & Scahill, 2009) which can impact across home, school, and community settings (Adams, Young, Simpson, & Keen, 2018) from as young as five years of age (Keen, Adams, Simpson, den Houting, & Roberts, 2017). In light of these difficulties, it is unsurprising that the literature is largely oriented towards deficits for individuals on the spectrum (McCrimmon & Montgomery, 2014). However, a deficit focus can overshadow the positive attributes (i.e., strengths, positive qualities, and assets) and favourite activities of individuals on the spectrum. Insight into these positive attributes, strengths and favourite activities is highly valuable and can increase understanding of each child on the spectrum, particularly when sought directly from children themselves.