DSM-5 Autism Spectrum Disorder Symptomology in Award-Winning Narrative Fiction
Educators have used narrative fiction to expand knowledge and facilitate awareness about under-represented populations, including those with disabilities. This study is a content analysis of nine award-winning young-adult narrative fiction books with characters depicting individuals with ASD. The an...
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| Veröffentlicht in: | Education and training in autism and developmental disabilities 2018-06, Vol.53 (2), p.115-127 |
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| container_title | Education and training in autism and developmental disabilities |
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| creator | Kelley, Jane E. Barrio, Brenda L. Cardon, Teresa A. Brando-Subis, Christina Lee, Saeun Smith, Katharine |
| description | Educators have used narrative fiction to expand knowledge and facilitate awareness about under-represented populations, including those with disabilities. This study is a content analysis of nine award-winning young-adult narrative fiction books with characters depicting individuals with ASD. The analysis yielded a total of 285 symptoms that were coded based on the American Psychiatric Association's definition of ASD symptoms. Analysis revealed that 72% of the total symptoms depicted repetitive or restrictive behaviors, and the remaining 28% represented social communication difficulties or deficits as described by the DSM-5. The results of this study show that few fictional stories depict the difficulties of social communication as it is often observed in high-functioning individuals with ASD. Therefore, narrative fiction that overplays the restrictive, repetitive behaviors and underplays the social communication deficits perpetuates misconceptions about ASD. Narrative fiction with main characters clearly shows ASD symptoms have large implications for stakeholders working with students with ASD. |
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This study is a content analysis of nine award-winning young-adult narrative fiction books with characters depicting individuals with ASD. The analysis yielded a total of 285 symptoms that were coded based on the American Psychiatric Association's definition of ASD symptoms. Analysis revealed that 72% of the total symptoms depicted repetitive or restrictive behaviors, and the remaining 28% represented social communication difficulties or deficits as described by the DSM-5. The results of this study show that few fictional stories depict the difficulties of social communication as it is often observed in high-functioning individuals with ASD. Therefore, narrative fiction that overplays the restrictive, repetitive behaviors and underplays the social communication deficits perpetuates misconceptions about ASD. Narrative fiction with main characters clearly shows ASD symptoms have large implications for stakeholders working with students with ASD.</description><identifier>ISSN: 2154-1647</identifier><language>eng</language><publisher>Arlington: The Council for Exceptional Children, Division on Autism and Developmental Disabilities</publisher><subject>Adolescent Literature ; Autism ; Behavior Problems ; Book awards ; Children & youth ; Childrens literature ; Childrens picture books ; Coding ; Communication ; Communication Problems ; Content Analysis ; Developmental disabilities ; Disability ; Education ; Fiction ; Guidebooks ; Interpersonal Communication ; Interpersonal Competence ; Learning ; Learning disabilities ; Library associations ; Pervasive Developmental Disorders ; Statistical Analysis ; Studies ; Symptoms (Individual Disorders) ; Young adult literature</subject><ispartof>Education and training in autism and developmental disabilities, 2018-06, Vol.53 (2), p.115-127</ispartof><rights>Division on Autism and Developmental Disabilities</rights><rights>Copyright Division on Autism and Developmental Disabilities Jun 2018</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/26495264$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/26495264$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,12846,30999,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1179171$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Kelley, Jane E.</creatorcontrib><creatorcontrib>Barrio, Brenda L.</creatorcontrib><creatorcontrib>Cardon, Teresa A.</creatorcontrib><creatorcontrib>Brando-Subis, Christina</creatorcontrib><creatorcontrib>Lee, Saeun</creatorcontrib><creatorcontrib>Smith, Katharine</creatorcontrib><title>DSM-5 Autism Spectrum Disorder Symptomology in Award-Winning Narrative Fiction</title><title>Education and training in autism and developmental disabilities</title><description>Educators have used narrative fiction to expand knowledge and facilitate awareness about under-represented populations, including those with disabilities. 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Narrative fiction with main characters clearly shows ASD symptoms have large implications for stakeholders working with students with ASD.</description><subject>Adolescent Literature</subject><subject>Autism</subject><subject>Behavior Problems</subject><subject>Book awards</subject><subject>Children & youth</subject><subject>Childrens literature</subject><subject>Childrens picture books</subject><subject>Coding</subject><subject>Communication</subject><subject>Communication Problems</subject><subject>Content Analysis</subject><subject>Developmental disabilities</subject><subject>Disability</subject><subject>Education</subject><subject>Fiction</subject><subject>Guidebooks</subject><subject>Interpersonal Communication</subject><subject>Interpersonal Competence</subject><subject>Learning</subject><subject>Learning disabilities</subject><subject>Library associations</subject><subject>Pervasive Developmental Disorders</subject><subject>Statistical Analysis</subject><subject>Studies</subject><subject>Symptoms (Individual Disorders)</subject><subject>Young adult literature</subject><issn>2154-1647</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNpFjUtLxDAUhbNQcBjnJwgB14W80yzLPHwwjosqLkuapkPKtKlJqsy_tzCiZ3EunPNxzxVYEMxZhgWTN2AVY4dm0TznXC3AYVO-ZBwWU3Kxh-VoTQpTDzcu-tDYAMtzPybf-5M_nqEbYPGtQ5N9uGFwwxEedAg6uS8Ld84k54dbcN3qU7Sr37sE77vt2_ox278-PK2LfWYJkSmTUiKpFbVcIFXnwhJZ11QwUYumJcrInCDO5oDyhmvGaGtyrbQhvDEa1TldgvvL3zH4z8nGVHV-CsM8WRHECEFKMD5TdxfKBmeqMbheh3O1fcZYKizxf9_F5MMfQARTfDb6A2PtXAA</recordid><startdate>20180601</startdate><enddate>20180601</enddate><creator>Kelley, Jane E.</creator><creator>Barrio, Brenda L.</creator><creator>Cardon, Teresa A.</creator><creator>Brando-Subis, Christina</creator><creator>Lee, Saeun</creator><creator>Smith, Katharine</creator><general>The Council for Exceptional Children, Division on Autism and Developmental Disabilities</general><general>Division on Autism and Developmental Disabilities, Council for Exceptional Children</general><general>Division on Autism and Developmental Disabilities</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7QJ</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K9.</scope><scope>M0P</scope><scope>M0S</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20180601</creationdate><title>DSM-5 Autism Spectrum Disorder Symptomology in Award-Winning Narrative Fiction</title><author>Kelley, Jane E. ; Barrio, Brenda L. ; Cardon, Teresa A. ; Brando-Subis, Christina ; Lee, Saeun ; Smith, Katharine</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-e227t-77707a93e5609b86e27bb3646b6df29c78205436435d5a443fc8a9ac25dca0b83</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Adolescent Literature</topic><topic>Autism</topic><topic>Behavior Problems</topic><topic>Book awards</topic><topic>Children & youth</topic><topic>Childrens literature</topic><topic>Childrens picture books</topic><topic>Coding</topic><topic>Communication</topic><topic>Communication Problems</topic><topic>Content Analysis</topic><topic>Developmental disabilities</topic><topic>Disability</topic><topic>Education</topic><topic>Fiction</topic><topic>Guidebooks</topic><topic>Interpersonal Communication</topic><topic>Interpersonal Competence</topic><topic>Learning</topic><topic>Learning disabilities</topic><topic>Library associations</topic><topic>Pervasive Developmental Disorders</topic><topic>Statistical Analysis</topic><topic>Studies</topic><topic>Symptoms (Individual Disorders)</topic><topic>Young adult literature</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kelley, Jane E.</creatorcontrib><creatorcontrib>Barrio, Brenda L.</creatorcontrib><creatorcontrib>Cardon, Teresa A.</creatorcontrib><creatorcontrib>Brando-Subis, Christina</creatorcontrib><creatorcontrib>Lee, Saeun</creatorcontrib><creatorcontrib>Smith, Katharine</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Sociology Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Research Library</collection><collection>Sociology Database</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Education and training in autism and developmental disabilities</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kelley, Jane E.</au><au>Barrio, Brenda L.</au><au>Cardon, Teresa A.</au><au>Brando-Subis, Christina</au><au>Lee, Saeun</au><au>Smith, Katharine</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1179171</ericid><atitle>DSM-5 Autism Spectrum Disorder Symptomology in Award-Winning Narrative Fiction</atitle><jtitle>Education and training in autism and developmental disabilities</jtitle><date>2018-06-01</date><risdate>2018</risdate><volume>53</volume><issue>2</issue><spage>115</spage><epage>127</epage><pages>115-127</pages><issn>2154-1647</issn><abstract>Educators have used narrative fiction to expand knowledge and facilitate awareness about under-represented populations, including those with disabilities. This study is a content analysis of nine award-winning young-adult narrative fiction books with characters depicting individuals with ASD. The analysis yielded a total of 285 symptoms that were coded based on the American Psychiatric Association's definition of ASD symptoms. Analysis revealed that 72% of the total symptoms depicted repetitive or restrictive behaviors, and the remaining 28% represented social communication difficulties or deficits as described by the DSM-5. The results of this study show that few fictional stories depict the difficulties of social communication as it is often observed in high-functioning individuals with ASD. Therefore, narrative fiction that overplays the restrictive, repetitive behaviors and underplays the social communication deficits perpetuates misconceptions about ASD. Narrative fiction with main characters clearly shows ASD symptoms have large implications for stakeholders working with students with ASD.</abstract><cop>Arlington</cop><pub>The Council for Exceptional Children, Division on Autism and Developmental Disabilities</pub><tpages>13</tpages></addata></record> |
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| ispartof | Education and training in autism and developmental disabilities, 2018-06, Vol.53 (2), p.115-127 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Adolescent Literature Autism Behavior Problems Book awards Children & youth Childrens literature Childrens picture books Coding Communication Communication Problems Content Analysis Developmental disabilities Disability Education Fiction Guidebooks Interpersonal Communication Interpersonal Competence Learning Learning disabilities Library associations Pervasive Developmental Disorders Statistical Analysis Studies Symptoms (Individual Disorders) Young adult literature |
| title | DSM-5 Autism Spectrum Disorder Symptomology in Award-Winning Narrative Fiction |
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