Exploring the home environment of adults living with autism spectrum disorder: a qualitative study

Abstract

Introduction: The challenges experienced by adults living with autism spectrum disorder (ASD) regarding their interaction with their home environment are thinly documented, although these issues persist with age. Based on the Model of Competence, this study aims to explore the human and nonhuman elements of the home environment influencing the functioning of autistic adults.

Methods: An exploratory-descriptive qualitative study was conducted in Quebec City, Canada, with autistic adults (n = 6). Individual semi-structured interviews were undertaken by a single interviewer until data saturation was reached. A content analysis was conducted using NVivo software with a list of codes adjusted according to new emerging themes.

Results: Eight themes emerged and were grouped into three categories: 1) Person – Adult living with ASD: coping skills, anxiety; 2) Microsystem – Home environment: entourage, sensory elements, spatial arrangement; 3) Person-environment interaction: routines, socialization, control. The experiences of autistic adults highlight the varied interactions experienced with the nonhuman and human elements of their homes, sometimes resulting in a situation of handicap related to their activities and roles.

Conclusion: This qualitative exploration of the environmental challenges experienced at home by autistic adults introduces a better understanding of the person-environment interaction, allowing for easier functional assessment and improved home support.

Keywords:

• autism spectrum disorder
• adult
• independent living
• disabilities
• home environment
• qualitative research

Acknowledgements

We gratefully thank the participants for their contributions to this study. All authors conceptualized, conducted, reviewed, and approved the work that resulted from this study.

Declaration of interest statement

The authors report no conflicts of interest. This work was supported by the Office des personnes handicapées du Québec under grant #N/D2231.

Additional information

Funding

This work was supported by Office des personnes handicapées du Québec (grant #N/D2231); Fondation canado-haïtienne pour la promotion de l’excellence en éducation (scholarship); Université de Montréal (scholarships); Faculty of Medicine, Université de Montréal (scholarship); School of Rehabilitation, Université de Montréal (scholarship); Office des personnes handicapées du Québec (scholarship).