Moral reasoning and empathy in adolescents with autism spectrum disorder: implications for moral education

Abstract

A mixed methods approach was used to understand moral reasoning and empathy in 12- to 18-year-old adolescents with high-functioning autism spectrum disorder (HF-ASD) compared to same age typically developing (TD) youth. Adolescents completed measures assessing empathy (perspective-taking, personal distress, and empathic concern), and moral reasoning, as well as a qualitative interview asking them to discuss a challenging sociomoral situation and recount their moral competencies and strengths in difficult situations. For quantitative results, both groups demonstrated similar empathic concern, but adolescents with HF-ASD had significantly higher personal distress and lower moral reasoning than TD youth. Qualitative results suggest that adolescents with HF-ASD perceived themselves as having empathic concern but struggled to use these feelings to support their actions in spontaneous challenging sociomoral situations. Results suggest that teachers should be educated in providing specific guidance to adolescents with HF-ASD about how to express empathic concern in ways that promote mutually rewarding relationships.

Notes

1. Davis approved IRI changes.