The effects of descriptive, explanatory, and directive information associated with personalised interaction on the attitudes toward an adult with high-functioning autism

ABSTRACT

Background The purpose of the present research was to analyse the impact of an educational message incorporating descriptive, explanatory, and directive information on the attitudes of young adults toward a peer with high-functioning autism (HFA).

Method Engineering students (N = 104) completed the Multidimensional Attitudes Scale at 3 time points: before the educational message, afterward, then 1 month later. The message was delivered through a video with a voice-over or live by an actor playing the role of an adult with HFA in a situation of personalised interaction.

Results Participants in the personalised interaction condition displayed significantly more positive attitudes than participants in control group and voice-over conditions.

Conclusions Even a brief educational message, combined with a situation of personalised interaction, can influence adults’ attitudes. Generalisation of such an improvement to the outgroup (i.e., people on the spectrum) shall be discussed.

KEYWORDS:

• attitudes
• autism spectrum disorder
• intergroup relations
• invisible stigma
• peers
• personalisation model

Acknowledgments

The authors extend appreciation to the students and teachers of Ecole Centrale de Nantes, France, for their participation in this study. Special recognition must go to Bertrand Huneau, Gregory Pons, and Caroline Sordia for their continued help and support during this project.

Disclosure statement

No potential conflict of interest was reported by the authors.