Positive Contact Decreases Stigma Associated with Autism Spectrum Disorder – Study through Interviews with Japanese High School Students

Background: Autism spectrum disorder (ASD) is often misunderstood in Japan (Koyama et al., 2008), and the stigma associated with ASD on the part of Japanese college students was higher than that of their American counterparts (Someki et al., 2015). In contrast, accurate knowledge about positive outcomes of people with ASD contributed to less stigma (i.e., less social distance) on the part of Japanese high school students (Torii et al., 2015). Further, accurate knowledge of ASD and opportunities to learn about neurodevelopmental disabilities (ND; e.g., ASD, learning disabilities, attention-deficit/hyperactivity disorder) both correlated with less stigma associated with ASD.

Objectives: The purpose of this study was to examine the relation between previous experiences (i.e., direct interactions) with peers with ND during elementary and middle school years, knowledge about ND, and the level of stigma associated with ASD.

Methods: The data were gathered through both interviews and a survey. Semi-structured interviews were conducted by four high school students of their peers in an urban city in Japan. A total of 69 high school students (23 males, 46 females) participated in the interviews and survey. The interview protocol consisted of six questions about previous interactions with peers with ND, and how they (interviewee) felt during that interaction, their anxiety about interacting with peers with ND, and their friendship with peers with ND. In addition, each participant completed a questionnaire using 5-point Likert-scale. The questionnaire consisted of 26 items: 4 items about knowledge about ASD, 6 items about knowledge about ND, 5 items about life style, 5 items about attitude toward people with ND, and 6 items about social distance (SD) towards individuals with ASD (i.e., stigma measure: Bogardus, 1933).

Results: The ASD Knowledge mean score was 2.36 (SD= 0.56), and Social Distance mean score was 2.03 (SD= 0.76, Fig.1) A lower score indicates more accurate knowledge and less stigma. The mean Social Distance score was correlated with the following items: mean Knowledge about ND score (r =.486, p < .01), Knowledge about ASD (r = .445, p< .01), “ I have no prejudice towards anyone” (r = .320, p < .01), “Behaviors by peers with ND need to be tolerated (reverse item)” (r =.340, p < .01), “I would make friends with peers with ND” (r =.397 p < .01). Female students were less likely to make friends with peers with ND (r =.308 p < .01). than males (Table 1). Students also provided some examples of positive interactions with peers with ND. Namely, “My teacher treated us fairly regardless of the presence of ND” and “I had fun playing with peers with ND.” Further, students also listed examples of negative interactions, such as “Peers with ND were violent” and “I was harassed by peers with ND.”

Conclusions: Positive interactions with peers with ND during elementary and middle school years were significantly correlated with reduced stigma associated with disabilities on the part of high school students.