Piloting the use of experience sampling method to investigate the everyday social experiences of children with Asperger syndrome/high functioning autism

Abstract Objective: This pilot study explored the nature and quality of social experiences of children with Asperger Syndrome/High Functioning Autism (AS/HFA) through experience sampling method (ESM) while participating in everyday activities. Methods: ESM was used to identify the contexts and content of daily life experiences. Six children with AS/HFA (aged 8–12) wore an iPod Touch on seven consecutive days, while being signalled to complete a short survey. Results: Participants were in the company of others 88.3% of their waking time, spent 69.0% of their time with family and 3.8% with friends, but only conversed with others 26.8% of the time. Participants had more positive experiences and emotions when they were with friends compared with other company. Participating in leisure activities was associated with enjoyment, interest in the occasion, and having positive emotions. Conclusions: ESM was found to be helpful in identifying the nature and quality of social experiences of children with AS/HFA from their perspective.

[1]  A. Bundy,et al.  Feasibility and usability of experience sampling methodology for capturing everyday experiences of individuals with autism spectrum disorders. , 2014, Disability and health journal.

[2]  Connie Kasari,et al.  Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. , 2012, Journal of child psychology and psychiatry, and allied disciplines.

[3]  Richard W. Woodcock,et al.  Woodcock reading mastery tests , 1987 .

[4]  R. Cordier,et al.  The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions , 2013, International journal of speech-language pathology.

[5]  G. Orsmond,et al.  The daily lives of adolescents with an autism spectrum disorder , 2011, Autism : the international journal of research and practice.

[6]  M. Falkmer,et al.  From my perspective – Perceived participation in mainstream schools in students with autism spectrum conditions , 2012, Developmental neurorehabilitation.

[7]  Joel M. Hektner,et al.  Experience sampling method , 2007 .

[8]  S. Lewis,et al.  `Make me normal' , 2008, Autism : the international journal of research and practice.

[9]  A. Dunlop,et al.  Living with ASD , 2006, Autism : the international journal of research and practice.

[10]  M. Csíkszentmihályi,et al.  Experience Sampling Method: Measuring the Quality of Everyday Life , 2006 .

[11]  Scott L. Thomas,et al.  Multilevel and Longitudinal Modeling with IBM SPSS , 2010 .

[12]  Celia A. Brownell,et al.  Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks. , 2003 .

[13]  E. Diener,et al.  Experience Sampling: Promises and Pitfalls, Strengths and Weaknesses , 2003 .

[14]  E. Tierney,et al.  Patterns of leisure participation among adolescents with a mild intellectual disability , 2005, Journal of intellectual disabilities : JOID.

[15]  A. Gulsrud,et al.  Social Networks and Friendships at School: Comparing Children With and Without ASD , 2010, Journal of autism and developmental disorders.

[16]  Torbjörn Falkmer,et al.  Parents’ Perspectives on Inclusive Schools for Children with Autism Spectrum Conditions , 2015 .

[17]  G. Dunn,et al.  Experience sampling research in individuals with mental illness: reflections and guidance , 2011, Acta psychiatrica Scandinavica.

[18]  C. Lord,et al.  Changes in maladaptive behaviors from midchildhood to young adulthood in autism spectrum disorder. , 2011, American journal on intellectual and developmental disabilities.

[19]  M. Nock,et al.  Delineating mechanisms of change in child and adolescent therapy: methodological issues and research recommendations. , 2003, Journal of child psychology and psychiatry, and allied disciplines.

[20]  M. Losh,et al.  Narrative Ability in High-Functioning Children with Autism or Asperger's Syndrome , 2003, Journal of autism and developmental disorders.

[21]  Bonnie Billingsley,et al.  What Boys With an Autism Spectrum Disorder Say About Establishing and Maintaining Friendships , 2010 .

[22]  R. Parke,et al.  Exploring Family Relationships With Other Social Contexts , 1994 .

[23]  S. Reid,et al.  Feasibility and validity of ecological momentary assessment in adolescents with high-functioning autism and Asperger's disorder. , 2014, Journal of adolescence.

[24]  L. F. Barrett,et al.  Experience Sampling Methods: A Modern Idiographic Approach to Personality Research. , 2009, Social and personality psychology compass.

[25]  J. Os,et al.  Momentary assessment technology as a tool to help patients with depression help themselves , 2011, Acta psychiatrica Scandinavica.

[26]  Connie Kasari,et al.  Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms , 2007, Journal of autism and developmental disorders.

[27]  Luc Goossens,et al.  Loneliness and Social Support in Adolescent Boys with Autism Spectrum Disorders , 2010, Journal of autism and developmental disorders.

[28]  G. Ladd.  Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children's early school adjustment? , 1990, Child development.

[29]  J. P. Kincaid,et al.  Test-Retest and Inter-Analyst Reliability of the Automated Readability Index, Flesch Reading Ease Score, and the Fog Count , 1975 .

[30]  M. Granlund,et al.  Participation in school environment of children and youth with disabilities: a person-oriented approach. , 2005, Scandinavian journal of psychology.

[31]  R. Parke,et al.  Family–peer relationships: A tripartite model , 1994 .

[32]  R. Cordier,et al.  A preliminary study on the reliability and validity of using experience sampling method in children with autism spectrum disorders , 2015, Developmental neurorehabilitation.

[33]  N. Bolger,et al.  Intensive Longitudinal Methods: An Introduction to Diary and Experience Sampling Research , 2013 .

[34]  Can you see it too? Observed and self-rated participation in mainstream schools in students with and without autism spectrum disorders , 2015, Developmental neurorehabilitation.

[35]  Inez Myin-Germeys,et al.  From environment to therapy in psychosis: a real-world momentary assessment approach. , 2011, Schizophrenia bulletin.

[36]  Ronald T. Brown,et al.  Pediatric Psychopharmacology: Combining Medical and Psychosocial Interventions , 2001 .

[37]  N. Bauminger,et al.  Peer Interaction and Loneliness in High-Functioning Children with Autism , 2003, Journal of autism and developmental disorders.

[38]  S. Rogers,et al.  Children with Autism and Their Friends: A Multidimensional Study of Friendship in High-Functioning Autism Spectrum Disorder , 2008, Journal of abnormal child psychology.

[39]  J. Os,et al.  Social needs in daily life in adults with Pervasive Developmental Disorders , 2010, Psychiatry Research.

[40]  Timothy J. Robinson,et al.  Multilevel Analysis: Techniques and Applications , 2002 .

[41]  Claire Hughes,et al.  Disentangling weak coherence and executive dysfunction: planning drawing in autism and attention-deficit/hyperactivity disorder. , 2003, Philosophical transactions of the Royal Society of London. Series B, Biological sciences.

[42]  E. Cohn,et al.  Understanding and negotiating friendships , 2006, Autism : the international journal of research and practice.

[43]  A. Schuler,et al.  Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities , 2008, Autism : the international journal of research and practice.

[44]  G. A. Marcoulides,et al.  Multilevel Analysis Techniques and Applications , 2002 .