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An Exploration of Friendships and Socialization for Adolescents with Autism Engaged in Massively Multiplayer Online Role-Playing Games (MMORPG)
| Content Provider | Semantic Scholar |
|---|---|
| Author | Gallup, Jennifer Duff, Christine K. Serianni, Barbara A. Gallup, Adam |
| Copyright Year | 2016 |
| Abstract | A phenomenological study was conducted to investigate the social experiences and perceptions of friendship among three adolescents with an Autism Spectrum Disorder (ASD) engaged in online videogame play in the context of a massively multiplayer online role-playing game (MMORPG). Semi-structured interviews with three participants, diagnosed with ASD between the ages of 16–21 years, yielded four themes that illustrated the social experiences of participants in this study. Emerging themes and participant comments identified in this study parallel those identified in the most recent research literature that has also sought to identify experiences and attributes that may lead to successful interpersonal relationships for individuals identified with ASD. Participants in this study articulated the desire to socialize, interact, and frequently communicate in a virtual environment; challenges with being misunderstood; issues with identification and perceptions of friends; and awareness of rules specific to face-to-face and virtual environments. A review of the current research literature related to adolescents with Autism Spectrum Disorder (ASD) revealed a focus on adolescent social challenges and language development as well as strategies to increase the acquisition of functional social skills. However, there was a notable absence of research on the social and relational impact of the use of virtual environments and online gaming for individuals with ASD. The focus of this study was the examination of the social interactions of adolescents with ASD as they engaged in massively multiplayer online role-playing games (MMORPG). This article begins by providing context for the development of the study rationale through a review of the extant literature on individuals with ASD and participation in virtual environments and online gaming. Next the study’s purpose is connected to the documented social and relational needs of individuals with ASD and the potential of virtual environments and online gaming to meet those needs. A description of the research study and methodology follows along with a summary of results and implications for individuals with ASD. Concluding remarks address the potential implications of an expanded research effort in this area on the postsecondary outcomes of adolescents and young adults with ASD. Autism Spectrum Disorder A defining characteristic of ASD is the lack of appropriate social skills, lack of appropriate responses during a conversation, limited social interactions, low to no maintained friendships or interactions outside of school or work that include phone calls or face-to-face interactions (Cihak, 2011; Seltzer, Greenberg, Floyd, & Hong, 2004). An increasing number of individuals are being diagnosed with ASD. Current estimates indicate that 1:68 individuals have some form of ASD (Center for Disease Control, 2014). This increase in prevalence has lead to revision and refinement in Correspondence concerning this article should be addressed to Jennifer Gallup, 749 Jefferson Ave., Pocatello, ID 83201. E-mail: jgallup321@gmail.com Education and Training in Autism and Developmental Disabilities, 2016, 51(3), 223–237 © Division on Autism and Developmental Disabilities Adolescents with Autism Engaged in Online Gaming / 223 definitions of ASD including these that describe the disorder as: ● A developmental disorder of the human nervous system, (Mintz, Branch, March, & Lerman, 2012) that currently affects 1% of the global population (Charman & Gotham, 2013). ● A developmental disorder categorized by deficits in social interactions and communication skills as well as the presence of stereotypic and repetitive behaviors (American Psychiatric Association, 2013). ● A complex disorder (Schafer et al., 2013) with the degree of challenge individualized and specific to each person – with severity ranging from mild to severe impairment (National Institute of Mental Health, 2012). In addition to social challenges, individuals with ASD also experience challenges with awareness and emotional recognition that leads to debility of self (Duff & Flattery, 2014). Unaware of how others think and perceive them, individuals with ASD have ever-present difficulties with socialization that often result in social rejection, that follows them throughout their lives, resulting in barriers and challenges in education, postsecondary education, and other aspects of daily living (Carrington, Papinczak, & Templeton, 2003). The purpose of this study was to (1) describe the social interactions of adolescents with ASD in the context of a virtual environment, (2) identify if they are socializing, and (3) describe how they socialized and related information pertaining to their daily living. Absence of Interventions for Adolescents and Young Adults with ASD As early as elementary school, educators and other practitioners attempt to remediate social skill difficulties in individuals with ASD. Much of the current research focuses on the impact of early intervention, through techniques such as Discrete Trial Training, for basic communication skills. The National Professional Development Center (2014) and National Research Council have identified 27 evidence-based practices used to support social and behavioral challenges for individuals with ASD. Of the 27, 19 have been evidence based for adolescents and 11 for young adults with ASD up to the age of 22 years. However, these strategies have not proven to be as successful in helping adolescents and young adults with high functioning ASD engage with peers, learn complex communication, and achieve transition post-high school (Schall & McDonough, 2010). Although childhood research is valuable, research on social skill and communication development beyond this period has been neglected (Schall & McDonough, 2010). Few studies discuss the need to reach adolescents; and even fewer studies have targeted those with high functioning autism as defined by the DSM-V (2014) who would require level one support. Social and Relational Deficits Adolescents with ASD have social and relational deficits that differ dramatically from students with other disabilities. Adolescents with ASD are significantly more likely to never see friends outside of school (43.3%), never get called by friends (54.4%), and never be invited to activities (50.4%) “when compared to those with other disabilities such as intellectual disabilities, speech and language impairment, or learning disabilities” (Shattuck, Orsmond, Wagner, & Cooper, 2011, p. 5). In addition, adolescents with ASD are less likely to participate in social activities with friends, or community activities with peers than those in other disability categories (Shattuck et al., 2011). Social challenges remain problematic through adulthood affecting their postsecondary transitions to college and careers (Church, Alisanski, & Amanullah, 2000). For example, nearly 85% of individuals with ASD live with a family member (NLTS-2 W-5, 2009), only 54% graduate high school (Shattuck et al., 2011) and as a result only 13% go onto postsecondary education, which contributes to having the lowest average wage amongst all other disability categories at $8.70/hr (Wei et al., 2013). Transition to Adulthood A large population of individuals with ASD is maturing into adolescence and adulthood; however, there exists a paucity of research on 224 / Education and Training in Autism and Developmental Disabilities-September 2016 postsecondary supports and interventions to support success in postsecondary settings (Shattuck et al., 2011). Due to their unique characteristics, individuals with ASD often possess strengths in the area of complex problem solving, attention to detail, the ability to hyper focus on a given task, conceptualization of solutions to often complex problems, and are often high achieving in the areas of science, technology, engineering, and mathematics (STEM) (Baron-Cohen, Wheelwright, Burtenshaw, & Hobson, 2007; Fessenden, 2013; Shattuck et al., 2011; Wei et al., 2013). Adolescents and young adults with ASD choose majors in STEM at a much higher rate than their typically developing peers, yet fail to achieve commensurate with their peers (Wei et al., 2013). As a result of the persistent deficit in social communication and interactions within a group, individuals with ASD hold the third lowest matriculation rate to college and are the lowest of all diverse populations in the area of STEM. Science, Technology, Engineering, and Mathematics Predisposed to experience persistent challenges in social skill and soft skill development, individuals with ASD possess a high level of interest and hold the potential to contribute to future science breakthroughs in STEM (Grandin, 2012). However, reports on postsecondary outcomes for individuals with ASD indicate these students have the third lowest matriculation rate (into college) and as a result, are chronically underrepresented in STEM careers (Wei et al., 2013). Many of the characteristics of ASD that often present challenges in social situations can benefits students with ASD in STEM areas. For example, their ability to hyper focus on a specific analytical task and critically and systematically conceptualize solutions to complex problems (Wei et al., 2013) all can enhance their acquisition of STEM knowledge. Despite their demonstrated aptitude for STEM fields, individuals with ASD are not being assimilated into STEM professions (Grandin, 2012). Postsecondary outcomes for individuals with ASD remain grim (Shattuck et al., 2012). One contributing factor in poor postsecondary outcomes is a persistent deficit in social skills that impedes the ability of adolescents with ASD to socially connect and develop supportive friendships; a highly desirable soft skill that predicates success in securing and maintaining employment (Alpern & Zager, 2007; Baron-Cohen et al., 2007; Fessenden, 2013; Wei et al., 2013). Soft skills are necessary to su |
| Starting Page | 223 |
| Ending Page | 237 |
| Page Count | 15 |
| File Format | PDF HTM / HTML |
| Volume Number | 51 |
| Alternate Webpage(s) | http://www.daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/Full_Journals/Gallup.PDF |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
