Impact of Language on the Expectations of Individuals Working with Students on the Autism Spectrum

Although autism spectrum disorder (ASD) has increased in prevalence over the past sixty-years, the general treatment, understanding, and expectations associated with this designation remain rudimentary at times (Fombonne, 2018). This study investigated the perception of, and expectations placed on an individual with ASD by manipulating descriptive vocabulary. A sample of 220 participants were randomly assigned to either a clinical language (CL) or person-centered language (PCL) scenario involving a student on the autism spectrum and were asked to respond to a set of items about their attitudes and expectations of this individual. Results were analysed using t-test, chi-square, and ANOVA; they reflected support for our hypotheses, participants in the CL group would report more apprehension or nervousness regarding the student and presume lower intellect. Contrary to our hypotheses, participants in the CL group did not place academic success lower on the list of priorities, did not recommend the student maintain closer proximity to their support worker, or further proximity from their peers. These results have the potential to raise awareness regarding potential stigma when working with students with ASD.