Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-23T11:27:13.306Z Has data issue: false hasContentIssue false
  • English
  • Français

Prompt Dependency Beyond Childhood: Adults With Asperger's Syndrome and Intimate Relationships

Published online by Cambridge University Press:  16 December 2014

Bronwyn Wilson ,
Wendi Beamish ,
Stephen Hay  and
Tony Attwood
Bronwyn Wilson*
Affiliation:
Griffith Institute for Educational Research, Griffith University, Brisbane, Queensland, Australia
Wendi Beamish
Affiliation:
Griffith Institute for Educational Research, Griffith University, Brisbane, Queensland, Australia
Stephen Hay
Affiliation:
Griffith Institute for Educational Research, Griffith University, Brisbane, Queensland, Australia
Tony Attwood
Affiliation:
Minds and Hearts Clinic, Brisbane, Queensland, Australia
*
ADDRESS FOR CORRESPONDENCE: Bronwyn Wilson, Griffith University Mount Gravatt Campus, 176 Messines Ridge Road, Mount Gravatt QLD 4122, Australia. Email: [email protected]
Get access

Abstract

Many children on the autism spectrum are dependent on prompts provided by adults for staying on-task, completing activities and transitioning between activities in the home, school and community environments (Bryan & Gast, 2000; Milley & Machalicek, 2012). Yet, prompt dependency beyond childhood has received little attention. This study explored the possibility that prompt dependency also applies to adults diagnosed with Asperger's syndrome (AS) when interacting with their neurotypical partner. In-depth interviews with nine couples (ages ranging from 29 to 69) were used to explore intimate relationships between partners in order to determine whether prompt dependency was evident. A grounded theory research strategy was applied to analyse interview data. Data analysed through constant comparison coding supported the hypothesis that adults with AS in the sample showed prompt dependency in their interactions with their partners. Limitations and implications for future research are discussed.

Keywords

prompt dependencyadultsrelationshipsAsperger’s syndromeautism spectrum
Type
Research Article
Information
Journal of Relationships Research , Volume 5 , 2014 , e11
Copyright
Copyright © The Author(s) 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abbott, L. (2006). Northern Ireland head teachers’ perceptions of inclusion. International Journal of Inclusive Education, 10, 627–643. doi:10.1080/13603110500274379CrossRefGoogle Scholar
Aston, M. (2001). The other half of Asperger syndrome: A guide to living in a relationship with a partner who has Asperger Syndrome. London: The National Autistic Society.Google Scholar
Aston, M. (2003). Aspergers in love. Couple relationships and family affairs. London: Jessica Kingsley.Google Scholar
Aston, M. (2012). Asperger syndrome in the bedroom. Sexual and Relationship Therapy, 27, 73–79. doi:10.1080/14681994.2011.649253Google Scholar
Attwood, T. (2007). The complete guide to Asperger's syndrome. London: Jessica Kingsley.Google Scholar
Barnhill, G.P. (2007). Outcomes in adults with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22 (2), 116–126.Google Scholar
Batten, A. (2005). Inclusion and the autism spectrum. Improving Schools, 8, 93–96. doi:10.1177/1365480205049341Google Scholar
Bazeley, P. (2013). Qualitative data analysis: Practical strategies. London: Sage.Google Scholar
Berney, T. (2004). Asperger syndrome from childhood into adulthood. Advances in Psychiatric Treatment, 10, 341–351. doi:10.1192/apt.10.5.341Google Scholar
Bostock-Ling, J.S., Cumming, S.R., & Bundy, A. (2012). Life satisfaction of neurotypical women in intimate relationship with an Asperger's Syndrome partner: A systematic review of the literature. Journal of Relationships Research, 3, 95–105. doi:10.1017jrr.2012.9Google Scholar
Boutot, E.A., & Smith Myles, B.S. (2011). Autism spectrum disorders: Foundations, characteristics, and effective strategies. Boston, MA: Pearson.Google Scholar
Boyd, B. (2009). Appreciating Asperger syndrome: Looking at the upside — with 300 positive points. London: Jessica Kingsley.Google Scholar
Bresnahan, M., Li, G., & Susser, E. (2009). Hidden in plain sight. International Journal of Epidemiology, 38, 1172–1174. doi:10.1093/ije/dyp293Google Scholar
Bryan, L.C., & Gast, D.L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553–567. doi:0162-3257/00/1200-0553$18.00/0Google Scholar
Chevallier, C., Kohls, G., Troiani, V., Brodkin, E.S., & Schultz, R.T. (2012). The social motivation theory of autism. Trends in Cognitive Sciences, 16, 231–239. doi:http://dx.doi.org/10.1016/j.tics.2012.02.007Google Scholar
Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research, 6, 319–340. doi:10.1177/1468794106065006Google Scholar
Clements, J. (2005). People with autism behaving badly. London: Jessica Kingsley.Google Scholar
Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behaviour analysis (2nd ed.). Upper Saddle River, NJ: Pearson Education.Google Scholar
Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3.Google Scholar
Creswell, J.W. (2008). Educational research: planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.Google Scholar
Denzin, N.K., & Lincoln, Y.S. (2005). The Sage handbook of qualitative research: London: Sage.Google Scholar
Dodd, S. (2005). Understanding autism. Sydney, Australia: Elsevier Australia.Google Scholar
Dubin, N. (2009). Asperger syndrome and anxiety. London: Jessica Kingsley Publishers.Google Scholar
Grigg, C. (2012). ASPIA's handbook for partner support: A collection of ASPIA's best information for the support of partners of adults with Asperger's syndrome. Sydney, Australia: Author.Google Scholar
Heath, H., & Cowley, S. (2004). Developing a grounded theory approach: A comparison of Glaser and Strauss. International Journal of Nursing Studies, 41, 141–150. doi:10.1016/S0020-7489(03)00113-5Google Scholar
Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39, 1329–1338. doi:10.1007/s10803-009-0751-2Google Scholar
Hutchison, A.J., Johnston, L.H., & Breckon, J.D. (2009). Using QSR‐NVivo to facilitate the development of a grounded theory project: an account of a worked example. International Journal of Social Research Methodology, 13, 283–302. doi:10.1080/13645570902996301Google Scholar
Jennings, S. (2005). Autism in children and parents: Unique considerations for family court professionals. Family Court Review, 43, 582–595. doi:10.1111/j.1744-1617.2005.00057.xGoogle Scholar
Kendall, J. (1999). Axial coding and the grounded theory controversy. Western Journal of Nursing Research, 21, 743–757. doi:10.1177/019394599902100603Google Scholar
Locke, L.F., Silverman, S.J., & Spirduso, W.W. (2010). Reading and understanding research (3rd ed.). Beverly Hills, CA: Sage.Google Scholar
Lovett, J.P. (2005). Solutions for adults with Asperger syndrome. Maximizing the benefits, minimizing the drawbacks to achieve success. Beverly, MA: Fair Winds Press.Google Scholar
MacDuff, G.S., Krantz, P.J., & McClannahan, L.E. (2001). Prompts and prompt-fading strategies for people with autism. In Morris, C., Green, G., & Fox, R.M. (Eds.), Making a difference: Behavioral intervention for autism (pp. 37–50). Austin, TX: Pro-Ed.Google Scholar
Mack, N., Woodsong, C., Macqueen, K.M., Guest, G., & Namey, E (2005). Qualitative research methods: A data collector's field guide. Research Triangle Park, NC: Family Health International.Google Scholar
McGraw, P.C. (2000). Relationship rescue. New York: Hyperion.Google Scholar
McKay, M., Fanning, P., & Paleg, K. (1994). Couple skills: Making your relationship work. Oakland, CA: New Harbinger Publications.Google Scholar
Mesibov, G.B., Shea, V., & Schopler, E. (Eds.). (2004).The TEACCH approach to autism spectrum disorders. New York: Springer Science+Business Media.Google Scholar
Milley, A., & Machalicek, W. (2012, online first version). Decreasing students’ reliance on adults: A strategic guide for teachers of students with autism spectrum disorders. Intervention in School and Clinic. doi:10.1177/1053451212449739Google Scholar
Moreno, S., Wheeler, M., & Parkinson, K. (2012). The partner's guide to Asperger syndrome. London: Jessica Kingsley.Google Scholar
Meyer, R.N., Root, A., & Newland, L. (2003). Asperger syndrome grows up: Recognizing as adults in today's challenging world. Retrieved from http://www.aspires-relationships.com/Asperger_Syndrome_Grows_Up.pdfGoogle Scholar
Pearce, M., Gray, J., & Campbell-Evans, G. (2009). The inclusive secondary teacher: The leaders’ perspective. Australian Journal of Teacher Educational and Psychological Measurement, 34, 101–119.Google Scholar
Rearn, A. (2010) Relationships and the importance of reciprocity. Retrieved from http://www.goodtherapy.org/blog/relationship-reciprocity/Google Scholar
Richards, L. (2009). Handling qualitative data: A practical guide (2nd ed.). London: Sage.Google Scholar
Rodman, K.E. (2003). Asperger's syndome and adults . . . Is anyone listening? London: Jessica Kingsley.Google Scholar
Rudy, L.J. (2013). What is neurotypical? Retrieved from http://autism.about.com/od/autismterms/g/neurotypical.htmGoogle Scholar
Ruppel, E.K., & Curran, M.A. (2012). Relational sacrifices in romantic relationships: Satisfaction and the moderating role of attachment. Journal of Social and Personal Relationships, 29, 508–529. doi:10.1177/0265407511431190CrossRefGoogle Scholar
Shabani, D.B., Katz, R.C., Wilder, D.A., Beauchamp, K., Taylor, C.R., & Fischer, K.J. (2002). Increasing social initiations in children with autism: Effects of a tactile prompt. Journal of Applied Behavior Analysis, 35, 79–83. doi:10.1901/jaba.2002.35-79Google Scholar
Silverman, D. (2004). Interpreting qualitative data: Methods for analysing talk, text and interaction (2nd ed.). London: Sage Publications.Google Scholar
Simpson, J.A., Collins, W.A., Tran, S., & Haydon, K. (2007). Attachment and the experience and expression of emotions in romantic relationships: A developmental perspective. Journal of Personality & Social Psychology, 92, 355–367.Google Scholar
Strauss, A., & Corbin, J. (1994). Grounded theory methodology. In Denzin, N.K. & Lincoln, Y.S. (Eds.), Handbook of qualitative research (pp. 273–285). London: Sage.Google Scholar
Sternberg, R.J., & Williams, W.M. (2010). Educational psychology (2nd ed.). Columbus, OH: Pearson Education.Google Scholar
Tantam, D. (2000). Psychological disorder in adolescents and adults with Asperger syndrome. Autism, 4, 47–62. doi:10.1177/1362361300004001004Google Scholar
Tantam, D. (2012). Autism spectrum disorders through the life span. London: Jessica Kingsley.Google Scholar
Timmerman, G.M. (1991). A concept analysis of intimacy. Issues in Mental Health Nursing, 12 (1), 19–30.Google Scholar
Turner, D.W. (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15, 754–760. doi:2073543361Google Scholar
Weigel, D.J., & Ballard-Reisch, D.S. (2012). Constructing commitment in intimate relationships: Mapping interdependence in the everyday expressions of commitment. Communication Research, 20, 1–22. doi:10.1177/0093650212440445Google Scholar
Wilson, T., Perry, M., Anderson, C.J., & Grosshandler, D. (2012). Engaging young students in scientific investigations: Prompting for meaningful reflection. Instructional Science, 40, 19–46. doi:10.1007/s11251-011-9168-3Google Scholar