Abstract
Most research on mental health in individuals with autism spectrum disorder (ASD) and intellectual disability (ID) has focused on deficits. We examined individual (i.e., sociocommunicative skills, adaptive behavior, functional cognitive skills) and contextual (i.e., home, school, and community participation) correlates of thriving in 330 youth with ID and ASD compared to youth with ID only, 11–22 years of age (M = 16.74, SD = 2.95). Youth with ASD and ID were reported to thrive less than peers with ID only. Group differences in sociocommunicative ability and school participation mediated the relationship between ASD and less thriving. Research is needed to further elucidate a developmental-contextual framework that can inform interventions to promote mental health and wellness in individuals with ASD and ID.
Highlights
Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) have significant and pervasive support needs across many life domains, including educational, health, and community areas, and many struggle with emotional and behavior problems (Mannion et al.2014; Simonoff et al 2008; White et al 2009)
We examined individual and contextual correlates of thriving in 330 youth with ID and ASD compared to youth with ID only, 11–22 years of age (M = 16.74, SD = 2.95)
We cannot ensure the diagnostic status of participants beyond parent report, similar processes have been used to ascertain developmental disability in large-scale parent report surveys of youth with ASD and ID (Daniels et al 2011; Kogan et al 2008, 2009; Lin et al 2012; Totsika et al 2011), and to be eligible to participate in Special Olympics, caregivers indicate that individuals have an ID at the point of registration
Summary
Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) have significant and pervasive support needs across many life domains, including educational, health, and community areas, and many struggle with emotional and behavior problems (Mannion et al.2014; Simonoff et al 2008; White et al 2009). Research has largely focused on these problem behaviors and the remediation of negative outcomes, and we know far less about these youths’ strengths or how to promote positive outcomes, such as happiness, satisfaction, or resilience (Dykens 2006). There is a role for positive psychology in identifying the characteristics of wellbeing and the situations that promote thriving, in a way that is more balanced than focusing solely on what is deficient (Gillham and Seligman 1999; Schalock 2004). Thriving reflects both wellbeing and an upward developmental trajectory, the demonstration of continued growth of knowledge and skills, and success in relationships with others (Carver 1998), and contributions in a meaningful way to oneself and one’s environments according
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