(PS11-D88) Modalities of Engaging with Special Interests and Impressions of Adaptive Function: A Qualitative Analysis of Youths with Autism Spectrum Disorder

Youths with Autism Spectrum Disorder (ASD) commonly express intense focus toward items and topics, known as special interests (SIs). SIs (e.g., TV, machines) are distinguished from typical interests by their content, intensity, and associated impairment. Although prevalence of SIs among individuals with ASD is well-documented, there has been little research focused on characterizing ways in which youths engage with their interests (i.e., modalities). Moreover, though extant research has linked SIs themselves with adaptive and maladaptive outcomes, less work has examined potential benefit and impairment associated with how youths engage in their SIs. Exploring modalities of engagement with SIs, as well as adaptivity related to these modalities, may have implications for assessment of SIs and treatment of youths with ASD. 

Caregivers of youths with ASD (N = 200; M age = 9.54, SD = 4.30; % males = 80.5%) completed the 31-item Special Interests Survey, in which caregivers (a) endorse whether their youth engages in a given SI category (e.g., music) and (b) describe the specific SI relevant to that category (e.g., “constantly talks about Peppa Pig”). Using qualitative methodology, transcripts of the caregivers’ descriptions of the SIs were coded into categories that captured (a) SI modality (i.e., the manner in which the youth engaged in the behavior) and (b) whether the SI was adaptive or maladaptive. Codable statements pertaining to modality were identified within caregivers’ responses (N = 552) yielding six modalities: information seeking (27.54%), perseveration (20.47%), attachment (15.94%), memorization (12.86%), repetition (12.50%), and sensory seeking (10.69%). SI categories for which these modalities were most frequent were: machines (information seeking = 93.02%), TV (perseveration = 52.05%), items/objects (attachment = 70.13%), maps (memory = 55.56%), math (repetition = 55.56%), and music (sensory seeking = 34.04%). Regarding statements of adaptive and maladaptive function (N = 156), 58.34% were adaptive and 41.67% were maladaptive. Modalities of engagement that were most often described as adaptive include information seeking (89.47%) and memory (78.57%); modalities that were most often described as maladaptive were attachment (100%), perseveration (92.59%), and sensory seeking (71.43%). When caregivers reported repetitive engagements, such behaviors were not described as being maladaptive nor adaptive (i.e., language on repetitive engagements was descriptive only; 0.00%). 

The results suggest that youths with ASD engage in SIs through a range of modalities, with information seeking and perseveration behaviors being most common. Engaging with SIs by way of information seeking and memory was most frequently described as adaptive, whereas engaging with interests by way of perseveration, attachment, and sensory seeking was viewed as more maladaptive. This work provides a novel differentiation of SIs in youths with ASD, suggesting that the content of SIs (i.e., what the youth is interested in) varies meaningfully from how youths engage in SIs, which will ultimately advise evaluation and therapeutic interventions for this population. 

Note: Coding is ongoing. Results are based on a subset of a larger sample (N =1,992).