Pamela Wisniewski, PhD, presents new research about the online and social media experiences of autistic teens and young adults. Her research findings emphasize teaching teens how to leverage technology to their advantage, stay safe while doing so, and cope with online risks when they are encountered. The presenter asserts that, as parents and educators, it is our job to teach autistic teens online safety skills so they can become well-informed and independent adults. She explains how autistic teens can be disproportionately affected (positively and negatively) by social media experiences, making it important to take evidence-based precautions that protect them from harm without limiting their ability to benefit from what the internet has to offer. The speaker highlights that digital guidelines will vary based on each individual’s needs. 

Handouts are online HERE

In this webinar: 

0:35 – Fear-based narratives and online safety
3:55 – Finding the middle ground
5:05 – Study 1: Online exposure diary study
7:20 – Quotes from teens
11:00 – Parents’ knowledge
13:49 – Why teens don’t tell
15:25 – End of study findings
16:35 – Study 2: Ethnographic study on risks and benefits of social media use
18:20 – Benefits of social media use for autistic youth
21:30 – How young autistic adults perceive digital affordances
24:40 – Quotes and examples from the study
28:50 – Effects of mediating social media use
32:30 – What can we do?
36:55 – Online safety as a developmental process
38:40 – Guidelines for parental control software/applications
40:35 – Study 3: Parental control application reviews from teens
41:50 – Resist fear-based narratives
42:45 – Acknowledgements and thanks
43:25 – Q & A

Fear-based narratives and the middle ground

Wisniewski describes the fear-based narratives that surround online safety for teens, particularly in the context of autism (0:35). She asserts that fear-based beliefs lead to reactive, fear-based decisions such as limited access or total abstinence from technology. The speaker states that our aim should be to find ways to protect our children while giving them the opportunity to benefit from what the internet can afford them (1:30). Wisniewski shares a personal story about opportunities her daughtered gained through online learning and highlights that access to the internet allows youth and adults to create relationships, learn, build essential communication and social skills, and much more (3:55). These skills will assist youth and young adults to live well-adjusted and independent lives when they grow up (4:50). 

Study 1: Online exposure diary study

The presenter outlines a diary study of 68 parents and teens (ages 13 – 17) in a representative sample of both neurodiverse and neurotypical individuals (5:05). She notes that although participants did not disclose autism diagnosis, this study shows that we all face the same struggles, regardless of whether or not our teen is autistic (5:35). The study found that the majority of youth did not intentionally seek out risks and that most risks were medium to low severity (6:08). 47% of teens took active measures to cope with online risk, and almost half of reports were resolved within a week. Many reports also showed that online experiences allowed teens to build important social skills, like boundary setting, problem-solving, and empathy (7:00). These findings, Wisniewski asserts, speak to the intelligence and capability of our teens and the need for support and education for online risks. 

Online experiences

Wisniewski states that study findings show clear evidence of the complex and heavy things our youth are seeing online. However, these data should also give hope and a better understanding that youth are intelligent and do know how to protect themselves online (7:20). She reiterates the need for parents and caregivers to readjust and meet young adults where they are and shares a quote: 

“A friend of mine was feeling particularly sexual, and it showed in her texts. It’s not like I planned it, but I certainly wasn’t opposed to it (9:45).” – 16 year old male

The presenter understands that this may make parents uncomfortable at first but asks viewers to remember what they were doing and what they were interested in when they were 16. Interest in sexuality is developmentally normal, she continues, but we need to be sure that both youth and parents/caregivers are being healthy about it. 

Challenges in parent-teen communication

The study found that teens often perceive parents’ attempts to address online issues as lectures or punishments (12:08). Teens also reported that they didn’t ask parents for help due to concerns about unnecessary awkwardness, overreactions, punishments, or making things worse (13:49). Wisniewski highlights that at the end of the study, parents reported significantly lower levels of family communication than in pre-surveys (15:25).

Study 2: Risks and benefits of social media use for autistic adults

The speaker outlines a collaborative ethnographic study that included autistic young adults, parents, and support staff (16:35). Social connections with distant family members, reduction of boredom, pursuit of special interests, and meeting like-minded individuals were identified as valuable aspects (18:20). However, she continues, the sensitivity of autistic youth to negative online experiences was also highlighted. Specific drawbacks included difficulty understanding online social queues, online harassment and social drama, and privacy concerns (19:40). Wisniewski explains that autistic teens and young adults are more likely to take online social drama to heart and may ruminate over these interactions, which can cause additional anxiety even if they are not directly related to the social situation. She highlights the role that parents/caregivers can play in helping youth self-regulate in these instances (21:00). 

The study found that autistic youth perceive online affordances differently from their non-autistic peers. Four major themes were found:

Sharing content

According to the study, autistic young adults frequently assume that content is directed specifically to them, with a specific purpose (21:40). They also tend to take things literally and may overshare personal information regarding themselves or others without considering the need to protect themselves (26:35).

“I had to do that [share my phone number] because when I made my account, it said phone number or email.” – Participant

Connecting with others

The study showed that boundaries are often very rule-based (i.e., you shouldn’t post this or that) and that autistic young adults find it challenging to process and understand when someone breaks those rules. Participants explained that social media helps autistic youth maintain positive relationships. However, it can sometimes be difficult to differentiate between online and real-life friends, so they may expect more from a digital relationship than others and get hurt when their expectations aren’t met (22:40). 

“[They] have a hard time telling the difference between a Facebook friend and a real friend. So you’re friends on Facebook, you’re friends. When that’s not really what it is.” – Staff

Consuming content

The study revealed that autistic young adults have visceral reactions to emotional content and often trust things at face value instead of considering the possibility that it is false information. Findings suggest that the internet can sometimes lend to addictive consumption as well, as it’s easy to become overly interested in a narrow subject or obsessive tendencies with things like pornography (23:25).  

Networked interactions

Findings showed that online activity enables social engagement with larger communities with shared interests. Simultaneously, however, it connects individuals with strangers who may have malicious intent. Participants reported difficulty in interpreting the intentions of others in a way that facilitates positive interactions and said they are sometimes overly direct, making it difficult to maintain online relationships (23:55). 

“I thought I was her friend, but she said, ‘You’re not because we don’t know each other well enough.’” – Participant

Wisniewski summarizes the findings, explaining that the literal way of thinking common in autism, combined with the unwritten social queues and ambiguity of the internet, make safely navigating the internet especially difficult for autistic individuals and their families (26:35).

How parents and support staff mediated risk

Recorded strategies for online risk mediation included restricted technology access, monitoring/parental control software, and, in rare cases, formal training and curriculum (28:50). “Joint trouble-shooting,” or help from a parent or staff, reinforced appropriate online social behaviors and mediation provided direct support for emotional co-regulation. Wisniewski notes that perceived punishment led youth to go into defense mode and hide their online behaviors. She also highlights the overall reliance on support networks instead of personal problem-solving development and cites a lack of training and education as a root cause (30:40). 

Guidelines for responsible technology use

Wisniewski asserts the need to reframe access to technology as a responsibility instead of a privilege. She relates common online mediation tactics to giving teens the keys to a car but taking away their driving privileges when they get in an accident, even though you didn’t teach them anything about driving. She asserts that being able to use the internet safely is a learned skill. Therefore, parental involvement should focus on teaching responsible online behavior rather than restricting access (32:30). 

The speaker states that online safety should become part of the everyday discussion for developing socio-emotional skills (e.g., bullying), mental health education (e.g., self-harm, depression), and sexual education (e.g., forming a healthy relationship) (34:15). The presenter urges listeners not to treat online risks as more deviant than offline risks and reiterates that the abstinence approach limits open communication. She highlights that teens report wanting to share information with parents/caregivers, so we must allow them to engage with a sense of curiosity and safety instead of judgment (36:00).

Online safety as a developmental process

Successful online safety strategies include setting up parental controls, transparent communication, and gradual increases in privacy as responsible behavior is demonstrated (36:55). For example: 

1. Set parental controls when a child is first given access to technology (ages 8 to 12).
2. Teach them how to navigate potentially risky situations. Focus on risk-coping skills. Give them exit strategies (ages 8 – 14).
   1. Example: Discuss hypothetical situations, walk through the scenario, and teach them the safety skills required for safe sexting, pornography, and healthy relationships.
3. Trust your teen to make good decisions on their own. Set clear boundaries and let them know you are there to help if they need you (ages 15 – 18).

Most importantly, Wisniewski reiterates, take a deep breath and withhold judgment. Note that the appropriate age for each step will vary according to the individual. The speaker provides guidelines for parental control software/applications (38:40). She outlines an app review study from Google Play that found teens often feel parental control apps harm their relationships with their parents (40:35). No app can guarantee safety – so parents and caregivers must be involved. Wisniewski reminds viewers to resist fear-based narratives and suggests that instead, we figure out the ways to best support autistic young adults in their lives online and offline (41:50). She provides thanks and acknowledgments (42:45) before the Q & A (3:25).

Part One: Challenges when your son or daughter is experiencing a difficult time

Paul Shattock provides a parent’s perspective on handling his son Jamie’s challenging behaviors and describes the experiences of other families who have navigated similar situations. This webinar was produced in partnership with the World Autism Organization.

In this webinar

0:00 – History of World Autism Organization|
1:25 – 5:00 – Jamie’s life from birth to age 8
4:40 – First signs of aggression
6:08 – Difficulties with hair cuts
8:40 – Sunderland parents and school
9:45 – Experiences with aggressive outbursts
12:15 – Age patterns for aggression and SIB
13:48 – Experience with pharmacological remedies
16:30 – Jamie’s life today 

Shattock details his son’s behaviors across his lifetime and describes the experiences of his family and community in creating supportive environments for Jamie and his peers. He recounts Jamie’s diagnosis, the disparity between autism science today compared to the 1970s, and their journey through various schools, medication, and community support. Shattock closes by noting that Jamie is now able to work and live away from his parents and that his aggressive behaviors dissipated over time. 

To explore the perspectives of another parent, a pediatrician, and a behavior analyst on aggression and SIB, take a look at Aide Canada’s interview series on Understanding and Supporting Children with Self-Injurious Behaviour. 

Part Two: Teaching Children with Autism How to Communicate Their Wants and Needs 

Lauren Moskowitz, Ph.D., discusses teaching children with autism how to communicate their wants and needs. She reviews communication difficulties in the autistic population and highlights understanding challenging behaviors as communication functions. Moskowitz defines function-based behavior intervention plans and details functional communication training. She provides various examples and advises how to select and teach replacement skills and ensure they are used correctly. Moskowitz describes successful treatment plans and emphasizes the importance of learning to tolerate delays in reinforcements before closing with a Q&A session.

Handouts for Dr. Moskowitz’s talk are online HERE

In this webinar: 

1:00 – Communication in children with autism
3:55 – Communication impairment and challenging behaviors
5:25 – Challenging behaviors as functions of communication
9:40 – Functions of communication
11:18 – How to teach children with autism to communicate wants and needs
12:55 – Principle of functional equivalence
13:50 – How to identify the function
15:50 – ABC flowchart and examples
21:00 – Creating function-based behavior interventions
23:10 – Building replacement skills
24:10 – Functional communication training
25:36 – Replacement skills for gaining attention
27:54 – Replacement skills for escaping disliked activities
29:27 – Replacement skills for obtaining tangible item/activity
30:12 – Replacement skills for obtaining sensory stimulation
32:03 – What communication skills to teach?
32:40 – How will communication skills be taught?
34:17 – How to ensure communication skills will be used?
37:03 – When to teach communication skills?
38:30 – FCT Case Example – Eli
48:37 – Competing with challenging behaviors
50:23 – Learning to tolerate delays
53:12 – Notes from Dr. Stephen Edelson, Executive Director at ARI
56:20 – Q & A

Language and communication difficulties are core symptoms of autism, and around one-third of children with autism are nonverbal or minimally verbal. Moskowitz explains that verbal children often struggle with communication in moments of distress (1:00; 10:45). She emphasizes that communication impairments do not cause challenging behaviors (CB). However, the likelihood of an individual using CB can increase if they have difficulty communicating their wants or needs (3:55). Individuals engage in CB because those behaviors serve a specific function, and behaviors persist because they meet an immediate need (5:25). Throughout the presentation, Moskowitz emphasizes the difference between behaviors and their functions (8:35). She suggests viewing CB as functions of communication and focusing on why an individual exhibits CB instead of the behavior itself (9:40). 

Moskowitz describes functional communication training (FCT) as teaching appropriate functional communicative behaviors to replace CB (11:18). She outlines the principle of functional equivalence (12:55), functional behavior assessments (FBA) (13:50), and the ABC (antecedent, behavior, consequence) flowchart (15:50). She underscores looking for patterns of behavior via direct observations. The speaker presents three examples of observed behaviors and circumstances in the ABC format (16:46) and suggests video recording to help track patterns of behavior and caregiver reactions (19:19). Once antecedents and consequences (outcomes) are understood, treatment teams can create a function-based behavior intervention plan (BIP) that will (21:00):

1. Prevent CB by changing the circumstances that trigger behaviors
2. Teach appropriate replacement skills that allow individuals to get what they need
3. Respond to CB by changing consequences to no longer reinforce those behaviors

The presenter refers viewers to her previous webinars for information on prevention strategies and notes a variety of skills that can serve as alternative behaviors (23:10). Moskowitz stresses teaching skill sets that match the function and outcome of the CB specific to each individual (24:10). She provides examples of replacement skills that can be taught when the function of a behavior is to gain attention (25:36), to escape/avoid disliked or strenuous activities (27:54), to obtain a tangible item/activity (29:27), and to obtain sensory stimulation (30:12). Selected replacement skills should be something the individual is capable of learning and executing on their own. They must serve the same function and work as well or better than the CB (32:03). 

Moskowitz asserts that replacement strategies must be taught with prevention interventions and learned in situations that provoke the CB. It is best to practice new skills in contrived conditions before prompting them in naturally occurring situations (32:40). To ensure continued use of communication skills, the presenter explains that the new behaviors must be easier to perform than the CB and the consequence of the replacement skill should be more reinforcing than that of the CB. Replacement behaviors should also be responded to immediately and consistently, or an individual may revert to the CB (34:17). Moskowitz discusses when to teach replacement communication techniques and emphasizes that new skills can only be learned during teachable moments before escalation or after recovery (37:03). The presenter stresses that after the communication skill is well-established, individuals must learn to tolerate delay in responses/reinforcement so they can eventually use the technique independently (50:23). Moskowitz provides an in-depth case example of FCT broken down into seven steps: 

1. Assess the function of CB (38:34)
2. Select mode of communication (40:55))
3. Arrange the environment to create teaching opportunities (42:40)
4. Prompt communication (43:44)
5. Fade prompts (46:00)
6. Teach new forms of communication and expand settings where requests are made (47:33)
7. Modify the environment (48:25)

Before the question and answer session (56:20), Dr. Stephen Edelson, Executive Director at ARI, notes ARI’s free online screening tool (ATEC) as well as the development of an online program to help provide insight into various behaviors via a decision tree about causes and functions of CB (53:12). 

View Dr. Moskowitz’s past talks on:

• Assessing and Treating Challenging Behaviors
• Anxiety and ASD
• Self-injury and ASD

Also Featured: Resources

Read Dr. Edelson’s editorial HERE

Dr. Aarti Nair discusses the ins and outs of dating as it specifically applies to individuals with autism. She considers the need for teaching such skills to autistic adults and answers common questions she receives in her work. The presenter uses the UCLA PEERS program to discuss sources for potential partners, how to give compliments, digital communication, and more. Nair shares positive and negative role-playing videos for dating steps and uses a perspective-taking exercise to point out non-verbal social cues and outcomes. She underscores dating safety and comfort before the question-and-answer session

Handouts are online HERE
Learn more about our speaker, Dr. Aarti Nair, HERE
Take the knowledge quiz for this webinar, HERE

In this webinar:

1:55 – PEERS program background
2:48 – Evidence-based methods PEERS
5:12 – Choosing appropriate people to date
6:59 – Dating sources
9:16 – Appropriate online dating sources
10:20 – PEERS outline and role-play videos: Talking to mutual friends
13:45 – PEERS outline and role-play videos: Flirting with your eyes
18:06 – Social coach practicing
19:35 – PEERS outline and role-play videos: Asking if they are dating anyone
23:10 – PEERS outline and role-play videos: Give in compliments
27:04 – PEERS outline and role-play videos: Asking someone on a date
28:08 – Five W’s
34:17 – PEERS outline and role-play videos: Accepting rejection
38:46 – PEERS outline and role-play videos: Turning someone down
41:58 – PEERS outline: Electronic communication
44:34 – PEERS outline: Planning and preparing for a date
45:30 – PEERS outline: Beginning a date
47:46 – PEERS outline: During a date
49:32 – PEERS outline: Making conversation on a date
50:10 – PEERS outline: Staying safe on dates
51:13 – PEERS outline: Paying on a date
53:06 – PEERS outline and role-play videos: Ending a date
56:30 – PEERS Dating Do’s
56:40 – PEERS outline: Handling dating pressure from a partner
59:13 – Role-play video library website
59:53 – Q & A

Summary

Dr. Nair outlines the evidence-based social skills teaching methods employed in the UCLA PEERS program (1:55). She describes their role-playing techniques and small group format (2:48). The speaker notes that many of the skills they discuss may seem intuitive to non-autistic people, which, she continues, makes explicitly teaching these skills to autistic adults a necessity (5:12). She provides characteristics of people you would want to date and not want to date based on how they treat and respect individuals (5:54). Nair answers common questions that autistic adults ask about dating and shows social story video examples for many of the topics. 

Where do people find potential partners to date? 

Some appropriate dating sources include mutual friends, community gatherings, the park, church groups, and many other places (6:59). As most individuals with autism often attend few social events, online dating is also a great way to meet potential partners as well (8:00). Nair lists inappropriate dating sites and tips for spotting questionable websites (9:16). She lays out the PEERS rules for talking to mutual friends (10:20), shares a role-playing video, and explains the perspective-taking exercise used to point out non-verbal social cues throughout the presentation (11:34). 

How do people who don’t know each other flirt in real life? 

The speaker suggests flirting with your eyes and giving compliments and notes that if someone asks about your dating status, they may be interested in you as a potential partner (13:45). She gives a negative and positive example (14:43) of flirting with your eyes and lists the corresponding PEERS steps (15:53). 

How do you ask someone if they are dating anyone?

Nair suggests that, instead of abruptly asking such a question, you begin a conversation by trading information and discussing common interests (18:16). That way, the question can naturally slip into the discussion (19:35), as portrayed in the positive role-play video (21:16). 

How do you give good compliments?

As a general rule, Nair suggests using specific compliments (i.e., “That was really interesting”; “You have a nice smile”) for people you do not know well and general compliments (i.e., “You are so smart or funny or beautiful”) for individuals you know well (23:10). Physical compliments, she continues, should be from the neck up and too many physical compliments can be seen as creepy or awkward, as shown in the role-play videos (24:30). 

How do you ask someone on a date?

The presenter discusses knowing when you are ready to ask someone on a date and how you can tell if someone wants you to ask them out (27:04). She presents PEERS guidelines for what to do before asking someone out (28:06) and conversation instructions reflected in the positive role-play video (31:40).  

How do you handle rejection?

Nair underscores that rejection is something everyone experiences. She emphasizes that adults with autism need to know how to reject people they are not interested in as well as how to accept rejection (34:17). The speaker provides PEERS steps for accepting rejection (34:17) and turning someone down (38:46) along with negative and positive role play examples for both scenarios. She suggests keeping things friendly and maintaining respect in all interactions. 

What are the rules for electronic/digital communication?

It is important to remember, Nair states, that things shared online can be seen, read, or heard by anyone. Therefore, the PEERS rules for electronic communication suggest not to get too personal and to identify yourself when contacting someone new online. Nair discusses emoji use and respectful contacting hours as well (41:58). 

How do you plan and prepare for a date?

The five W’s (who, what, where, when, and how) are a good outline to use for planning a date. Nair also suggests confirming the plan the night before and provides tips for preparing yourself before the event (44:34). 

The speaker briefly discusses suggestions for beginning a date (45:30), what to do during a date (47:46), how to make conversation on a date (49:32), paying on a date (51:13), ending a date (53:06), and what to do after a date (55:58). She also emphasizes the importance of safety on dates. This includes letting friends and family know where you are going and who you are with, knowing what dangerous situations may look like, and much more (50:10). Nair provides suggestions for handling dating pressure from a partner (56:40), noting that you should not feel pressured to do something with which you are not comfortable. She provides resources and acknowledgments (59:13) before the question-and-answer session (59:53).