Research suggests that autistic adults generally report lower QoL and poorer mental well-being compared to the general population. Therefore, understanding the predictors of these outcomes is crucial.
Recently, Oredipe et al. (2023) conducted a study investigating the relationship between the age of learning one is autistic and QoL and well-being in adulthood among autistic university students. While their findings were valuable, some aspects of the study need further examination to enhance the robustness of the conclusions.
Differentiating Age of Diagnosis and Age of Learning Autism
Oredipe et al. (2023) acknowledged the challenge of disentangling the impact of the age of receiving an autism diagnosis from the age of learning about one’s autism. The study used a single question to determine when participants first learned they were autistic, potentially conflating the age of diagnosis and the age of disclosure.
However, these two events may have distinct associations with QoL and well-being. Learning about being autistic can lead to self-understanding and self-compassion, while receiving a diagnosis offers access to formal support. It is important to distinguish between these two events and their potential effects on adult outcomes.
Relevance of Socio-Demographic Factors
Previous research has highlighted several socio-demographic factors associated with QoL and well-being in autistic and non-autistic populations. These factors include relationship status, independent living status, employment status, income, and the presence of mental health conditions.
The Multidimensionality of Quality of Life
QoL is a multifaceted construct that encompasses various dimensions such as physical health, psychological status, social relationships, and environmental conditions. Oredipe et al. (2023) focused on a limited set of QoL-related dimensions, including well-being, general QoL, and autism-specific QoL. To gain a comprehensive understanding of how the age of learning autism influences adult outcomes, it is necessary to consider a broader range of QoL dimensions.
Study Objectives
The present study aims to build upon the work of Oredipe et al. (2023) by addressing the following gaps in the literature. First, a larger and more diverse sample of autistic adults will be included, spanning a wide age range and educational levels, to enhance generalizability.
Second, both the age of learning autism and the age of receiving an autism diagnosis will be measured simultaneously to assess their relative importance in predicting adult outcomes. This will also allow investigation of the potential impact of delays between diagnosis and disclosure on long-term outcomes.
Discussion
A recent study investigated whether learning one is autistic at an earlier age predicts the quality of life (QoL) and well-being in adulthood, independent of other factors including the age of diagnosis. The study found no evidence supporting this relationship, suggesting that the age at which individuals learn about their autism is not a robust predictor of adult outcomes. However, the study did find that having more autistic traits was the strongest predictor of QoL and well-being outcomes. Other factors such as sex and the presence of additional mental health conditions also emerged as unique predictors of certain outcomes.
The study highlights a potential discrepancy between its findings and a previous study by Oredipe et al. (2023), which reported associations between learning one is autistic earlier and better QoL and well-being. The discrepancy may be due to different interpretations of “learning one is autistic” between the two studies. The current study made a distinction between the age of diagnosis and the age at which participants learned they were autistic, while Oredipe et al. did not. The study suggests that the use of the loosely defined term “learning one is autistic” makes it difficult to interpret and replicate findings across studies. The study recommends using more concrete and objective terminology to measure the different components of the process of coming to know about one’s autism.
Furthermore, the study found that the age at which individuals received an autism diagnosis was also not uniquely associated with QoL and well-being. The discrepancy in findings may be influenced by generational differences in how individuals come to know about their autism, as well as potential differences in social support available to autistic individuals, particularly university students. The study suggests that support structures and research strategies should consider the specific needs of different populations, such as sex-specific support and targeted focus on improving mental health outcomes for autistic individuals.
The study also highlights that having more autistic traits consistently predicted poorer outcomes across all domains of QoL and well-being. This finding aligns with previous research and suggests the importance of considering specific autistic traits in understanding and improving outcomes for autistic adults.
It is important to note that the study has limitations, including a less diverse sample in terms of ethnicity and potential limitations in the measures used. The findings may not be representative of autistic individuals from ethnic minority backgrounds, and qualitative data could provide further insights into the process of learning about one’s autism. Future research should explore these areas using mixed-methods approaches and consider broader gender identities in autism.
Overall, the study contributes to our understanding of the factors influencing the QoL and well-being of autistic adults. It emphasizes the need for more nuanced research approaches, tailored support structures, and consideration of specific autistic traits in improving outcomes for this population.
Conclusion
Understanding the impact of the age of learning autism on QoL and well-being in adulthood is crucial for improving the long-term outcomes of autistic individuals. While the study by Oredipe et al. (2023) provided initial insights, further investigation is necessary to differentiate between the age of diagnosis and the age of learning autism, account for additional socio-demographic factors, and consider multiple dimensions of QoL.
By clarifying the relative importance of these variables, this study will contribute to the existing literature and provide valuable insights into promoting positive outcomes for autistic individuals throughout their lives.
reference link : https://journals.sagepub.com/doi/10.1177/13623613231173056
