Abstract
Continually increasing rates of autism necessitate research-informed preparation of pre-service professionals who will work with this population. This mixed-method study examined health and human services students’ autism knowledge, bias, and interaction to inform training and education needs. Results extend the extant literature suggesting autism knowledge and interaction are necessary but insufficient in mitigating bias. Specifically, the nature of prior interaction, positive or negative, shapes both bias and proclivity for additional interaction. Lastly, self-reflection was identified as a latent and potentially impactful factor in shaping a more nuanced and less biased understanding of autism. Recommendations for education and research are discussed.
Recommended Citation
Meskin, Leslie A.; Fabrizi, Sarah; Tilman, Ann; Salapski-Gelleri, Joanna; Balsamo, Noelle; and Connor, Annemarie
(2025)
"Toward a Nuanced Understanding of Health and Human Services Students' Perceptions of Autism,"
Journal of Human Services: Training, Research, and Practice: Vol. 11:
Iss.
2, Article 3.
Available at:
https://scholarworks.sfasu.edu/jhstrp/vol11/iss2/3
