Leiden: Children with autism spectrum disorder are able to
empathise with others. However, they can be quickly overwhelmed by other
people's emotions, which may make them more aggressive. These are the
newest insights from research by developmental psychologist Carolien
Rieffe and her colleagues.
Empathy in children with ASD?
People need empathy in order to work together with others, or to
be part of a group; in short, empathy is a requirement for social
cohesion. For a long time, children with an Autism Spectrum
Disorder were thought to feel little or no empathy, Carolien Rieffe
explains. Her research group studies the social and emotional
development of children with ASD, together with the Centre for Autism
and the Leo Kannerhuis, a specialist treatment centre for young people
suffering from autism. ‘It now appears that children and adolescents
with ASD are aware of another person's sadness, but they don't know how
to handle it. Experiencing empathy can even make them more aggressive,'
comments Rieffe. 'They are overwhelmed by other people's emotions.'
Ignoring other people's emotions
Rieffe's research team recently made these discoveries in a
longitudinal study where children and adolescents were monitored over a
number of years. The study showed there was a causal relationship
between experiencing empathy and feeling aggression. Children and
adolescents with ASD who feel the emotions of other people more strongly
appear to demonstrate more aggressive behaviour over time. 'This makes
it important that they first learn better how to regulate their own
emotions, before they start to pay attention to the emotions of others,'
is Rieffe's advice. 'This also explains why we often see that they
ignore or try to ignore other people's emotions.'
Insight into the intentions of others
A further important aspect of social cohesion is having insight
into the intentions of other people. Rieffe found that two- to six-year
olds with ASD lack awareness of the intentions of others in situations
where joint attention is called for. For example, in a test environment,
if the person conducting the experiment points to something, children
with ASD often fail to follow her gaze and outstretched arm. They are
unable to grasp what the experimenter wants from them. However, when the
experimenter uses specific physical objects, the children are able to
follow her actions and do whatever is required. 'Children with ASD can
focus their attention on what another person has in mind, but only if
they can actually see the object of the attention,' according to
Rieffe.