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College Students' Perceptions of and Behavioral Intentions Toward a Popular Media Character with Qualities of Asperger Syndrome

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College Students' Perceptions of and Behavioral Intentions Toward a Popular Media Character with Qualities of Asperger Syndrome Cleveland State University EngagedScholarship@CSU ETD Archive 2014 College Students' Perceptions of and Behavioral Intentions Toward a Popular Media Character with Qualities of Asperger Syndrome Lisa Meeks Cleveland State University Follow this and additional works at: https://engagedscholarship.csuohio.edu/etdarchive Part of the Education Commons How does access to this work benefit ou?y Let us know! Recommended Citation Meeks, Lisa, "College Students' Perceptions of and Behavioral Intentions Toward a Popular Media Character with Qualities of Asperger Syndrome" (2014). ETD Archive. 198. https://engagedscholarship.csuohio.edu/etdarchive/198 This Dissertation is brought to you for free and open access by EngagedScholarship@CSU. It has been accepted for inclusion in ETD Archive by an authorized administrator of EngagedScholarship@CSU. For more information, please contact [email protected]. COLLEGE STUDENTS’ PERCEPTIONS OF AND BEHAVIORAL INTENTIONS TOWARD A POPULAR MEDIA CHARACTER WITH QUALITIES OF ASPERGER SYNDROME LISA MARIE MEEKS Bachelor of Science Psychology The University of Central Florida December 2001 Master of Arts Psychology The University of Alabama in Huntsville May 2003 submitted in partial fulfillment of requirement for the degree DOCTOR OF PHILOSOPHY IN URBAN EDUCATION at the CLEVELAND STATE UNIVERSITY MAY 2014 © Copyright by Lisa Marie Meeks 2014 We hereby approve this dissertation of Lisa Marie Meeks Candidate for the Doctor of Philosophy in Urban Education degree This Dissertation has been approved for the Office of Doctoral Studies, College of Education and Human Services and CLEVELAND STATE UNIVERSITY College of Graduate Studies by: ____________________________________ Dr. Jeremy Genovese, Dissertation Chairperson Curriculum and Foundations ____________________________________ Dr. Karla Hamlen, Methodologist Curriculum and Foundations ____________________________________ Dr. Brian Harper, Content Specialist Curriculum and Foundations ____________________________________ Dr. Anne Galletta, Member Curriculum and Foundations ____________________________________ Dr. Tracy Masterson, Outside Member Psychology, John Carroll University April 14, 2014 Student’s Date of Defense DEDICATION It goes without saying that no one completes a dissertation alone. It takes a village, and I was blessed to have the most amazing support throughout this work. First and foremost, this work is dedicated to individuals on the spectrum: To their genius, their talents, and their contributions to world, always embrace your unique qualities. For my children, Kate and Chris: You are the motivation for everything I do. May you each find your passion and follow it wherever it leads. To my Ph.D. wife, Rose, without whom this dissertation would not exist, from statistics at Panera to rides home from class, you are amazing. To Irina, my best friend, the yin to my yang, my research partner and drinking buddy: I love you with all my heart. For my Yoda, Susan Sampson, who gave me the latitude to serve the population I love most and taught me more about ASD than I ever thought possible. To Tracy Masterson, the strongest, most supportive mentor, friend, and cheerleader in the world. I further dedicate this work to Anne and Steve, my Cleveland parents who nursed me through illness, sorrow, and stress, always making sure to celebrate my every accomplishment, no matter how small. To Nathaniel, my editor-in life and love, and my very best friend, for reasons too numerous to list. Finally, to my dad, Jim: If he were still here he would say, “I’m so proud of you, baby girl”. ACKNOWLEDGMENTS I am eternally grateful for the guidance, support, and patience of my dissertation chair, Dr. Jeremy Genovese, and for the feedback and collective wisdom of my dissertation committee. Dr.’s Galletta, Hamlen, Harper, and Masterson helped to shape this work while lending nuance and expertise to my previously undeveloped ideas. I especially thank those individuals who provided prior mentorship and guidance. Dr. Rebecca Foushee, Dr. Aurora Torres, Dr. Eric Seemann, and Dr. Sandra Carpenter: Thank you for helping me hone my research skills and encouraging my curiosity. Dr. Mindy Peden: Thank you for your guidance, mentorship, and education about “the academy.” I owe special thanks to: Dr. Annemarie Grassi, who was the voice of experience and a “big sister” for many in our cohort, as well as a personal confidant and mentor; and to Ms. Wanda Pruett-Butler, without whom nothing would have been accomplished. Finally, I quite literally would not be here without the consistent support and encouragement of my cohort. Your ideas, arguments, encouragement, and solidarity are something to be admired; you are family. Ed: Thank you for setting the tone for Cohort XXIV when you said, “We all made it into the program. At the end of four years we will all be doctors; we need to work together to support one another through this.” POPULAR TELEVISION AS A POTENTIAL MEDIATOR FOR COLLEGE STUDENTS’ PERCEPTIONS OF A PEER WITH ASPERGER SYNDROME LISA MARIE MEEKS ABSTRACT This study examines the potential mediating effects of prior knowledge regarding autism spectrum disorders and Asperger syndrome (AS), first and second-generation family ties, college major, gender, and level of exposure to Dr. Sheldon Cooper, the main character of The Big Bang Theory, on college students’ perceptions of a popular television character who displays traits and characteristics of Asperger syndrome/autism spectrum disorder. Bandura’s (1971a) Social Learning Theory and Social Cognitive Theory (2004b) provide the framework through which the researcher attempts to understand how popular media impacts college students’ perceptions of autism spectrum disorders. A total of 102 college students (aged 18-40 years) from multiple colleges across the United States completed two instruments that were modified for use in this study: The Autism Spectrum Quotient (AQ; Baron-Cohen, 2001), and the Shared Activities Questionnaire (SAQ; Morgan, Walker, Bieberich, & Bell, 1996). Participants also answered demographic questions relating to age, race, major, exposure to The Big Bang Theory, and a researcher-developed knowledge of autism questionnaire. Students overwhelmingly rated Sheldon Cooper as an individual with AS. Findings from the study indicate that gender, ethnicity, income level, and exposure to The Big Bang Theory were statistically significant predictors for students’ rating of Sheldon Cooper as an individual with AS. Being a math/science/engineering major or having a second degree relationship with a person on the spectrum did not significantly predict students’ ratings of Sheldon as iv an individual with AS, nor did these variables predict their desire to engage with Sheldon in an academic, social or recreational domain. Findings from this study suggest that the use of Sheldon from The Big Bang Theory may be a valuable tool for working with the peers of students on the spectrum as findings suggest that repeated exposure to The Big Bang Theory reduces students’ “clinicalization” of Sheldon Cooper’s behavior, perhaps through normalization of behaviors or exposure to prosocial modeling via behaviors of the supporting cast. v TABLE OF CONTENTS ABSTRACT ....................................................................................................................... iv LIST OF TABLES ............................................................................................................. xi LIST OF FIGURES .......................................................................................................... xii I. INTRODUCTION ............................................................................................... 1 Statement of the Problem ............................................................................... 5 Significance of the Study ................................................................................ 6 Purpose of the Study ....................................................................................... 7 Research Questions ........................................................................................ 8 Hypotheses ..................................................................................................... 9 Research Design ........................................................................................... 10 Theoretical Framework ................................................................................ 11 Limitations of the Study ............................................................................... 12 II. LITERATURE REVIEW .................................................................................. 14 Asperger Syndrome and Autism Spectrum Disorders .................................. 14 DSM-IV diagnosis ................................................................................ 14 Use of language ..................................................................................... 15 Prosody .................................................................................................. 16 Pragmatics ............................................................................................. 17 Pedantic speech ..................................................................................... 17 Literal meaning ..................................................................................... 17 Sensory sensitivities .............................................................................. 18 Sound
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