Positive psychology is the scientific study of human strengths and virtues, founded on the belief that we ought to apply the same scientific rigor used to understand human suffering and mental illness to study human happiness and mental health. Proof Positive’s aim is to spread the science and skills of happiness across the autism community.
Autism & Positive Psychology
Integrating Positive Psychology and Autism: A Roundtable
Wright, P., Moseley, R., Tomasulo, D., Srinivasan, H., Wilson, J., Woods, S., & Rashid, T. (2024). Integrating Positive Psychology and Autism: A roundtable. Autism in Adulthood, 6(4), 389–400. https://doi.org/10.1089/aut.2024.38246.pw
In a Roundtable discussion, Integrating Positive Psychology and Autism. Proof Positive brought together autism and positive psychology experts to explore opportunities at this intersection, understand the barriers to cross-talk between these fields, and consider future directions in this first-of-its-kind discussion. While limited research exists at this intersection, the discussion made one thing clear: there is endless potential to merge positive psychology and autism services, supports, and research to enhance the wellbeing of the autism community.
This publication is dedicated to Katie Curran, MAPP, whose extraordinary vision and life work of integrating the fields of positive psychology and autism to promote the wellbeing of the autism community made this roundtable possible. In the spirit of Ms. Curran’s vision, may this work inspire continued exploration and innovation toward a world where wellbeing wins for all.
Flourishing With Autism: The Case for Positive Psychology, a Special Report by Proof Positive
This report presents the case for positive psychology as a path and practice to flourishing with autism. Learn how positive psychology practices can effect positive change in wellbeing outcomes for the autism community.
How Can Young People with ASD Thrive?
In comparing thriving in youth with ID and ASD to those without ASD, Weiss et al finds that youth with ASD and ID reported thriving less than their peers with ID only. This study explores some of the potential predictors of thriving in youth with ASD and ID, finding that group differences in sociocommunicative ability and school participation contribute to less thriving for those with ASD.
Thriving in Youth with Autism Spectrum Disorder and Intellectual Disability
Most research on mental health in individuals with autism spectrum disorder (ASD) and intellectual disability (ID) has focused on deficits. We examined individual (i.e., sociocommunicative skills, adaptive behavior, functional cognitive skills) and contextual (i.e., home, school, and community participation) correlates of thriving in 330 youth with ID and ASD compared to youth with ID only, 11–22 years of age (M = 16.74, SD = 2.95). Youth with ASD and ID were reported to thrive less than peers with ID only. Group differences in sociocommunicative ability and school participation mediated the relationship between ASD and less thriving. Research is needed to further elucidate a developmental-contextual framework that can inform interventions to promote mental health and wellness in individuals with ASD and ID.
Weiss J.A. & Burnham R. P. (2015). Thriving in youth with autism spectrum disorder and intellectual disability. Journal of Autism and Developmental Disorders, 45(8), 2474-2486.
Identifying Character Strengths in People with Disabilities
This paper provides an overview of the growing science of character strengths and explores why and how character strengths and a strengths-based perspective are relevant in the disability field. It offers key concepts, research findings, and interventions that provide a framework for the disability field to build on strengths of character and enhance quality of life outcomes.
Character Strengths and Intellectual and Developmental Disability: A Strengths-Based Approach from Positive Psychology
There has been limited focus in the disability field on assessing and intervening to promote strengths of character. However, character strengths have received significant attention in the broader field of positive psychology. This paper provides an overview of the growing science of character strengths and explores why and how character strengths are relevant to people with intellectual and developmental disabilities and a strengths based perspective in the disability field. We offer key concepts, research findings, and interventions from the science of character that can provide a framework for the intellectual and developmental disabilities field to begin to build on strengths of character to enhance the systems of supports and quality of life outcomes experienced by people with intellectual and developmental disabilities.
Niemiec, R.M., Shogren, K.A., & Wehmeyer, M.L. (2017) Character strengths and intellectual and developmental disability: A strengths based approach from positive psychology. Education and Training in Autism and Developmental Disability. 52(1), 13–25.
Body Mind Connect: Exercise, Sleep, Behavioral Functioning, and Melatonin Level in Children with Autism
This study investigated the impact of exercise on sleep and behavioral functioning in children (8-12 years old) with autism spectrum disorders. It also looked at whether exercise alters melatonin levels among the population. Results found that exercise significantly improved sleep and behavioral functioning while also significantly increasing melatonin levels, highlighting the variety of benefits of exercise in children with ASD.
Effects of Exercise on Sleep, Melatonin Level, and Behavioral Functioning in Children with Autism
Poor sleep quality and low behavioral functioning are commonly reported in children with autism spectrum disorder. This study examined the impact of exercise on sleep on melatonin level and behavioral functioning in the population. Children with autism spectrum disorder(n = 55; age = 10.97 ± 1.90) were randomly allocated to a morning jogging intervention group or a control group. Participants’ sleep was measured using actigraphy and sleep log assessments. Twenty-fourhour and first morning urinary 6-sulfatoxymelatonin were used to determine whether the exercise intervention could elicit changes in melatonin levels. Behavioral functioning of the participants was assessed by the repetitive subscale of the Gilliam Autism Rating Scale–3rd edition. All assessments were carried out in baseline, post-intervention, or regular treatment, and follow-up to elucidate the sustainability of the exercise effects. Positive changes were observed between baseline and post-intervention in actigraphy-assessed sleep efficiency and wake after sleep onset, as well as melatonin level and behavioral functioning within the intervention group (ps < 0.017). However, no significant changes were observed in all measurements between post-intervention and follow-up (ps > 0.05). The findings suggest that physical exercise is effective to improve sleep with an increase in melatonin level. It can also reduce repetitive behaviors in children with autism spectrum disorder.
Tse, A.C., Lee, P.H., Zhang, J., Chan, R.C., Ho, A.W., & Lai, E.W. (2022). Effects of exercise on sleep, melatonin level, and behavioral functioning in children with autism. Autism, 26(7), 1712-1722.
