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.
Positive psychology has begun to foster change in the study of adolescence by directing increased attention to the importance of building on adolescents’ strengths and abilities as a means to promote positive outcomes. The purpose of this study was to explore the associations between hope, optimism, locus of control, self-determination, and life satisfaction in adolescents with and without cognitive disabilities using structural equation modeling. The results demonstrated comparability in the measurement of each of these constructs in adolescents with and without disabilities. Hope, optimism, locus of control, and self-determination were strongly correlated, and hope and optimism predicted life satisfaction in adolescents with and without cognitive disabilities. The implications of the findings for future research are discussed.
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.
Strengths-based clinical practices are critical for supporting the wellbeing of individuals with intellectual and/or developmental disabilities. The VIA Inventory of Strengths (‘VIA Survey’) is an assessment grounded in positive psychology that may contribute to strengths-based practices. To identify how this assessment is used in clinical practice with individuals with intellectual and/or developmental disabilities, we conducted focus groups (n = 15) with clinicians who have used this survey with this population. We also asked individuals with intellectual and/or developmental disabilities (n = 36) to comment on the process of completing the VIA Survey. We found that clinicians utilize the VIA Survey with individuals with intellectual and/or developmental disability to foster self-esteem and self-understanding, provide a framework for understanding strengths, communicate across service systems and shape strengths-based interventions. Individuals with intellectual and/or developmental disabilities also endorsed use of the survey to increase their self-knowledge and self-esteem. Future research should address accessibility of the survey to fostergreater uptake and propose standard protocols for independent survey completion.
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.
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.
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.
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.
