Running head: AUTISM SPECTRUM DISORDER

Autism Spectrum Disorder on Television and in Literature: Is It Realistic?

Emily Zipprich
University of Kansas

Running head: AUTISM SPECTRUM DISORDER

Introduction
According to the Centers for Disease Control and Prevention (CDC) in the year 2000
approximately 1 in 150 children were diagnosed with Autism Spectrum Disorder (ASD) and in
2014 diagnoses increased to 1 in 68 children. (Centers for Disease Control, 2016) The number of
children diagnosed in 2016 continues to be the same as 2014. (Centers for Disease Control,
2016) The medical community recognizes commonalities shared by those with ASD, even if
each individual manifests the symptoms differently. Generally speaking, Autism Spectrum
Disorder affects communication, emotional abilities, and social skills to varying degrees.
(Centers for Disease Control, 2016) Harvard University Professor and Pediatric Neurologist Dr.
Martha Herbert (2016) states that,
Autism is a complex developmental disability that typically appears during the first three
years of life. The result of a neurological disorder that affects the functioning of the brain,
autism impacts the normal development of the brain in the areas of social interaction and
communication skills. Children and adults with autism typically have difficulties in
verbal and non-verbal communication, social interactions, and leisure or play activities.
(US Autism & Asperger Association, 2016)
The CDC (2016) provides a detailed list of signs and symptoms that children or adults
with ASD might include, such as difficulty relating to other people, avoiding eye contact, the
desire to be alone, taking words or phrases literally, struggling to read non-verbal cues, and
having aversions to certain smells, sounds, touch, or foods. People diagnosed with ASD also
struggle to adapt to change in routines or schedules, often have limited or fixed interests, and
may repeat behaviors, words, or sounds many times. (Centers for Disease Control, 2016)
Individuals diagnosed with ASD, because of variations and differences exhibited, can range
from gifted to severely challenged. (Centers for Disease Control, 2016) Some individuals with
ASD have been known to have verbal and/or physical outbursts, tantrums, and self-injure when
stressed. Furthermore, some people with ASD are sensitive to loud noises, require deep pressure

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wraps or massage, and undergo therapy to learn to overcome every day challenges. A small
percentage of those diagnosed with ASD are considered to be Autistic Savants, approximately
10% or less, usually revolving around mathematical skills, memory, musical, or artistic abilities.
(Edelson, n.d)
This paper will analyze characters on three popular television shows, Parenthood, The
Big Bang Theory, and Criminal Minds and the accuracy of characters diagnosed ASD or
Aspergers Syndrome. In addition to these television shows, a cartoon character from a digital
storybook created by Sesame Street, and several books for children and young adults will be
analyzed for their depictions of characters with ASD. The interest for this paper was derived
from the rise of children with ASD in schools, and the need for educators such as myself to have
a proper understanding of what ASD entails. Meeting the needs of these children and their
families is vital to their success in school and in the real world. Furthermore, through
understanding the differences and challenges associated with ASD, teachers can be vessels of
change for those in society who have limited knowledge on ASD but may have frequent contact
with individuals diagnosed with it. Teachers can dispel myths, correct stereotypes gained from
media representations, and help others understand that even though a child or person may not
look disabled, behaviors and challenges from ASD are real and to avoid judging things like
meltdowns and tantrums in public.
Many people have never had experience with people with ASD, but are often faced with a
child or family member with a new diagnosis, or are curious because of things they have heard
on various media outlets. They seek information and examples of what someone with ASD looks
like, acts like, and ways to deal with challenging behaviors. Parents of those diagnosed with ASD
rely on doctors and other medical professionals to get accurate information about educational

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options, treatments, and a what comes next plan for their children. Many people want to be
more informed about ASD such as grandparents, teachers, and others but may not have access to
medical professionals, so they look elsewhere for information. Several agencies and organization
such as the CDC, AutismSpeaks.org, and the US Autism and Asperger Association print articles
and pamphlets discussing autism-related information, and publish websites that provide
information on ASD; however, many Americans do not or cannot access these print or electronic
sources. While most people have the ability to pick up a pamphlet or search websites for
information, turning on a television and watching sitcoms, dramatic programs, or other shows
portraying characters with ASD is seen as both informative and entertaining. Furthermore,
childrens picture books and novels can provide entertainment and information about ASD to
those of all ages who enjoy reading. Novels and childrens books describing fictional characters
with ASD are growing in popularity and quantity, but the amount of those who learn about ASD
this way pale in comparison to television audiences.
Because so many people turn to television for their information, it is important for the
creators, writers, and characters to offer viewers an accurate portrayal of ASD. Also, when
dealing with children or young adults, those who write books with this audience in mind have to
consider the educational value of characters more than the entertainment factor. Current articles
and literature I found on media point to the trend of making characters on television shows
resemble the very small percent of individuals with ASD or Aspergers Syndrome that possess
savant or extraordinary skills or talents, whereas books offer authentic representations. (Belcher
& Maich, 2014) I was able to find more information than I thought would be available on this
topic. Articles published in a variety of respectable journals, as well as online newspaper articles,
and blog posts were collected and referenced for this paper.

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The Project Methodology

Data collection was primarily done online for ease and convenience. I used Google as the
initial search engine to locate information on my topic. I was able to locate multiple media
sources online that I felt were reliable or reputable such as The Huffington Post, CNN, Autism
Daily Newscast, and Autism Speaks. These sources briefly discuss various aspects of characters
with ASD on television or other outlets, such as the accuracy of ASD characteristics portrayed on
TV compared to those who deal with it in real life. They also look at whether or not there is a
rise in characters with ASD, and if it just a trend or speculate if it will continue to be popular.
Even though these newspaper articles do not go into great depth, they offered me some basic
ideas about characters in a variety of mediums.
Through Google I was also able to find one of the primary articles I analyzed written by
Christina Belcher and Kimberly Maich (2014), Autism Spectrum Disorder in Popular Media:
Storied Reflections of Societal Views. This article looked at 20 samples from television, picture
books, movies, and novels and what their characters offer in terms of portrayals of those with
ASD. (Belcher and Maich, p. 109, 2014) The appendix of this article has a list of popular
characters on television, in movies, and in novels and picture books. I referenced this list, as well
as the information in the article, to help guide my choices for television shows and books to look
at. I did not use all of them, but it was helpful to see what is out there. This article proved most
helpful to gain more focus for my project and discussed the authenticity of the characters across
a variety of mediums.
Another article I found particularly helpful to build a base knowledge for my project was
Alexandria Prochnows (2014) honors thesis paper titled An Analysis of Autism Through Media
Representation. She states that despite the criteria set out by the medical community to recognize

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ASD, media tends to consolidate autistic characters into just four specific and mostly unrealistic
categories, as aforementioned-magical/savant, different/quirky, undiagnosed/unlabeled, and
realistic portrayals. (Prochnow, p 136, 2014) These classifications, along with the suggestions
of television programs, novels, and picture books from Belcher and Maich (2014), helped me
understand more what to look for and narrow my choices for TV shows and books.
Then using ideas gathered after reading Belcher and Maichs (2014) and Prochnows
(2014) articles, I went to the online library through the University of Kansas. I searched for
articles involving the media and ASD. One article, Stereotypes of Autism by Douwe Draaisma
(2009), describes briefly the history of ASD, stereotypes of ASD people have gathered from
media outlets, and how they differ from the reality of those living with the diagnosis. It gives a
brief history or introduction of how Hans Asperger and Leo Kanner observed children exhibiting
what we today would classify as Aspergers Syndrome and autism. (Draaisma, p 1475, 2009)
This article was a good companion article to Belcher and Maichs (2014) and Prochnows
articles and supported some of the same findings they did, especially in terms of representations
of ASD characteristics on television. Draaisma (2009) says that, Today, the processes that shape
the general understanding of Asperger syndrome and autism have come to be distributed over
persons and institutions, literature and film, education and media, meaning that popular media
outlets greatly influence how people learn about ASD and what they are learning. (p 1476, 2009)
Draaismas (2009) article, along with two others by Holton, Farrell, & Fudge (2014) and
MacLeod, Lewis, & Robertson (2013) discuss the impact media representations have on
societys perception of individuals with ASD. They all mention how labels, either positive or
negative, on people with ASD help shape or designate where they fit into society. In other words,
labels, stereotypes, and stigmas that may be represented through television or other characters

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create a social construct placing people with ASD into specific groups that could hinder their
relationships, opportunities, and treatment by others. The very act of labeling initiates a
complex interactions between the label and the perception and understanding of the person so
labeled. Autism is no exception. (Draaisma, p 1476, 2009)
I also found an article through the KU Library published in the Disability and Health
Journal written by Judith Markham Holt and Keith M. Christensen about a study they did about
the perceptions, misconceptions, and understanding of people in Utah in regards to ASD. Though
much of this article is specific to the beliefs and attitudes of those in Utah, an analysis of the data
collected can support the belief that the general public relies on television as one of its primary
sources for autism information, the other being radio, which suggests that these means may
be the most effective in disseminating public awareness messages to the general population.
(Holt and Christensen, p. 59, 2013) Also, a short article by Cynthia Littleton (2012) published on
Variety.com describes how many television networks, including MTV, Animal Planet, and AMC,
are all showing awareness for autism. April 2nd is internationally recognizes as World Autism
Awareness Day, so many networks turn their on-screen logos blue, the symbolic color of autism.
Some stations even run public service announcements to report statistics and information to the
general public.
I was able to access the television programs I watched to get a better impression of the
characters described in these journals and articles through a variety of methods. When talking to
friends and colleagues about this project, I had several suggest to me that I should watch
Parenthood, a NBC drama that aired from 2010 to 2015. The list of characters includes Max
Braverman, a young boy diagnosed with Aspergers Syndrome in the first season of the show.
The show is no longer available on regular television networks, so I turned to Netflix instant

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streaming to binge watch multiple episodes to view Maxs character and if he portrayed an
authentic child with ASD.
Since I am an avid viewer of Criminal Minds on CBS, I have observed the behaviors of
Dr. Spencer Reid for years. I DVR any new episode of Criminal Minds, and often watch reruns,
because I enjoy the show so much. Dr. Reid is never formally diagnosed on the show, yet there
are times other characters reference his savant-like abilities, as well as is awkward social skills
and inability to recognize sarcasm. In the Belcher and Maich (2014) article, they note that on the
Criminal Minds Wikipedia page, the actor who plays Dr. Reid, Matthew Gray Gubler, is quoted
as saying, Reids an eccentric genius, with hints of schizophrenia and minor autism, Aspergers
Syndrome. Reid is 24, 25 years old with three Ph.D.s and one can not usually achieve that
without some form of autism. (Wikipedia, 2012b, para. 9; Stichter et al., 2010)
Another CBS program, The Big Bang Theory has a popular character named Sheldon
Cooper who also exhibits characteristics similar to those of Aspergers Syndrome. I have seen
bits and pieces of this show, and have numerous friends and family who watch the show, and one
let me borrow a DVD so I could watch Sheldon in action. Unlike the explicitly stated diagnosis
of Max Braverman, Sheldons behaviors are assumed to be on the spectrum by many viewer, but
he is not formerly diagnosed.
Sheldon Cooper (Jim Parsons) is probably one of the most obvious examples of a TV
character that appears to have Aspergers, but co-creator Bill Prady has said that theyve
never written him with that specific intention, and they will never say that he does,
indeed, have Aspergers. (Furlong, p. 4, 2013)
Other sources I collected include fictional novels from my classroom library that I have
read on previous occasions. The Curious Incident of the Dog in the Night-Time by Mark Haddon
(2003), and House Rules by Jodi Picoult (2010) are fictional stories that have teenagers as the
protagonists, and they happen to be diagnosed with or exhibit characteristics of ASD, specifically

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Aspergers Syndrome. Although the representation of Aspergers here is similar to the television
shows I looked at, the novels offer a closer, and more detailed look into ASD. In Mark Haddons
(2003) murder mystery novel, Christopher John Francis Boone knows a lot of things and the
book is written as a type of journal, with the chapter numbers written as prime numbers,
something Christopher knows very well. Although it is never explicitly stated in the book that
Christopher has Aspergers, his behaviors would warrant a reader to make the assumption. He is
very detail oriented, literal in processing information and speaking, struggles to relate to other,
and hates to be touched. He sees a social skills specialist to work on communication and
relationship skills, and is determined to the point of obsession to figure out who killed his
neighbors dog.
Similarly, in House Rules by Jodi Picoult (2010) Jacob Hunt also loves forensics and
crimes. It is explained to the reader that Jacob has Aspergers Syndrome and possess many
characteristics that are common among those diagnosed with high functioning ASD. He is
socially awkward and also receives therapy like Christopher to work on social skills. He is very
particular about his food: the colors of it, the days of the week that correspond to certain foods,
he does not handle changes in his schedule well, cannot look others in the eye when speaking,
and struggles with proper communication. Unfortunately for Jacob, because he is so fixated on
crime and forensics, when his behavior teacher is killed the police think he did it because he
knows so much. This book does a good job of explaining how society can misjudge those on the
spectrum and misunderstand their behaviors. It also shows how easily law enforcement or others
to do or say certain things to get themselves in trouble could manipulate people with ASD. If
these individuals already struggle with communication and normal social relationships, if they

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are put in high stress or uncomfortable situations, their ASD is going to impede their ability to
function properly and might in fact make them look guilty.
I also wanted to look at picture books that were available for younger children to
introduce them to ASD, teach them about developing friendships, and acceptance for those
diagnosed with it. The Belcher and Maich (2014) article and appendix list several titles of
childrens books, so I went to my local library to see what was available to me. The librarian was
able to order five titles, none of which however were mentioned by Belcher and Maich. Of the
five I checked out, I analyzed two of them and how they present ASD to children. My Friend
Has Autism by Amanda Doering Tourville (2010) shows the relationship between the narrator
Nick and Zach, his friend with ASD. This book talks about the things Zach likes to do, things
that bother him, and how he often seems to be in his own world (Tourville, p 9, 2010). However,
it does show the two friends playing and doing things together, which is meant to show children
that those with ASD are still kids and like to have fun.
My Brother Charlie by Holly Robinson Peete and Ryan Elizabeth Peete (2010) similarly
shows characteristics of a child with ASD and how he and his family deal with it together.
Although the names are different, this book is a quasi-autobiographical account of the authors
lives with a child/brother diagnosed with ASD. The narrator in this story is Charlies twin sister
Callie who does not have ASD. She describes how life is sometimes tough for their family and
how Charlie does not always seem to want to play with her. However, the book gives more good
examples of how accepting others who are different is good, and this book is geared towards
children who have siblings diagnosed with ASD. The theme of this book is that love comes in
many ways, and just because someone is diagnosed with ASD does not mean they cannot love,
but that they show it in different ways. (Peete and Peete, 2010)

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To find out more information about Julia, the new Muppet featured on Sesame Streets
autism specific website I visited the homepage and found the link to the digital storybook. This
digital storybook will get the attention of young children, and offers a simple story to explain to
neurotypical children, or children considered developmentally normal, how many children
diagnosed with ASD behave. The story also promotes acceptance and inclusion of everyone, and
does it through familiar characters of Elmo and Abby who befriend Julia. The story is read to
viewers using Elmos voice, so it is familiar and can be told to children who cant read ye
I spent a considerable amount of time looking for sources and combing through journals,
articles, watching television programs, and reading childrens books. Although I had a sizable
amount of knowledge in terms of teaching students with ASD, I was unaware that so much
literature, information, and entertainment sources were available. I still question my decision to
incorporate all of the sources and examples I did, but I feel strongly that looking at a variety of
representations over multiple mediums was important to do this topic justice. Individuals with
ASD are still a marginalized group in society, and that is shown by the stereotypes that continue
to show in a variety of places, specifically on television.
Findings
The reliance on television programs to gather information about topics such as ASD has
increased with the affordable access and availability of media on a variety of devices. (Blecher
and Maisch, p 98, 2014) In recent years, networks such as NBC, CBS, and PBS seem to have
realized the growing number of people with ASD and increasing interest in the subject, and as a
result have created shows that include cast members or characters with ASD. By analyzing the
articles and particular television programs, one important finding about the characters is that all
three have been diagnosed with or are perceived to have Aspergers Syndrome, a high

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functioning version of autism. Dr. Spencer Reid and Dr. Sheldon Cooper both exhibit
extraordinary skills or characteristics that most who are diagnosed with ASD do not have,
specifically, extreme memory skills, and/or savant or genius level intelligence. Based on
Prochnows (2014) four categories, mostly unrealistic representations of ASD mentioned earlier,
I believe Dr. Reid would most likely fit into the magical/savant category. He is socially awkward
and is quite literal when speaking or interpreting language. On the show his character mentions
several times that he has an eidetic memory, or the ability to have total recall of memories,
images, information etc. (Dictionary.com, 2016) This ability is very rare, which makes Dr. Reid
seem to have some type of super power. Sheldon Cooper could fit into the
undiagnosed/unlabeled category and the different/quirky category. (Prochnow, p 136, 2014)
Sheldon does not like change, does not get sarcasm, and has trouble understanding social norms
that the others around him get. Although neither is formally diagnoses on the show, both
characters possess traits that would lead viewers to believe they are on the autism spectrum such
as awkward social interactions, literal interpretations of language or situations, and difficulty
adapting to change. Max Braverman is the one character I looked at that is actually diagnosed
with Aspergers on the show, and based on the articles, my viewing of Parenthood, and my
experiences with children with ASD, I believe Maxs character is realistic and portrays many of
the behaviors real families have to deal with when there is a member diagnosed with ASD.
With the emergence of the rising number of diagnoses of individuals with ASD in the last
15 years, executives at television networks, as well as authors recognize the market for products
involving characters with ASD. Parents and family members, educators, and curious observers
are looking for creative and informative sources to learn more about ASD, and networks and
publishers are looking to create revenue. It is no surprise that many networks and publishers have

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increasingly put products on the market to fulfill the needs of those wanting more about ASD.
Furthermore, if networks are willing to run PSAs and change their logos to blue to raise
awareness for autism, it is a logical analysis to believe that they would want to create a show
with a character with ASD. It is a way to show they are spreading knowledge to uninformed
viewers about a disorder that is affecting a growing number of people, and at the same time
drawing in more or new viewers who want to see what ASD is all about. They can look like they
have a noble cause to dispel myths and stereotypes, but a show with a character with ASD can
raise ratings and earn networks more profits.
Conversely, when looking at novels with characters with ASD, there seem to be
differences between the representations of the characters. On television it seems as though many
of the characters possess extraordinary skills that give off unrealistic ideas and expectations for
those on the spectrum. Television shows rarely show outbursts, meltdowns, or severe autistic
behaviors, probably because those things are not entertaining or are uncomfortable to talk about.
Parenthood would be the exceptions to the other shows I analyzed. Although the novels I
analyzed had characters that were diagnosed with Aspergers, the skills they possess were not as
exaggerated or savant-like as on television.
Often times, the authors of these novels have a personal connection to individuals
diagnosed with ASD: a child or even themselves. Writing books with fictional characters is their
way of telling their story of living with or with someone on the spectrum. Belcher and Maich
(2014) call it part of a therapeutic healing process. (p 106, 2014) I believe the personal aspect
authors have of writing about someone close to them with ASD, helps them create a more
authentic representation of what real autism looks like. They can show readers that not every
person with ASD can solve crimes and catch serial killers, or can do high level math and science

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work. In real life, dealing with ASD means therapy and behavioral therapists, avoiding certain
food or textures, and refraining from many social situations due to anxiety and fear of tantrums.
Television shows only have a short timeframe for each episode to get in the storyline before their
time slot is up, so the ability of viewers to stop and analyze characters with ASD is probably
something that does not happen frequently. But when a reader picks up a novel, he or she is able
to process the descriptions and information presented about characters with ASD at their own
pace. Readers typically take careful consideration when choosing a book to read, and while
reading a book can analyze, discuss, and take their time understanding the plot and characters.
This can help readers develop a purpose for reading and learn more about individuals with ASD.
(Belcher and Maich, p. 106-107, 2014)
While television shows like Parenthood, The Big Bang Theory, Criminal Minds are
created primarily for adult entertainment with educational purposes as an after thought, and the
novels tend to be geared towards helping young adults deal with classmates or sibling, picture
books for young children are meant to teach acceptance and inclusion at a young age. Young
children see picture books about other children as sources of entertainment, so it is practical for
authors to write books that include characters diagnosed with ASD. Belcher and Maich (2014)
state that, This medium is of importance because picture books often provide the first window
to early learners where differences are made known socially through story. (p 108, 2014) Books
like My Friend Has Autism by Tourville (2010) show young children that sometimes children
with ASD do things that are different than them and patience is required when children with ASD
behave certain way. They can still find fun things to do together and become friends, which will
help neurotypical children accept and include children with ASD.

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Especially when used in schools implemented through curriculum usage, or when read by
parents, these picture books will allow young children to take the topic of ASD more seriously
than if they just chose the book themselves to read independently. (Belcher and Maich, p. 108,
2014) Teachers and parents can stop periodically and discuss situations, behaviors, and address
questions as they read to improve understanding and acceptance of children with ASD.
Furthermore, if online or interactive books or stories are used, children can be drawn in with
colorful images and audio support. I looked at digital storybook for children accessible online
created by PBS and Sesame Street with a character named Julia who is diagnosed with ASD.
Like the books in print, the goal of the Sesame Street digital storybook is to teach young children
about ASD and the importance of including everyone. I found this medium to be a fun way to
read a childrens story, and I brought my three-year-old daughter into the room and let her read
it.
One more finding I noticed when looking at the various media representations was that
many of the characters with ASD are not culturally diverse. The three television characters were
white, as well as both of the characters in the novels. The childrens books both had a Black
character or family. I think the reason the childrens books show more diverse character than the
television programs and novels is that the childrens books want to bring in as much diversity as
possible, and by showing characters other than just white children or families, they are giving a
range of diversity. It will further help children learn to accept others different than themselves,
whether racially or in exceptionality.
The one thing that I think all of these media representations stick to is that boys, more
than girls are diagnosed with ASD. The CDC (2016) reports that boys (1in 42) are about four and
a half time more likely to be diagnosed with ASD than girls (1 in 189). (CDC, 2016) It would be

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logical for authors and television producers to portray males with ASD more than females due
these statistics, but it is clear that girls are underrepresented. When looking up titles for the
development of my three strategies, I did find several novels that included female characters
diagnosed with ASD, and a couple of the journal articles I read discussed females characters on
television shows, but as a whole, ASD is represented more through male characters.
Three Strategies
Although I think it is important to make sure adults know the correct information about
the characteristics of ASD, I think starting with young children is really beneficial for dispelling
stereotypes, learning acceptance, and ending discrimination and myths about those diagnosed
with ASD. One strategy I would use to help move individuals with ASD from a marginalized
position would be to work with young children on learning what autism is and how to be
accepting of those with ASD. First I would present the Sesame Street website that provides
resources for families, educators, and others to learn about ASD to the students. As a class, we
would read the information about the definition of autism and discuss some characteristics some
people might possess is on the spectrum. Then, we would watch some videos offered on this
website, as well as read the digital storybook about Julia, the Muppet with ASD. After watching
the video, I would have the children write a paragraph or two about how they are similar to Julia.
One idea would be to choose things that the digital storybook says Julia likes and talk about if
they like those things or a time when they did or had the same. Other things to write about would
be something that bothers or scares them since the book describes noises Julia doesnt like, and a
time they felt nervous like Julia does in unfamiliar situations. By doing this comparison writing,
the students can see that everyone has likes and dislikes, things that bother or scare them, and
times when they get nervous. They can learn empathy and understanding through analyzing their

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own behaviors and characteristics. Then, these children will grow up accepting that the things
children with ASD are not that weird or strange, they may just respond to things in a different
way, and learn that that is okay.
Another activity to do with younger children to learn about children with ASD would be
to obtain copies of picture books like I Am Utterly Unique by Elaine Marie Larson (2006). The
students can use the book to practice their alphabet at the same time as they learn about traits and
strengths of children with ASD. Each letter of the alphabet has a different characteristic that goes
along with it, such as the letter F says, I have Fantastic Focus, or the letter D says, I am a
Detail Detective. (Larson, 2006) Each student in the class could be assigned a letter of the
alphabet, and the teacher could do the ones left over if there are not 26 students in the class. They
would be responsible for memorizing their letter and what the ASD trait is. The students could
make a poster or color some type of sheet to be shown to the class. Then they all could line up or
circle up in the classroom, say their letter and present their sign or poster until all are finished.
Then the students and the teacher could hang them up in the room for everyone to see frequently
and reinforce the learning. Students will able to see the letters and learn them, but they will also
forever be able to recognize the traits that people with ASD might exhibit. They will know and
respect the abilities of those with ASD such as the ability to focus or look for details. These
students will be able to see the ASD characteristics as positive rather than a disability.
The final strategy to bring awareness about ASD and reduce stereotypes would involve
high school aged students. It is important for these young adults learn to accept and get along
with those who are different from themselves, because they will soon be out in the real world
having to deal with a variety of individuals. This strategy involves teaching teenagers the value
others can bring to our society, and offers insight into a growing population of people they will

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come in contact with regularly in college and the workplace. In English class, I would break
students up into small reading groups and assign each group a different novel with a character
that was diagnosed with ASD. Prior to reading these novels, the students will gain background
knowledge of ASD through class lectures, discussions, and articles facilitated by the teacher.
Because there are many books to choose from the teacher should pick books that will be of high
interest to teenagers. Some titles to consider might include The Curious Incident of the Dog in
the Night-Time by Mark Haddon, Marcelo in the Real World by Francisco X. Stork, House Rules
by Jodie Pocoult, M is for Autism by The Students of Limpsfield Grange School and Vicky
Martin, Delightfully Different by D.S. Walker, Screaming Quietly by Evan Jacobs, and
Mockingbird by Kathryn Erskine. All of these titles involve teenagers or young adults diagnosed
with ASD or teens dealing with a sibling or friend diagnosed with ASD.
The groups will have activities and assignments throughout the reading of the novel, and
will be required to discuss the book daily with their group members. The students will look at
current research on ASD or articles written about topics pertaining to ASD. This will increase
their awareness and build more background knowledge, as well as allow them to work with
complex texts, skills they will need for college and career readiness. Furthermore, they will
watch videos or documentaries about individuals with ASD like Temple Grandin or others
discussing what living with ASD are like. While reading, students will list characteristics and
traits the books character with ASD exhibits, as well as how others perceive the character, and
relationships forged in the book. Once the groups are all finished reading the books, they will be
required to create some type of presentation on their books to teach the class about their book,
research the author and his or her purpose for writing the book, and analyze how authentic the
character with ASD is portrayed compared to societal views and the medical community. Their

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presentations will be open to their creativity and could be done in one of multiple mediums:
iMovie or similar movie making programs, PowerPoint, Prezi, poster, etc. They are responsible
for teaching the class about their book, and afterwards the class will work together to compare
and contrast multiple representations of fictional characters.
Significance and Summary
Dr. Stephen Shore, Adelphi University professor and an individual with Autism,
illustrates that each person diagnosed with ASD is his or her own person, with individual abilities
and talents by saying, If youve met one person with autism, youve met one person with
autism. Looking closer at Dr. Shores quote, one might draw a warning for society. Appreciation
for the individual with ASD without assuming that he or she fits into specific stereotypes often
portrayed on popular television shows, movies, or books is a major factor in reducing the stigma
surrounding the rise in ASD diagnoses. It is vital that society recognizes obstacles and challenges
real life individuals with ASD and their families face on a daily basis like tantrums and
meltdowns, sensory and texture issues, and anxiety in pubic or uncomfortable situations. The
general public also needs to recognize that despite showing some common characteristics of
ASD such as social awkwardness, particular interests, and a resistance to change, the fictional
characters on television often over represent savant-like intelligence, and/or exaggerated abilities
that the majority of individuals with ASD do not possess. (Belcher and Maich, p. 105, 2014)
When we categorize individuals with ASD as all being like characters we see on television, with
their extraordinary skills, we are creating a social construct that continue stereotypes and often
do more harm than good. People develop false expectations and ideas about what people with
ASD might be capable of, and when those individuals do not live up to those assumptions,
acceptance, inclusion and understanding are hindered. A greater social divide is created and can

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greatly impact the self-esteem of those living with ASD. (MacLeod, Lewis, and Robertson, p 47,
2013)
Of course there are limitations of this study due to time constraints, and a small sample
size of sources and media representations. However, I think what has been done here does open
up room for discussions, and acknowledges that there needs to be more thought put into
representations of people diagnosed with ASD. Better education and information should also be
disseminated to the general public, and creators, producers, and authors need to be mindful when
creating characters used to represent such an important topic in our society. Misinformation and
misrepresentation can hurt the campaign of autism awareness so many parents, educators, and
individuals with ASD have been working hard for over the years.
Annotated Resource List
http://www.autismasperger.net/intro.htm
I think this website would be a helpful introduction for people who do not have much
experience with individuals with ASD. It is run by Dr. Stephen Shore, who is discussed in this
paper. He offers information, definitions, and clarifications for different disorders that are now
encompassed under the diagnosis of ASD. There are charts and graphs that offer good visual aids
to help understand ASD better, and Dr. Shore provides links to other useful sites such as books
and presentations on ASD, and ASD in the news.
http://autism.sesamestreet.org/
Sesame Street and their launching of Julia, the first Muppet with autism, want to help
parents and children understand and accept those with ASD. This website provides a plethora
information on ASD, videos of children and their parents describing their situations, resources,

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and the digital storybook featuring Julia. I think it is a great resource for parents and children
alike to help recognize or see amazing as Sesame Street hopes we all will.
https://www.autismspeaks.org/
Autism Speaks is one of the foremost sites for information about ASD. It is a national
organization working to advocate awareness and acceptance, as well as promote research and
funding for further understanding of ASD. This website offers so much information for parents,
teachers, and those wanting to gain a better understanding of what ASD is.
Belcher, C., & Maich, K. (2014). Autism Spectrum Disorder in Popular Media: Storied
Reflections of Societal Views. Brock Education, 23(2). 97-115. Retrieved April 01, 2016,
from https://brock.scholarsportal.info/journals/brocked/home/article/view/311/247
Christina Belcher wrote one of the most helpful articles I found and Kimberly Maich
called Autism Spectrum Disorder in Popular Media: Storied Reflections of Societal Views. They
did a succinct job of describing the connection between the views of society of those with ASD
in the media, specifically those with savant like characteristics, and how they differ from real
people. These authors looked at television, movies, picture books, and novels. This was the first
article I read on my topic and think it would be good for those who wish to have a solid starting
point on learning more about people with ASD and their depictions in a variety of media.
http://www.cdc.gov/ncbddd/autism/facts.html
For definitions and specific data on ASD diagnoses, I used the website for the Centers for
Disease Control and Prevention. Their information provided through the CDC is researched and
backed by medical and science professionals and is reliable. The CDC offers basic but
informative descriptions of typical symptoms of those with ASD. This site does a good job of
making sure the public is aware that those diagnosed with ASD may exhibit some or most of the

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characteristics they list. They make the information understandable, and provide further links for
those wanting more information.
Katims, J. (Writer). (2010). Parenthood [Television series]. NBC
The television show Parenthood that aired on NBC from 2010-2015 has a character
named Max who is diagnosed with Aspergers Syndrome, now considered a high functioning
form of ASD. This show does a competent job of portraying someone with Aspergers. Maxs
character is realistic when compared to those who actually live with ASD/Aspergers. The actor,
producers, and creators of the show also consulted professionals and experts in ASD to make
sure Max showed authentic behaviors and characteristics. This is a great show for entertainment,
but also for information on ASD.

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