Incarnate biases in picture captions for autistic children: An affective perspective

Previous studies have explored the cognitive disabilities experienced by autistic children between the ages of 2 and 5 who attend special schools. However, there is still debate surrounding the onset, scope, and causes of these problems, especially considering biases that may arise from preconceived notions. Early cognitive issues could potentially contribute to biases in picture caption activities. In this study, we utilized a novel approach (simultaneous observation and questionnaire) to investigate how biases impact picture caption activities. Specifically, we examined the performance of autistic children across four grades: PreK, K1, K2, and K3. We discovered that autistic children in all grades exhibited biased interpretations in picture captions, although K3 performed better than the other grades. Moreover, their biases tended to be negative rather than positive, depending on the level of activity involved. In conclusion, these biases may originate from three spheres: school, society, and family. Therefore, when designing educational programs for children with autism, it is crucial to consider these factors. Overall, our findings suggest that relying solely on incarnate biases to identify pictures presented through picture captions is not a scientifically valid approach. However, it emphasizes the potential risks associated with negative biases in picture captions. Unlike previous studies that focused on identifying discrepancies in picture caption accuracy, our research proposes that as we take into account the onset of biases from the three spheres discussed in this study, picture caption accuracy may improve over time among autistic children as their biases decrease.