Empowering Autistic Adolescents and Adults through Online Social Engagement
Bibliographic record
Abstract
Online social environments provide opportunities for authentic social engagement through unique affordances such as increased user control, accessibility, convenience, and access to a larger community. To date, limited research has been conducted on the intentional and independent social engagement of autistic adults. This systematic literature review explores (1) how the intentional and independent online social engagement of autistic adolescents and adults relates to basic psychological needs (BPN) for autonomy, competency and relatedness and (2) the generative mechanisms of the online social engagement for autistic adolescents and adults. Our findings suggest that autistic individuals can actively and effectively engage in online social activities and develop meaningful social relationships, contrary to the assumptions of social deficits associated with autism. Furthermore, the results indicate that an online social environment can fulfill the basic psychological needs (autonomy, competency, and relatedness) of autistic adolescents and adults. The study also identified critical generative mechanisms at the individual, educational, and societal levels that promote feelings of autonomy, competency, and relatedness in an online social context. These mechanisms include agency, purpose, competence, scaffolding, control, authenticity, accessibility, intersubjectivity, and transferability. This review supports the need for a strength-based, holistic approach to understanding the social engagement of autistic individuals that considers the generative mechanisms of their intentional and independent social engagement. Future research should explore the various factors that influence the online social engagement of autistic individuals and how they can be leveraged to enhance their well-being and quality of life.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".