Qualitative investigation of occupational dysfunction in school life as perceived by children with autism spectrum disorder

Abstract

We analyzed four children with autism spectrum disorder (hereafter referred to as “children”) using the Structural Construction Qualitative Research Method and the Steps for Coding and Theorization to examine the subjective sense of distress they experienced in their school life from the perspective of occupational dysfunction. As a result, the following occupational deprivations were generated: “environmental and behavioral restrictions due to school regulations” and “deprivation of experience due to social conditions”. Furthermore, there was occupational imbalance of both “time of work activity and sense of time” and “work and its meaning”. In addition, occupational alienations of “feeling helpless by comparing one's experience with others” and “feeling alienated in a group” were experienced. Finally, there was occupational marginalization in the form of “feeling unrecognized by others with whom they value interaction” and “sense of self-punishment due to negative experiences”. The role of occupational therapists was considered important to support children's performance of tasks in collaboration with the school as a whole.