Imagined contact: What role does it play in influencing children's responses towards their disabled peers?

Abstract

Despite efforts to promote inclusion in schools, there are persistent challenges in the responses of non-disabled children towards disabled peers. Given the harmful, significant implications of these negative responses, there have been efforts to facilitate meaningful, positive direct contact interventions to improve children’s attitudes towards these young people. As it is not always feasible to facilitate direct contact with disabled children in school contexts, there has been an increased interest in using indirect contact interventions to improve children’s responses towards their disabled peers. A systematic literature review (Chapter 2) was conducted to explore the extent to which a form of indirect contact, known as ‘imagined contact’, can be used to influence children’s responses towards their disabled peers. Seven studies met the inclusion criteria and were critically appraised and synthesised. The findings indicated there is emerging evidence to suggest that imagined contact can be used to promote children’s positive attitudes and behavioural intentions towards their disabled peers, but the extent to which the intervention can influence actual behaviour remains unclear. The methodological and practical limitations of these findings are discussed in relation to three themes: study design, method of assessment and lack of information. For future research, further replication of the successful elements of imagined contact is needed to enable the development of practice-based guidance with evidence-based intervention components, rather than diversifying the literature more and creating further heterogeneity. Chapter 3 reports on the impact of an imagined contact intervention using 3-D toy figures on influencing children’s responses towards their autistic peers. Children (N = 61) aged six to nine years took part in a three-minute intervention and were randomly allocated to either the experimental group (imagining contact with a 3-D autistic figure) or control group (imagining contact with a 3-D neurotypical figure). Results showed that children in the experimental group had significantly more positive cognitive attitudes (beliefs), affective attitudes (feelings) and behavioural attitudes (intentions) towards autistic peers, compared to the control group. There was no significant difference between groups in self-reported behaviour. Mediation analysis revealed a serial mediation between beliefs and feelings on intentions towards autistic children. Whilst participating in the intervention increased anxiety, it also elevated inclusion of the other in the self and cognitive empathy. Tentatively, these factors could mitigate against anxiety and continue to promote positive intentions towards these individuals. Affective empathy did not emerge as a significant mediator. Whilst this is a novel study in examining the role of imagined contact in influencing children’s responses towards their autistic peers, several limitations are acknowledged such as methodological considerations (e.g., sample characteristics, use of self- report and lack of follow-up) and the need to co-produce future interventions with autistic youth. Implications are discussed at a universal, targeted, and systemic level.

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