Creative Skills of Children with Autism Spectrum Disorder

Abstract

Background: Autism Spectrum Disorder (ASD) is a type of neurodevelopmental condition that involves difficulties with social communication and includes behaviors that can be repetitive and restrictive. Traditional views have frequently painted autistic characteristics in a negative light, ignoring the distinctive creative and intellectual abilities that numerous children with ASD showcase. This research taps into the neurodiversity perspective, examining how exceptional abilities like artistic flair, musical talent, and impressive memory serve as genuine facets of identity for autistic kids in Pakistan, a place where negative stereotypes and deficit-focused views are still common.

Methods: The study participants were the subjects of a qualitative, child-centered, multimodal design. A total of 15 children, ages 10-20 years (9 boys, 6 girls), with confirmed diagnosis of ASD, were purposively recruited from autism advocacy groups and special education networks in Lahore, Pakistan. Each child participated in one to two sessions (30-60 minutes) of drawing, storytelling, music, and photography-based tasks. Semi-structured interviews were conducted parent-to-parent for an additional 45-60 minutes per participant. To ensure the study supported rigorous research protocols, continuous parental and child assent was obtained, pseudonyms were used, data were secured on an encrypted device, and data triangulation was applied across creative outputs, interviews, and observations forms of data. Reflexive thematic analysis (RTA) was used to report study results. In addition, all interviews were replicated each session to ensure a credible outcome. Three overarching themes emerged: (a) the development of expertise through hyper-focus, where “limited” interests became full-fledged capabilities; (b) differences in sensory and perception that fostered creativity, especially in art and music; and (c) authenticity and ethics in social relations, where direct and honest interaction reinforced identity and trust. Children showed resilience in the reframing of traits pathologized in a deficit model to capacities; parents articulated the way they recognized the relevance of this as central to belonging.

Conclusions: The findings question deficit models as it showed that skilled differences were a key component of identity-based notions of being, and it is important to support these differences and skills in family, educational, and policy contexts. Recognizing autism as part of the neurodiversity, this study calls for paradigm shifts towards strengths-based intervention and culturally responsive support systems in Pakistan. Future research should increase the sample size and broaden representation (e.g., non-verbal children) to validate and extend the findings.