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Special interests

Preoccupying special interests

Many neurotypical young people have intense hobbies or interests that change over time . These are most frequently in line with what their peers like.   

A child with an ASC diagnosis may have highly unusual interests (e.g. electricity pylons or washing machines) or their interests may be more typical. However, the intensity and length of time this interest lasts is more unusual.

A selection of different butterflies.

Young people on the autism spectrum may have special interests that are preoccupying; taking up a lot of their thoughts and effect their behaviour. 

Autistic people may have a high level of repetitive behaviours associated with their interests. They may even experience distress if people try to prevent them from engaging in activities in line with this interest.

On a positive note, they may build up a lot of expertise and knowledge in this specific area.

What is the difference between a hobby and a special interest?

Hobby

A hobby tends to be something you do in your free time, but you can start and finish the activity without any challenges.

Special Interest

A special interest is often an activity that is incredibly difficult to move on from and young people on the spectrum may engage in it for extended periods of time.

It is also important to understand that these both differ from obsessions. An obsession is characterised by an intense preoccupation that a person does not want to engage in anymore and they are no longer getting enjoyment out of it (for example, repetitive thoughts regarding contamination and germs).

Things to try – special interests

  • Benefitting from the special interest: Children may benefit from visual planned access to their special interest every day. 
  • Broadening the special interest: Try to broaden out a child’s special interest as much as possible. For example, go on daytrips to places associated with the interests or do different activities in line with the interest.
  • Opportunities: Look for opportunities where they can access it in more sociable ways. For example, playing a favourite game online with peers and not just on their own.
  • Boundaries: Put appropriate boundaries around it so that the intensity of their interests does not start impacting on their daily functioning. For example, their interests may start to impact on their ability to attend school.
  • Maintaining boundaries:  Visual timers (for example, sand timers) can be used to maintain boundaries.
  • Maintaining boundaries more easily: You could create written co-constructed contracts for the child to help them maintain boundaries when interacting with others.