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Special interests

Preoccupying special interests

Many neurotypical young people have intense hobbies or interests that change over time and 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, but the intensity and length of time this interest lasts is more unusual.

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

Their interests may be linked with a high level of repetitive behaviours and even possible distress if they are prevented from engaging in an activity 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 places to visit, different activities in line with their areas of 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 attending school. 
  • Maintaining boundaries: Boundaries may be maintained more easily using visual timers (for example, sand timers) for some children. 
  • Maintaining boundaries more easily: Boundaries may be maintained more easily using written co-constructed contracted with the child for others.