Skip to main content
SpringerLink
Log in

Children with Autism in Wild Nature: Exploring Australian Parent Perceptions Using Photovoice

  • Original Paper
  • Published:
Journal of Outdoor and Environmental Education Aims and scope Submit manuscript

Abstract

Access to wild nature may be beneficial for human health and well-being (Gill 2014). Time in wild nature has been found to have unique benefits for children with Autism Spectrum Conditions (ASC), although research on access to wild nature for children with ASC is scarce (Blakesley et al. 2013). Parents of children with ASC have unique insights into their children’s lives (Harte 2009). Using a qualitative method this small scale study included three parents of children with ASC aged between five and 10 recruited from an Australian online support group. Data were collected using the participatory method of Photovoice. Parents took photographs of their children in wild nature, with their children’s assent, and shared their perspectives with the other parent participants. Interviews with individual participants were conducted using Facebook private messaging. Data were analysed with participation from the parents using thematic analysis. The three parents reported that time in wild nature supported their children’s deep interests, helped them adapt to change, supported their creative and imaginative play, and calmed them. Reported barriers included being too busy with therapy appointments, balancing the needs of siblings with ASC, sensory challenges, and the exhaustion of daily life. Parents also reported that the Photovoice methodology helped them gain insight into their own perspectives. This small scale study adds some support to the research around wild nature and children with ASC, and speaks to the benefits of the Photovoice approach.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Abu-Akel, A., Allison, C., Baron-Cohen, S., & Heinke, D. (2019). The distribution of autistic traits across the autism spectrum: Evidence for discontinuous dimensional subpopulations underlying the autism continuum. Molecular Autism, 10(1), 24.

    Google Scholar 

  • Adams, S., Savahl, S., & Fattore, T. (2017). Children’s representations of nature using photovoice and community mapping: Perspectives from South Africa. International Journal of Qualitative Studies on Health and Well-Being, 12(1), 1–22.

    Google Scholar 

  • Bagby, M., Dickie, V., & Baranek, G. (2012). How sensory experiences of children with and without autism affect family occupations. American Journal of Occupational Therapy, 66(1), 78–86.

    Google Scholar 

  • Balmford, A., Fisher, B., Green, R. E., Naidoo, R., Strassburg, B., Turner, R. K., & Rodrigues, A. S. (2011). Bringing ecosystem services into the real world: An operational framework for assessing the economic consequences of losing wild nature. Environmental and Resource Economics, 48(2), 161–175.

    Google Scholar 

  • Baron, M. G., Groden, J., & Groden, G. (2006). Stress and coping in autism. Oxford University Press, USA.

  • Bell, S. L., Phoenix, C., Lovell, R., & Wheeler, B. W. (2015). Seeking everyday wellbeing: The coast as a therapeutic landscape. Social Science & Medicine, 142, 56–67.

    Google Scholar 

  • Blake, A., Sexton, J., Lynch, H., Moore, A., & Coughlan, M. (2018). An exploration of the outdoor play experiences of preschool children with autism Spectrum disorder in an Irish preschool setting. Today's Children are Tomorrow's Parents, 47-48, 100–116.

    Google Scholar 

  • Blakesley, D. Rickinson, M. & Dillon, J. (2013). Engaging children on the autistic spectrum with the natural environment: Teacher insight study and evidence review. (Natural England report no. NECR116). Retrieved from http://www.publications.naturalengland.org.uk/publications/11085017

  • Booth, T., & Booth, W. (2003). In the frame: Photovoice and mothers with learning difficulties. Disability & Society, 18(4), 431–442.

    Google Scholar 

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

  • Brewer, K. (2016, May 1). Nature is the best way to nurture pupils with special educational needs. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/2016/may/01/nature-nurture-pupils-special-educational-needs-outdoor-education.

  • Brodin, J. (2009). Inclusion through access to outdoor education: Learning in motion (LIM). Journal of Adventure Education & Outdoor Learning, 9(2), 99–113.

    Google Scholar 

  • Chang, Y-I. and Chang C-Y. (2010). The benefits of outdoor activities for children with autism. Paper presented at the 16th international symposium on society and resource management. Corpus Christi: Texas.

  • Ciolan, L., & Manasia, L. (2017). Reframing photovoice to boost its potential for learning research. International Journal of Qualitative Methods, 16(1), 1–15.

    Google Scholar 

  • Corazon, S. S., Schilhab, T. S., & Stigsdotter, U. K. (2011). Developing the therapeutic potential of embodied cognition and metaphors in nature-based therapy: Lessons from theory to practice. Journal of Adventure Education & Outdoor Learning, 11(2), 161–171.

    Google Scholar 

  • Craig, J., & Baron-Cohen, S. (1999). Creativity and imagination in autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 29(4), 319–326.

    Google Scholar 

  • Curtin, M., Baker, D., Staines, A., & Perry, I. J. (2014). Are the special educational needs of children in their first year in primary school in Ireland being identified: A cross-sectional study. BMC Pediatrics, 14(1), 52.

    Google Scholar 

  • Fuller, R. A., Irvine, K. N., Devine-Wright, P., Warren, P. H., & Gaston, K. J. (2007). Psychological benefits of greenspace increase with biodiversity. Biology Letters, 3(4), 390–394.

    Google Scholar 

  • Geurts, H. M., Corbett, B., & Solomon, M. (2009). The paradox of cognitive flexibility in autism. Trends in Cognitive Sciences, 13(2), 74–82.

    Google Scholar 

  • Giallo, R., Wood, C. E., Jellett, R., & Porter, R. (2013). Fatigue, wellbeing and parental self-efficacy in mothers of children with an autism spectrum disorder. Autism, 17(4), 465–480.

    Google Scholar 

  • Gill, T. (2014). The benefits of children's engagement with nature: A systematic literature review. Children Youth and Environments, 24(2), 10–34.

    Google Scholar 

  • Gunn, K. C., & Delafield-Butt, J. T. (2016). Teaching children with autism spectrum disorder with restricted interests: A review of evidence for best practice. Review of Educational Research, 86(2), 408–430.

    Google Scholar 

  • Harte, H. (2009). What teachers can learn from mothers of children with autism. Teaching Exceptional Children, 42(1), 24–30.

    Google Scholar 

  • Horton, J. (2017). Disabilities, urban natures and children’s outdoor play. Social & Cultural Geography, 18(8), 1152–1174.

    Google Scholar 

  • Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15(3), 169–182.

    Google Scholar 

  • Kreutz, A. (2014). Children and the environment in an Australian indigenous community: A psychological approach. London: Routledge.

    Google Scholar 

  • Larson, E. (2006). Caregiving and autism: How does children's propensity for routinization influence participation in family activities? OTJR: Occupation. Participation and Health, 26(2), 69–79.

    Google Scholar 

  • Lecavalier, L., Leone, S., & Wiltz, J. (2006). The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders. Journal of Intellectual Disability Research, 50(3), 172–183.

    Google Scholar 

  • Li, D., Larsen, L., Yang, Y., Wang, L., Zhai, Y., & Sullivan, W. C. (2019). Exposure to nature for children with autism spectrum disorder: Benefits, caveats, and barriers. Health & Place, 55, 71–79.

    Google Scholar 

  • Malone, K. (2016). Reconsidering children's encounters with nature and place using posthumanism. Australian Journal of Environmental Education, 32(1), 42–56.

    Google Scholar 

  • Malone, K., Birrell, C., Boyle, I. and Gray, T. (2015). Wild nature play: Researching out of school hours in the bush. Sydney, AUS: Centre for Educational Research, University of Western Sydney. Retrieved from https://www.westernsydney.edu.au/_data/assets/file/0003/1016274/REPORT-Wild_Nature_Play_Researching_OOSH_in_the_Bush_Final_Report.pdf

  • Mayton, M. R., Carter, S. L., Zhang, J., & Wheeler, J. J. (2014). Intrusiveness of behavioral treatments for children with autism and developmental disabilities: An initial investigation. Education and Training in Autism and Developmental Disabilities, 49(1), 92–101.

  • McTighe, J., Seif, E., & Wiggins, G. (2004). You can teach for meaning. Educational Leadership, 62(1), 26–30.

    Google Scholar 

  • Muir, J. (1901). Our national parks. New York: Houghton, Mifflin and Company. Retrieved from http://www.vault.sierraclub.org/john_muir_exhibit/writings/our_national_parks/

  • National Health and Medical Research Council (Australia). (2007, updated 2019). National statement on ethical conduct in human research. Canberra: Commonwealth of Australia. Retrieved from https://www.nhmrc.gov.au/about-us/publications/national-statement-ethical-conduct-human-research-2007-updated-2018

  • Obrusnikova, I., & Cavalier, A. (2011). Perceived barriers and facilitators of participation in after-school physical activity by children with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 23(3), 195–211.

    Google Scholar 

  • Olibris, B. (2015). Banging down doors: Parents' experiences of gaining access to autism care services. [Master of Public Health thesis, Simon Fraser University]. Summit database. Retrieved from http://www.summit.sfu.ca/item/15427

  • Ozonoff, S., Young, G. S., Carter, A., Messinger, D., Yirmiya, N., Zwaigenbaum, L., et al. (2011). Recurrence risk for autism spectrum disorders: A baby siblings research consortium study. Pediatrics, 128(3), 488–495.

    Google Scholar 

  • Palibroda, B., Krieg, B., Murdock, L., & Havelock, J. (2009). A practical guide to Photovoice: Sharing pictures, telling stories and changing communities. Winnipeg, MB: Prairie Women’s Health Network. Retrieved from http://www.pwhce.ca/photovoice/pdf/Photovoice_Manual.pdf

  • Randall, M., Sciberras, E., Brignell, A., Ihsen, E., Efron, D., Dissanayake, C., & Williams, K. (2016). Autism spectrum disorder: Presentation and prevalence in a nationally representative Australian sample. Australian & New Zealand Journal of Psychiatry, 50(3), 243–253.

    Google Scholar 

  • Redman-MacLaren, M., Mills, J., & Tommbe, R. (2014). Interpretive focus groups: A participatory method for interpreting and extending secondary analysis of qualitative data. Global Health Action, 7(1), 1–6.

    Google Scholar 

  • Robinson, O., Vytal, K., Cornwell, B., & Grillon, C. (2013). The impact of anxiety upon cognition: Perspectives from human threat of shock studies. Frontiers in Human Neuroscience, 7, 203.

    Google Scholar 

  • Shields, N., & Synnot, A. (2016). Perceived barriers and facilitators to participation in physical activity for children with disability: A qualitative study. BMC Pediatrics, 16(1), 1–10.

    Google Scholar 

  • Taylor, A. (2011). Reconceptualizing the ‘nature’ of childhood. Childhood, 18(4), 420–433.

    Google Scholar 

  • Tregaskis, C. (2004). Applying the social model in practice: Some lessons from countryside recreation. Disability & Society, 19(6), 601–611.

    Google Scholar 

  • Ulrich, R. S. (1993). Biophilia, biophobia, and natural landscapes. The Biophilia Hypothesis, 7, 73–137.

    Google Scholar 

  • Van de Cruys, S., Evers, K., Van der Hallen, R., Van Eylen, L., Boets, B., & de-Wit, L., & Wagemans, J. (2014). Precise minds in uncertain worlds: Predictive coding in autism. Psychological Review, 121(4), 649.

    Google Scholar 

  • Van den Berg, A. E., & Van den Berg, C. G. (2011). A comparison of children with ADHD in a natural and built setting. Child: Care, Health and Development, 37(3), 430–439.

    Google Scholar 

  • Von Benzon, N. (2010). Moving on from ramps? The utility of the social model of disability for facilitating experiences of nature for disabled children. Disability & Society, 25(5), 617–626.

    Google Scholar 

  • Von Benzon, N. (2011). Who's afraid of the big bad woods? Fear and learning disabled children's access to local nature. Local Environment, 16(10), 1021–1040.

    Google Scholar 

  • Wang, C., & Burris, M. A. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21(2), 171–186.

    Google Scholar 

  • Wang, C., & Burris, M. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387.

    Google Scholar 

  • Wang, C., & Redwood-Jones, Y. (2001). Photovoice ethics: Perspectives from Flint photovoice. Health Education & Behavior, 28(5), 560–572.

    Google Scholar 

  • Wells, N., & Lekies, K. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children Youth and Environments, 16(1), 1–24.

    Google Scholar 

  • Whitburn, B., Moss, J., & O’Mara, J. (2017). The policy problem: The National Disability Insurance Scheme (NDIS) and implications for access to education. Journal of Education Policy, 32(4), 467–479.

    Google Scholar 

  • Wilson, D. (2013). Exploring children’s lived experiences of play spaces through participatory photo-mapping. Vancouver, BC: BC Injury Research and Prevention Unit for the Public Health Agency of Canada.

  • Zachor, D. A., Vardi, S., Baron-Eitan, S., Brodai-Meir, I., Ginossar, N., & Ben-Itzchak, E. (2016). The effectiveness of an outdoor adventure programme for young children with autism spectrum disorder: A controlled study. Developmental Medicine & Child Neurology, 59(5), 550–556.

    Google Scholar 

Download references

Acknowledgments

This study was undertaken as part of the Charles Sturt University Master of Education program. The authors acknowledge the support of the staff and fellow students in the program.

Author information

Authors and Affiliations

  1. School of Teacher Education, Charles Sturt University, Bathurst, NSW, Australia

    Carolyn Galbraith & Julie Lancaster

Authors
  1. Carolyn Galbraith
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Julie Lancaster
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Carolyn Galbraith.

Ethics declarations

Conflict of interest

No potential conflict of interest is reported.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Galbraith, C., Lancaster, J. Children with Autism in Wild Nature: Exploring Australian Parent Perceptions Using Photovoice. Journal of Outdoor and Environmental Education 23, 293–307 (2020). https://doi.org/10.1007/s42322-020-00064-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s42322-020-00064-5

Keywords

Search

Navigation