Further adding to the difficulties in addressing this area is that evidence suggests that individuals with autism and developmental disabilities may perceive and/or exhibit emotions in a different manner than is typical. Although it is difficult to assess whether the individuals with ASD actually perceive things differently, or if they merely express them differently because of a communication difficulty, the literature does frequently report different emotional responses from individuals with ASD. For example, Losh and Capps (2006) examined emotional experience in autism through a discourse analytic framework in an effort to identify children’s strategies for interpreting emotional versus non-emotional encounters. Participants included 50 children (aged 7–13) 28 of whom were described as “high-functioning” individuals with autism and 22 who were typically developing comparison peers. Children were given a list of simple emotions, complex emotions, and complex, self-conscious emotions, as well as two non-emotions that were presented in random order. The children were asked to provide a definition of each and to tell the experimenter about a time when they experienced each emotion. The children’s accounts were analyzed for thematic content and discourse structure. Results indicated that “high-functioning” children with autism were able to discuss contextually appropriate accounts of simple emotions. However, their strategies for interpreting all types of emotional (but not non-emotional) experiences differed from those used by typically developing children. “High-functioning” children with autism were less inclined to organize their emotional accounts in personalized, causal, explanatory frameworks and displayed a tendency to describe visually salient elements of experiences. This was seldom observed among the comparison group. However, “high-functioning” children with autism did produce accounts comparable in length to those of typically developing children. These findings may suggest that children with autism produce less coherent representations of emotional experiences and may use alternative strategies for interpreting emotionally evocative encounters. Despite their apparent ability to distinguish appropriate contexts for the expression of simple emotions, children with autism’s script-like emotional accounts, lacking reference to the causes of their emotions, have caused some to question the children’s depth of understanding of all types of emotional experiences. Also evident in responses was the overall impoverished structure of their emotional accounts relative to those of comparison children. Again, it is difficult to know how much of these differences are due to the general communication difficulties that are symptomatic of individuals with ASD. Whatever the reason, such results suggest it is likely that such individuals may be especially vulnerable to inappropriate sexual encounters and victimization.

Historically, research has provided some insight into the feelings and coping behaviors of typically developing individuals who have experienced victimization. According to Frieze, Hymer, and Greenberg (1987) typical emotional responses include a loss of a sense of self, a loss of feeling safe, and feelings of inequity or injustice. As part of the healing process, the typical victim tries to understand how and why a criminal would have violated them and considers how he or she (the victim) may have contributed to the criminal’s action. Redefining the victimization experience as occurring for some other purpose is one common, useful coping mechanism. Another reaction is to blame oneself. Given that difficulty with communication may accompany ASD, it may be more challenging for these individuals to report and discuss their experiences and employ valuable coping strategies after victimization has occurred.

Other types of victimization include bullying or peer harassment, and because victimization is often more difficult to identify in individuals with autism and developmental disabilities, it is important to recognize the domains in which this population may be most vulnerable. Individuals with ASD exhibit impairments in the social realm. These challenges may put them at greater risk of victimization by peers and adults in social domains. Youth on the autism spectrum seek friendships and relationships, however, this is juxtaposed with difficulties in understanding the subtleties and nuances of social interaction. Unfortunately, this may make them easy targets for ridicule. Humphrey and Lewis (2008) conducted a qualitative study of the views and experiences of 20 students on the autism spectrum who were fully included in mainstream classrooms in four secondary schools. Data were collected through semi-structured interviews and student diaries. Results indicated that social naivety exhibited in the sample appeared to be frequently used for exploitative purposes by other students. According to Norwich and Kely (2004), students with special educational needs are more likely to be bullied than other students. However, it may be argued that the difficulties in communication and interaction experienced by those with ASD place them at an even higher risk for bullying and harassment than other students. Furthermore, these individuals may lack strategies to help them overcome the problems associated with being bullied, and the thought of school, itself, can become distressing (Tantam, 2000). Left unidentified or unaddressed, these experiences may produce a negative cycle in which students experience increasing levels of social isolation (Bauminger & Kasari, 2000).

As the world becomes more technically advanced, this arena may also present interesting challenges for individuals with ASD. For example, although some individuals with autism may prefer the computerized aspects of social networking, face-to face social interactions can be difficult. These challenges are compounded by the impersonal nature of social networking, where many visible social cues are absent and communication may be more nuanced and difficult to interpret.

Due to recent concerns about possible social networking victimization, several organizations have developed social networking sites specifically for individuals with ASD, which may provide a promising venue for members of the autism community to share insights, opinions, information and engage in social relationships in a more protected manner.