PRISM : Évaluation d’un programme d’éducation à la confidentialité sur les médias sociaux, fondé sur des règles et guidé par des scénarios, destiné aux jeunes adultes autistes

Titre original en anglais : PRISM: Evaluating a Rule-Based, Scenario-Driven Social Media Privacy Education Program for Young Autistic Adults

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Chapman, K., Smith, G., Klabacka, K., Bills, J. T., Bushman, A., Gabrielsen, T., Wisniewski, P. J., & Page, X. (2026). PRISM: Evaluating a Rule-Based, Scenario-Driven Social Media Privacy Education Program for Young Autistic Adults. Proceedings of the ACM on Human-Computer Interaction, 10(6), 1-44. https://doi.org/10.1145/3816987

Date de publication: 23/09/2026 Ajout dans AutiHub: 20/10/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
8
Auteur·ices de la publication identifié·es comme autistes
0 / 8 (0,0 %)
  1. Kirsten Chapman
  2. Garrett Smith
  3. Kaitlyn Klabacka
  4. Joseph Thomas Bills
  1. Addisyn Bushman
  2. Terisa Gabrielsen
  3. Pamela J. Wisniewski
  4. Xinru Page

Résumé

Les jeunes adultes autistes peuvent tirer des avantages des médias sociaux, mais subissent aussi de manière disproportionnée des préjudices liés à la confidentialité. Des recherches antérieures ont montré que ces préjudices découlent souvent d’une perception des affordances des médias sociaux différente de celle de la population générale, ce qui entraîne des comportements à risque non intentionnels et des interactions avec autrui. Alors que les interventions éducatives se sont révélées accroître la littératie en matière de confidentialité sur les médias sociaux dans la population générale, la recherche ne s’est pas encore concentrée sur des interventions éducatives efficaces destinées aux jeunes adultes autistes. Nous comblons cette lacune en développant et en déployant Privacy Rules for Inclusive Social Media (PRISM), une intervention éducative en classe adaptée aux risques particuliers et aux différences neurodéveloppementales de cette population. Vingt-neuf étudiants autistes ayant des besoins de soutien importants (niveau 2) ont participé à un cours de 14 semaines sur la littératie en matière de confidentialité sur les médias sociaux. Au cours de ces séances, les participants ont souvent exprimé leurs approches existantes de la gestion de la confidentialité, fondées sur des règles et relevant du « tout ou rien » (par exemple, se désengager complètement des médias sociaux afin d’éviter les problèmes de confidentialité). Notre cours visait à les autonomiser en fournissant des orientations plus nuancées sur des pratiques de confidentialité sûres, au moyen de formats fondés sur des scénarios et de scénarios contextuels fondés sur des règles. À l’aide d’évaluations des connaissances avant et après le cours pour chacun de nos 6 thèmes, notre intervention a entraîné une augmentation statistiquement significative de leur capacité à prendre des décisions plus sûres concernant la confidentialité sur les médias sociaux. Nous concluons par des recommandations sur la manière dont les éducateurs en matière de confidentialité et les concepteurs de technologies peuvent tirer parti d’interventions éducatives neuroaffirmatives afin d’accroître la littératie en matière de confidentialité chez les utilisateurs autistes des médias sociaux.

Young autistic adults may garner benefits through social media but also disproportionately experience privacy harms. Prior research found that these harms often stem from perceiving the affordances of social media differently than the general population, leading to unintentional risky behaviors and interactions with others. While educational interventions have been shown to increase social media privacy literacy for the general population, research has yet to focus on effective educational interventions for autistic young adults. We address this gap by developing and deploying Privacy Rules for Inclusive Social Media (PRISM), a classroom-based educational intervention tailored to the unique risks and neurodevelopmental differences of this population. Twenty-nine autistic students with substantial (level 2) support needs participated in a 14-week social media privacy literacy class. During these classes, participants often communicated their existing rule-based “all or nothing” approaches to privacy management (such as completely disengaging from social media to avoid privacy issues). Our course focused on empowering them by providing more nuanced guidance on safe privacy practices through the use of scenario-based formats and contextual, rule-based scenarios. Using pre- and post-knowledge assessments for each of our 6 course topics, our intervention led to a statistically significant increase in their making safer social media privacy decisions. We conclude with recommendations for how privacy educators and technology designers can leverage neuro-affirming educational interventions to increase privacy literacy for autistic social media users.

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15
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577
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118 / 577 (20,5 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 459 / 577 (79,5 %) noms ne sont pas encore associés.
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