Alcohol Use Patterns Among Underage Autistic and Non-Autistic Youth

Laura Graham Holmes, Ziming Xuan, Emily Quinn, Reid Caplan, Amelia Sanchez, Peter Wharmby, Calliope Holingue, Sharon Levy, Emily F. Rothman

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: We explored factors predicting repeated or hazardous alcohol use among autistic and non-autistic U.S. youth ages 16 to 20 years. Methods: Autistic (n = 94) and non-autistic (n = 92) youth completed an online survey. By design, half of each group reported past-year alcohol use. We compared drinking patterns for autistic and non-autistic youth, and within each group between abstinent or infrequent drinkers (0–1 drinking episodes in past year) versus those who drank 2 + times in past year. Results: Autistic (vs. non-autistic) youth who drank did so less frequently and consumed fewer drinks per occasion. However, 15% of autistic youth who drank in the past year reported heavy episodic drinking and 9.3% screened positive for AUDIT-C hazardous drinking. For autistic youth only, a diagnosis of depression, bullying or exclusion histories were positively associated with drinking 2 + times in the past year. Autistic youth who put more effort into masking autistic traits were less likely to report drinking 2 + times in the past year. As compared to non-autistic youth, autistic participants were less likely to drink for social reasons, to conform, or to enhance experiences, but drank to cope at similar rates. Conclusion: Repeated and hazardous underage alcohol occur among autistic youth. Targeted prevention programs designed to address the specific drinking profiles of autistic youth are needed.

Original languageEnglish (US)
Pages (from-to)3808-3822
Number of pages15
JournalJournal of Autism and Developmental Disorders
Volume54
Issue number10
DOIs
StatePublished - Oct 2024

Keywords

  • Alcohol
  • Alcohol use disorder
  • Autism
  • Hazardous drinking
  • Substance use
  • Underage drinking

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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