Friendship in school-age boys with autism spectrum disorders: A meta-analytic summary and developmental, process-based model.

@article{Mendelson2016FriendshipIS,
  title={Friendship in school-age boys with autism spectrum disorders: A meta-analytic summary and developmental, process-based model.},
  author={Jenna L Mendelson and Jacquelyn A. Gates and Matthew D. Lerner},
  journal={Psychological bulletin},
  year={2016},
  volume={142 6},
  pages={
          601-622
        }
}
Friendship-making is considered a well-established domain of deficit for children with autism spectrum disorders (ASD; American Psychiatric Association, 2013), with this population sometimes described as incapable of making friends. However, the majority of children with ASD indicate a desire for friends, and many report having friends. To what degree, then, do youth with ASD succeed in achieving friendships with peers? If and when they do succeed, by what means do these friendships emerge… 

Figures and Tables from this paper

Friendship in Autism Spectrum Disorder

Having friends is crucial to children’s well-being and the development of adequate cognitive, linguistic, and social skills in typical development. Although the majority of individuals with autism

Relationships, Friendships, and Successful Social Communication: Addressing Disability

Clinicians might examine ways to address disability within the home, school, and community to create opportunities for relationship and friendship development, while considering the definition of friendship from multiple perspectives.

Self-perception of friendship style: Young adults with and without autism spectrum disorder

Differences in the broad perspectives and friendship practices of young adults with and without autism spectrum disorder are identified, which may provide a context for understanding the values and priorities that need to be considered as two people embark on a new potential friendship.

Evaluating the quality of peer interactions in children and adolescents with autism with the Penn Interactive Peer Play Scale (PIPPS)

The findings suggest that teacher ratings from the PIPPS can accurately capture the quality of peer interactions in children and adolescents with ASD and may be useful for clinicians and researchers to evaluate peer engagement in the classroom.

Friend matters: sex differences in social language during autism diagnostic interviews

Social word use in verbally fluent autistic girls and boys during the interview sections of the ADOS-2 Module 3 is compared and associations with clinical phenotype are measured to shed light on potential sex differences in the behavioral presentation of autistic individuals.

Non-reciprocal Friendships in a School-Age Boy with Autism: The Ties that Build?

This mixed-methods study examined differences in social interaction patterns between a school-age boy with autism and his friends, non-reciprocal friends, and non-friends during recess time at a

School dysfunction in youth with autistic spectrum disorder in Taiwan: The effect of subtype and ADHD

  • H. ChiangWei-Chi Kao S. Gau
  • Psychology
    Autism research : official journal of the International Society for Autism Research
  • 2018
The role of intelligence and comorbid ADHD on their school dysfunction is addressed in youths with ASD in Taiwan, stratified by personal characteristics including demographics, ASD subtypes, intelligence profiles, and the presence of attention‐deficit hyperactivity disorder.

Cognitive Predictors of Social Interaction in Daily Contexts Among Children With Autism Spectrum Disorder.

IMPORTANCE Theory of mind (ToM) and executive function (EF) are often used to explain social interaction deficits in children with autism spectrum disorder (ASD), but no behavioral studies have
...

References

SHOWING 1-10 OF 181 REFERENCES

Children with Autism and Their Friends: A Multidimensional Study of Friendship in High-Functioning Autism Spectrum Disorder

Overall, children with HFASD displayed a number of differences on individual and dyadic friendship measures, and between-group similarities emerged on several complex social behaviors, suggesting that friendship follows a developmental trajectory in autism and may enhance social interaction skills in autism.

‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools

The findings highlight the need to ascertain the perspectives of young people with autism on their friendships and to consider the social and ethical implications of when and how to intervene.

Predicting Friendship Quality in Autism Spectrum Disorders and Typical Development

The hypothesized predictors and their interrelations had both direct and indirect effects on friendship for both groups of children, highlighting the importance of these factors in children’s friendship development and suggesting both compensatory and amplification mechanisms for friendship qualities.

The Development and Maintenance of Friendship in High-Functioning Children with Autism

Investigation of mothers’ perceptions of the development of friendship in high-functioning children with autism and in typically developing children indicated that both groups tended to have same-gender and same-age friendships.

Social involvement of children with autism spectrum disorders in elementary school classrooms.

In inclusive classrooms, children with ASD are only involved in peers' social relationships about half of the time, and appear to be even less connected with increasing grade level, which may be a key preventive intervention to protect social relationships in late elementary grades.

The Link Between Perceptions of Self and of Social Relationships in High-Functioning Children with Autism

This study examined the perception of friendship in high-functioning children with autism (8–17 years old) and the link between perceptions of self and of social relationships in these children.

Friendship in High-functioning Children with Autism Spectrum Disorder: Mixed and Non-mixed Dyads

Mixed friendship interactions resembled typical friendships and participants in mixed friendships were more responsive to one another, had stronger receptive language skills, exhibited greater positive social orientation and cohesion, and demonstrated more complex coordinated play than in the non-mixed dyads.

The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD.

Gender is an important environmental factor to consider when planning social skills interventions at school given the social differences between genders, and it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD.

Social Networks and Friendships at School: Comparing Children With and Without ASD

While the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success.
...