Skip to main content
SpringerLink
Log in

Focus on Friendship: Relationships, Inclusion, and Social Well-Being

  • Chapter
  • First Online:
Handbook of Positive Psychology in Intellectual and Developmental Disabilities

Part of the book series: Springer Series on Child and Family Studies ((SSCFS))

Abstract

Friendships are a key to social well-being for people with and without intellectual and developmental disabilities. Having a variety of social relationships is important, yet friendships have a unique role in people’s lives. Studies about the perspectives of people with intellectual and developmental disabilities note the added value they assign to friendship versus familial and other relationships. Unfortunately, people with intellectual and developmental disabilities typically experience less social-connectedness and fewer intimate relationships than peers without disabilities. Aligned with positive psychology and disability studies frameworks, this chapter examines practices that create opportunities for friendship based on a strengths-based perspective, account for individual choice and agency across a range of capabilities, and value disability as a natural part of human diversity.

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

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 349.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 449.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 449.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ali, A., Hassiotis, A., Strydom, A., & King, M. (2012). Self-stigma in people with intellectual disabilities and courtesy stigma in family careers: A systematic review. Research in Developmental Disabilities, 33(6), 2122–2140.

    Article  PubMed  Google Scholar 

  • Alverson, C., Lindstrom, L., & Hirano, K. (2015). High school to college: Transition experiences of young adults with autism. Focus on Autism and Other Developmental Disabilities.

    Google Scholar 

  • Amado, A., Stancliffe, R., McCarron, M., & McCallion, P. (2013). Social inclusion and community participation of individuals with intellectual/developmental disabilities. Intellectual and Developmental Disabilities, 51(5), 360–375.

    Article  PubMed  Google Scholar 

  • Andrews, J., Falkmer, M., & Girdler, S. (2015). Community participation interventions for children and adolescents with a neurodevelopmental intellectual disability: A systematic review. Disability and Rehabilitation, 37(10), 825–833.

    Article  PubMed  Google Scholar 

  • Bagatell, N. (2007). Orchestrating voices: Autism, identity and the power of discourse. Disability & Society, 22(4), 413–426.

    Article  Google Scholar 

  • Baines, A. D. (2012). Positioning, strategizing, and charming: How students with autism construct identities in relation to disability. Disability & Society, 27(4), 547–561.

    Article  Google Scholar 

  • Barber, C. (2015, October 18). High school club helps autistic students make social connections. Southern Chester County News. http://www.southernchestercountyweeklies.com/article/SC/20151018/NEWS/151019985

  • Bateman, D. F., Bright, K., & Boldin, A. (2003). Parents as instructors. In D. Wandry & A. Pleet (Eds.), A practitioner’s guide to involving families in secondary transition. Arlington, VA: Council for Exceptional Children.

    Google Scholar 

  • Becker, E., & Dusing, S. (2010). Participation is possible: A case report of integration into a community performing arts program. Physiotherapy Theory and Practice, 26(4), 275–280.

    Article  PubMed  Google Scholar 

  • Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A metaanalysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153–162.

    Article  Google Scholar 

  • Bogdan, R., & Taylor, S. (1989). Relationships with severely disabled people: The social construction of humanness. Social Problems, 36(2), 135–148.

    Article  Google Scholar 

  • Bogenschutz, M., Amado, A., Smith, C., Carter, E., Copeland, M., Dattilo, J., et al. (2015). National research goals for social inclusion of people with IDD. Inclusion, 3(4), 211–218.

    Google Scholar 

  • Bottema-Beutel, K., Mullins, T. S., Harvey, M. N., Gustafson, J. R., & Carter, E. W. (2016). Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices. Autism, 20(2), 196–206.

    Article  PubMed  Google Scholar 

  • Brownlow, C., Rosqvist, H. B., & O’Dell, L. (2013). Exploring the potential for social networking among people with autism: Challenging dominant ideas of ‘friendship’. Scandinavian Journal of Disability Research, 17(2), 188–193.

    Article  Google Scholar 

  • Brueggeman, B. (2013). Disability studies/disability culture. In M. Wehmeyer (Ed.), Handbook of positive psychology and disability (pp. 279–299). New York: Oxford University Press.

    Google Scholar 

  • Caldeira, O. (2015). Exploring esoteric and exoteric definitions of disability: Inclusion, segregation, and kinship in a special Olympics group. In T. Blank & A. Kitta (Eds.), Diagnosing folklore: Perspectives on disability, health, and Trauma (pp. 41–64). Jackson: University of Mississippi Press.

    Google Scholar 

  • Carter, E. W., Asmus, J., Moss, C. K., Cooney, M., Weir, K., Vincent, L., Born, T., … Fesperman, E. (2013). Peer network strategies to foster social connections among adolescents with and without severe disabilities. Teaching Exceptional Children, 46(2), 51–59.

    Google Scholar 

  • Carter, E., Asmus, J., Moss, C., Biggs, E., Bolt, D., Born, T., et al. (2016). Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities. Exceptional Children, 82, 209–233.

    Article  Google Scholar 

  • Chung, Y.-C., Carter, E. W., & Sisco, L. G. (2012). A systematic review of interventions to increase peer interactions for students with complex communication challenges. Research and Practice for Persons with Severe Disabilities, 37(4), 271–287.

    Article  Google Scholar 

  • Clement, T., & Bigby, C. (2009). Breaking out of a distinct social space: Reflections on supporting community participation for people with severe and profound intellectual disability. Journal of Applied Research in Intellectual Disabilities, 22, 264–275.

    Article  Google Scholar 

  • Cramm, M. J., Finkenflugel, H., Kuijsten, R., & van Exel, J. N. (2009). How employment support and social integration programmes are viewed by the intellectually disabled. Journal of Intellectual Disability Research, 53(6), 512–520.

    Article  PubMed  Google Scholar 

  • Crooke, P., & Winner, M. G. (n.d.). I’m doing social thinking-but where is the evidence? Retrieved from https://www.socialthinking.com/Articles?name=Im%20Doing%20Social%20Thinking%20but%20Where%20is%20the%20Evidence

  • Davidson, J., & Orsini, M. (2013). The shifting horizons of autism online. In J. Davidson & M. Orsini (Eds.) Worlds of autism: Across the spectrum of neurological difference. Minneapolis: University of Minnesota Press.

    Google Scholar 

  • Denham, S. A., & Brown, C. A. (2010). “Plays nice with others”: Social–emotional learning and academic success. Early Education and Development, 21, 652–680.

    Article  Google Scholar 

  • Devine, M. A., & Lashua, B. (2002). Constructing social acceptance in inclusive leisure contexts: The role of individuals with disabilities. Therapeutic Recreation Journal, 36(1), 65–83.

    Google Scholar 

  • Diener, M. L., Wright, C. A., Dunn, L., Wright, S. D., Anderson, L. L., & Smith, K. N. (2015). A creative 3D design programme: Building on interests and social engagement for students with autism spectrum disorder (ASD). International Journal of Disability, Development and Education, 63(2), 181–200.

    Article  Google Scholar 

  • Dinerstein, R. (2016). The Olmstead imperative: The right to live in the community and beyond. Inclusion, 4(1), 16–20.

    Article  Google Scholar 

  • Dopp, J., & Block, T. (2004). High school peer mentoring that works! Teaching Exceptional Children, 37(1), 56–62.

    Article  Google Scholar 

  • Dunlap, G., Kincaid, D., & Jackson, D. (2013). Positive behavior support: foundations, systems, and quality of life. In M. Wehmeyer (Ed.), The Oxford handbook of positive psychology and disability (pp. 303–316). New York: Oxford University Press.

    Google Scholar 

  • Eisenman, L. T., Farley-Ripple, E., Culnane, M., & Freedman, B. (2013). Rethinking social network assessment for students with intellectual disabilities (ID) in postsecondary education. Journal of Postsecondary Education and Disability, 26(4), 367–384.

    Google Scholar 

  • Eisenman, L. T., Tanverdi, A., Perrington, C., & Geiman, A. (2009). Community and social activities of youth with significant intellectual disabilities. Education and Training in Developmental Disabilities, 44, 168–176.

    Google Scholar 

  • Fein, E. (2015). “No one has to be your friend”: Asperger’s syndrome and the vicious cycle of social disorder in late modern identity markets. Ethos, 43(1), 82–107.

    Article  Google Scholar 

  • Feldman, R., Carter, E., Asmus, J., & Brock, M. (2016). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82, 192–208.

    Article  Google Scholar 

  • Fennick, E., & Royle, J. (2003). Community inclusion for children and youth with developmental disabilities. Focus on Autism and Other Developmental Disabilities, 18(1), 20–27.

    Article  Google Scholar 

  • Fish, T., Rabidoux, P., Ober, J., & Graff, V. (2006). Community literacy and friendship model for people with intellectual disabilities. Mental Retardation, 44(6), 443–446.

    Article  PubMed  Google Scholar 

  • Frankel, F. (2010). Friends forever: How parents can help their kids make and keep good friends. San Francisco: Jossey-Bass.

    Google Scholar 

  • Frankel, F., & Myatt, R. (2003). Children’s friendship training. New York: Brunner-Routledge.

    Google Scholar 

  • Frankel, F., Myatt, R., Sugar, C., Whitham, C., Gorospe, C. M., & Laugeson, E. (2010). A randomized controlled study of parent-assisted children’s friendship training with children having autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(7), 827–842.

    Article  PubMed  PubMed Central  Google Scholar 

  • Frankel, F., & Whitham, C. (2011). Parent-assisted group treatment for friendship problems of children with autism spectrum disorders. Brain Research, 1380, 240–245.

    Article  PubMed  Google Scholar 

  • Gilmore, L., & Cuskelly, M. (2014). Vulnerability to loneliness in people with intellectual disability: An explanatory model. Journal of Policy and Practice in Intellectual Disabilities, 11(3), 192–199.

    Article  Google Scholar 

  • Gold, D. (1994). “We don’t call it a ‘circle’”: The ethos of a support group. Disability & Society, 9(4), 435–452.

    Article  Google Scholar 

  • Greig, J. (2015). Reconsidering Intellectual Disability: L’Arche, Medical Ethics, and Christian Friendship. Washington DC: Georgetown University Press.

    Google Scholar 

  • Griffin, M., Summer, A., McMillan, E., Day, T., & Hodapp, R. (2012). Attitudes toward including students with intellectual disabilities at college. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 234–239.

    Article  Google Scholar 

  • Hafner, D., Moffat, C., & Kisa, N. (2011). Cutting-Edge: Integrating students with intellectual and developmental disabilities into a 4-year liberal arts college. Career Development for Exceptional Individuals, 34(1), 18–30.

    Article  Google Scholar 

  • Hall, S. A. (2009). The social inclusion of people with disabilities: A qualitative meta-analysis. Journal of Ethnographic and Qualitative Research, 3, 162–173.

    Google Scholar 

  • Hardman, M. L., & Clark, C. (2006). Promoting friendship through best buddies: A national survey of college program participants. Mental Retardation, 44(1), 56–63.

    Article  PubMed  Google Scholar 

  • Hochman, J. M., Carter, E. W., Bottema-Beutel, K., Harvey, M. N., & Gustafson, J. R. (2015). Efficacy of peer networks to increase social connections among high school students with and without autism spectrum disorder. Exceptional Children, 82(1), 96–116.

    Article  Google Scholar 

  • Hughes, R. P., Redley, M., & Ring, H. (2011). Friendship and adults with profound intellectual and multiple disabilities and English disability policy. Journal of Policy and Practice in Intellectual Disabilities, 8(3), 197–206.

    Article  Google Scholar 

  • Hunt, P., Alwell, M., & Goetz, L. (1991). Interacting with peers through conversation turntaking with a communication book adaptation. Augmentative & Alternative Communication, 7(2), 117–126.

    Article  Google Scholar 

  • Jobling, A., Moni, K., & Nolan, A. (2000). Understanding friendship: Young adults with down syndrome exploring relationships. Journal of Intellectual and Developmental Disability, 25(3), 235–245.

    Article  Google Scholar 

  • Johnson, K., Walmsley, J., & Wolfe, M. (2010). People with intellectual disabilities: Toward a good life?. Portland, OR: Policy Press.

    Google Scholar 

  • Karst, J. S., Hecke, A. V., Carson, A. M., Stevens, S., Schohl, K., & Dolan, B. (2014). Parent and family outcomes of PEERS: A social skills intervention for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(3), 752–765.

    Article  Google Scholar 

  • Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439.

    Article  PubMed  Google Scholar 

  • Kasari, C., Dean, M., Kretzmann, M., Shih, W., Orlich, F., Whitney, R., Landa, R., … King, B. (2016). Children with autism spectrum disorder and social skills groups at school: A randomized trial comparing intervention approach and peer composition. Journal of Child Psychology and Psychiatry, 57(2), 171–179.

    Google Scholar 

  • Knox, M., & Hickson, F. (2001). The meanings of close friendship: The views of four people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 14, 276–291.

    Article  Google Scholar 

  • Kohler, F. W., & Strain, P. S. (1999). Combining incidental teaching and peer-mediation. Topics in Early Childhood Special Education, 19, 92–102.

    Article  Google Scholar 

  • Koegel, L. K., Ashbaugh, K., Koegel, R. L., Detar, W. J., & Regester, A. (2013). Increasing socialization in adults with Asperger’s syndrome. Psychology in the Schools, 50(9), 899–909.

    Article  Google Scholar 

  • Kreider, C. M., Bendixen, R. M., Young, M. E., Prudencio, S. M., McCarty, C., & Mann, W. C. (2016). Social networks and participation with others for youth with learning, attention, and autism spectrum disorders. Canadian Journal of Occupational Therapy/Revue Canadienne D’Ergothérapie, 83(1), 14–26.

    Article  Google Scholar 

  • Lafferty, A., & McConkey. (2013). Beyond friendship: The nature and meaning of close personal relationships as perceived by people with learning disabilities. Disability & Society, 28(8), 1074–1088.

    Google Scholar 

  • Laugeson, E. A. (2013). The science of making friends. Hoboken, NJ: Wiley.

    Google Scholar 

  • Laugeson, E. A., & Frankel, F. H. (2010). Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual. New York: Routledge.

    Google Scholar 

  • Laugeson, E., & Park, M. N. (2014). Using a CBT approach to teach social skills to adolescents with autism spectrum disorder and other social challenges: The PEERS method. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 32, 84–97.

    Article  Google Scholar 

  • Leroy, B. W., Walsh, P. N., Kulik, N., & Rooney, M. (2004). Retreat and resilience: Life experiences of older women with intellectual disabilities. American Journal on Mental Retardation, 109(5), 429–441.

    Article  PubMed  Google Scholar 

  • Mason, P., Timms, K., Hayburn, T., & Watters, C. (2013). How do people described as having a learning disability make sense of friendship? Journal of Applied Research in Intellectual Disabilities, 26(2), 108–118.

    Article  PubMed  Google Scholar 

  • Mazurek, M. O. (2013). Social media use among adults with autism spectrum disorders. Computers in Human Behavior, 29(4), 1709–1714.

    Article  Google Scholar 

  • Mazurek, M. O. (2014). Loneliness, friendship, and well-being in adults with autism spectrum disorders. Autism, 18(3), 223–232.

    Article  PubMed  Google Scholar 

  • McConkey, R. (2007). Variations in the social inclusion of people with intellectual disabilities in supported living schemes and residential settings. Journal of Intellectual Disability Research, 51, 207–217.

    Article  PubMed  Google Scholar 

  • McConkey, R., Dowling, S., Hassan, D., & Menke, S. (2013). Promoting social inclusion through Unified Sports for youth with intellectual disabilities: a five-nation study. Journal of Intellectual Disability Research, 57(10), 923–935.

    Article  PubMed  Google Scholar 

  • McVilly, K. R., Stancliffe, R. J., Parmenter, T. R., & Burton-Smith, R. (2006). Self-advocates have the last say on friendship. Disability & Society, 21(7), 693–708.

    Article  Google Scholar 

  • Mehling, M. H., & Tassé, M. J. (2015). Impact of choice on social outcomes of adults with ASD. Journal of Autism and Developmental Disorders, 45(6), 1588–1602.

    Article  PubMed  Google Scholar 

  • Meyer, L., Park, H., Grenot-Scheyer, M., Schwartz, I., & Harry, B. (1998). Making friends: The influences of culture and development. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Money, Friends and Making Ends Meet Research Group (2012). Having friends—They help you when you are stuck. From money, friends and making ends meet research group. British Journal of Learning Disabilities, 40(2), 128–133.

    Google Scholar 

  • Nussbaum, M. (2011). Creating capabilities: The human development approach. Cambridge, MA: The Belknap Press of Harvard University Press.

    Book  Google Scholar 

  • Owen-DeSchryver, J., Carr, E., Cale, S., & Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities, 23(1), 15–28.

    Article  Google Scholar 

  • Paterson, L., McKenzie, K., & Lindsay, B. (2012). Stigma, social comparison and self-esteem in adults with an intellectual disability. Journal of Applied Research in Intellectual Disabilities, 25(2), 166–176.

    Article  PubMed  Google Scholar 

  • Pottie, C., & Sumarah, J. (2004). Friendships between persons with and without developmental disabilities. Mental Retardation, 42(1), 55–66.

    Article  PubMed  Google Scholar 

  • Reichow, B., Steiner, A. M., & Volkmar, F. (2013). Cochrane Review: Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). Evidence-based Child Health: A Cochrane Review Journal, 8(2), 266–315.

    Article  Google Scholar 

  • Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.

    Article  PubMed  Google Scholar 

  • Rillotta, F., & Nettelbeck, T. (2007). Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability. Journal of Intellectual and Developmental Disability, 32(1), 19–27.

    Article  PubMed  Google Scholar 

  • Ross, J., Marcell, J., Williams, P., & Carlson, D. (2013). Postsecondary education employment and independent living outcomes of persons with autism and intellectual disability. Journal of Postsecondary Education and Disability, 26(4), 337–351.

    Google Scholar 

  • Schuh, M., Sundar, V., & Hagner, D. (2015). Friendship is the ocean: Importance of friendship, acceptance, and leadership in the transition to adulthood. Career Development and Transition for Exceptional Individuals, 38(3), 152–161.

    Article  Google Scholar 

  • Shogren, K. (2013). Positive psychology and disability: An historical analysis. In M. Wehmeyer (Ed.), Handbook of positive psychology and disability (pp. 19–36). New York: Oxford University Press.

    Chapter  Google Scholar 

  • Shogren, K., Luckasson, R., & Schalock, R. (2015). Using context as an integrative framework to align policy goals, supports, and outcomes in intellectual disability. Intellectual and Developmental Disabilities, 53(5), 367–376.

    Article  PubMed  Google Scholar 

  • Simplican, S. C., Leader, G., Kosciulek, J., & Leahy, M. (2015). Defining social inclusion of people with intellectual and developmental disabilities: An ecological model of social networks and community participation. Research in Developmental Disabilities, 38, 18–29.

    Article  PubMed  Google Scholar 

  • Siperstein, G. N., Glick, G. C., & Parker, R. C. (2009). Social inclusion of children with intellectual disabilities in a recreational setting. Intellectual and Developmental Disabilities, 47(2), 97–107.

    Article  PubMed  Google Scholar 

  • Spassiani, N., & Friedman, C. (2014). Stigma: Barriers to culture and identity for people with intellectual disability. Inclusion, 2(4), 329–341. doi:10.1352/2326-6988-2.4.329

    Article  Google Scholar 

  • Stendal, K., & Balandin, S. (2015). Virtual worlds for people with autism spectrum disorder: A case study in second life. Disability and Rehabilitation, 37(17), 1591–1598.

    Article  PubMed  Google Scholar 

  • Strain, P. S., & Bovey, E. H. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education, 31(3), 133–154.

    Article  Google Scholar 

  • Strain, P. S., & Bovey, E. H. (2014). Promoting peer relations for young children with autism spectrum disorder: The LEAP preschool experience. In S. Madrid, D. Fernie, & R. Kantor (Eds.), Reframing the emotional worlds of the early childhood classroom. Florence, GB: Routledge.

    Google Scholar 

  • Strain, P. S., & Hoyson, M. (2000). The need for longitudinal, intensive social skill intervention LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education, 20(2), 116–122.

    Article  Google Scholar 

  • U.S. Department of Health & Human Services & U.S. Department of Education. (2015). Policy statement on inclusion of children with disabilities in early childhood programs. Retrieved from http://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf

  • van Asselt-Goverts, A., Embregts, P., & Hendriks, A. (2015). Social networks of people with mild intellectual disabilities: Characteristics, satisfaction, wishes and quality of life. Journal of Intellectual Disability Research, 59(5), 450–461. doi:10.1111/jir.12143

    Article  PubMed  Google Scholar 

  • Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of schoolwide positive behavioral interventions and supports on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 166(2), 149–156.

    Article  PubMed  Google Scholar 

  • Wagner, M., Cadwallader, T. W. Garza, N., & Cameto, R. (2004). Social activities of youth with disabilities. NLTS2 Data Brief, 3, 1–4.

    Google Scholar 

  • Ward, K. M., Atkinson, J. P., Smith, C. A., & Windsor, R. (2013). A friendships and dating program for adults with intellectual and developmental disabilities: A formative evaluation. Intellectual and Developmental Disabilities, 51(1), 22–32.

    Article  PubMed  Google Scholar 

  • Wehmeyer, M. (2008). The impact of disability on adolescent identity. In M. Sadowski (Ed.), Adolescents at school: Perspectives on youth, identity, and education. Cambridge, Mass: Harvard Education Press.

    Google Scholar 

  • Wehmeyer, M., Field, S., & Thoma, C. (2012). Self-determination and adolescent transition education. In M. Wehmeyer & K. Webb (Eds.), Handbook of adolescent transition education for youth with disabilities (pp. 171–190). New York: Routledge.

    Google Scholar 

  • White, K., & Mackenzie, L. (2015). Strategies used by older women with intellectual disability to create and maintain their social networks: An exploratory qualitative study. The British Journal of Occupational Therapy, 78(10), 630–639.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, College of Education and Human Development, University of Delaware, 213H Willard Hall, Newark, DE, 19716, USA

    Laura T. Eisenman

  2. Center for Disabilities Studies, College of Education and Human Development, University of Delaware, 461 Wyoming Road, Newark, DE, 19716, USA

    Brian Freedman

  3. University of Delaware, 213 WHL School of Education, Newark, DE, 19716, USA

    Marisa Kofke

Authors
  1. Laura T. Eisenman
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Brian Freedman
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Marisa Kofke
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Laura T. Eisenman .

Editor information

Editors and Affiliations

  1. Department of Special Education, Kansas University Center on Developmental Disabilities, University of Kansas, Lawrence, Kansas, USA

    Karrie A. Shogren

  2. Department of Special Education, Beach Center on Disability, University of Kansas, Lawrence, Kansas, USA

    Michael L. Wehmeyer

  3. Department of Psychiatry and Health Behavior, Medical College of Georgia, Augusta University, Augusta, Georgia, USA

    Nirbhay N. Singh

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Eisenman, L.T., Freedman, B., Kofke, M. (2017). Focus on Friendship: Relationships, Inclusion, and Social Well-Being. In: Shogren, K., Wehmeyer, M., Singh, N. (eds) Handbook of Positive Psychology in Intellectual and Developmental Disabilities. Springer Series on Child and Family Studies. Springer, Cham. https://doi.org/10.1007/978-3-319-59066-0_10

Download citation

Publish with us

Policies and ethics

Search

Navigation