Swipe om te navigeren naar een ander artikel
This study of Israeli and American preadolescent children examined characteristics of friendship in 44 children with high-functioning autism spectrum disorder (HFASD) compared to 38 typically developing children (TYP), as they interacted with a close friend Participants were 8–12 years of age (HFASD: Israel, n = 24; USA, n = 20; TYP: Israel, n = 23; USA, n = 15), and were matched on SES, receptive language vocabulary, child age, and gender (each study group included one girl). Multidimensional assessments included: individual behaviors of target children and observed child–friend interactions during construction and drawing scenarios; target child’s and friend’s self-perceived mutual friendship qualities; and mother-reported characteristics (friendship’s duration/frequency; friend’s age/gender/disability status). Overall, children with HFASD displayed a number of differences on individual and dyadic friendship measures. Both age and verbal abilities affected friendship behaviors. Children with HFASD and their friends perceived friendship qualities similarly, suggesting that preadolescents with HFASD have capacities for interpersonal awareness. Between-group similarities also emerged on several complex social behaviors, suggesting that friendship follows a developmental trajectory in autism and may enhance social interaction skills in autism.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association.
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th-TR ed.). Washington, DC: American Psychiatric Association.
Asher, S. R., Parker, J. G., & Walker, D. L. (1996). Distinguishing friendship from acceptance: Implications for intervention and assessment. In W. M. Bukowski, A. F. Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendships in childhood and adolescence (pp. 366–406). Cambridge: Cambridge University Press.
Attwood, T. (1998). Asperger’s syndrome: A guide for parents and professionals. London: Jessica Kingsley.
Bauminger, N., Rogers, S. J., Aviezer, A., & Solomon, M. (2005). The friendship observation scale (FOS). Unpublished manual, Bar Ilan University, Israel and University of California, Davis, CA.
Brachfield-Child, S., & Schiavo, R. S. (1990). Interactions of preschool and kindergarten friends and acquaintances. Journal of Genetic Psychology, 151, 45–57. CrossRef
Brody, G. H., Stoneman, Z., & McKinnon, C. E. (1982). Role asymmetries in interactions among school-age children, their younger siblings and their friends. Child Development, 53, 1364–1370. CrossRef
Buhrmester, D. (1996). Need fulfillment, interpersonal competence, and the developmental context of early adolescent friendship. In W. M. Bukowski, A. F., Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp.158–185). Cambridge, UK: Cambridge University Press.
Bukowski, W. M., Boivin, M., & Hoza, B. (1994). Measuring friendship quality during pre- and early adolescence: The development and psychometric properties of the friendship qualities scale. Journal of Social and Personal Relationships, 11, 471–484. CrossRef
Capps, L., Sigman, M., & Mundy, P. (1994). Attachment security in children with autism. Development and Psychopathology, 6, 249–261.
Carrington, S., Templeton, E., & Papinczak, T. (2003). Adolescents with Asperger syndrome and perceptions of friendship. Focus on Autism and Other Developmental Disabilities, 18, 211–218.
Church, C., Alinsanski, S., & Amanullah, S. (2000). The social, behavioural, and academic experiences of children with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 15, 12–20.
Dunn, J. (1993). Young children’s close relationships: Beyond attachment. London: Sage.
Dunn, L. M., & Dunn, L. M. (1997). Examiner’s manual for the Peabody picture vocabulary test third edition. Circle Pines, MN: American Guidance Service.
Field, T., Greenwald, P., Marrow, C., Healy, B., Foster, T., Guthertz, M., et al. (1992). Behavior state matching during interactions of preadolescent friends versus acquaintances. Developmental Psychology, 28, 242–250. CrossRef
Hermelin, B., & O’Connor, N. (1985). Logico-affective states and nonverbal language. In E. Schopler, & G. B. Mesibov (Eds.), Communication problems in autism (pp. 283–309). New York: Plenum.
Hinde, R. (1979). Towards understanding relationships. New York: Academic Press.
Hobson, P. (2005). Autism and emotion. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (pp. 406–422). Hoboken, NJ: Wiley.
Hobson, P., Chidambi, G., Lee, A., & Meyer, J. (2006). Foundations of self-awareness: An exploration through autism. Monographs of the Society for Research in Child Development, 71(1, Serial No. 284).
Howes, C. (1996). The earliest friendships. In W. M. Bukowski, A. F., Newcomb, & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 66–86). Cambridge, UK: Cambridge University Press.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250.
Kasari, C., Chamberlain, B., & Bauminger, N. (2001). Social emotions and social relationships in autism: Can children with autism compensate? In J. Burack, T. Charman, N. Yirmiya, & P. Zelazo (Eds.), Perspectives on development in autism (pp. 309–323). Hillsdale, NJ: Erlbaum.
Landa, R. (2000). Social language use in Asperger syndrome and in high-functioning autism. In A. Klin, F. R. Volkmar, & S. S. Sparrow (Eds.), Asperger syndrome (pp. 121–155). New York: Guilford Press.
Lord, C. (1984). The development of peer relations in children with autism. In F. J. Morrison, C. Lord, & D. P. Keating (Eds.), Advances in applied developmental psychology (pp. 165–229). New York: Academic.
Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). The autism diagnostic observation schedule: The manual. Los Angeles: Western Psychological Services.
Lord, C., Rutter, M., & LeCouteur, A. (1994). Autism diagnostic interview-revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 19, 185–212. CrossRef
Newcomb, A. F., & Brady, J. E. (1982). Mutuality in boys’ friendship relations. Child Development, 53, 392–395. CrossRef
Orsmond, G., Krauss, M., & Seltzer, M. (2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of Autism and Developmental Disabilities, 34, 245–256. CrossRef
Parker, J. G., & Gottman, J. M. (1989). Social and emotional development in a relational context: Friendship interaction from early childhood to adolescence. In T. Brendt, & G. Ladd (Eds.), Peer relationships in child development (pp. 95–131). New York: Wiley.
Parker, J. G., Rubin, K. H., Price, J. M., & DeRosier, M. E. (1995). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti, & D. J. Cohen (Eds.), Developmental psychopathology (pp. 96–161). New York: Wiley.
Rogers, S. R., & Pennington, B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3, 137–162. CrossRef
Sameroff, A. J. (1983). Developmental systems: Contexts and evolution. In P. H. Mussen & W. Kessen (Eds.), Handbook of child psychiatry: Vol. 1. History, theories and methods (pp. 237–294). New York: Wiley.
Sattler, J. M. (1988). Assessment of children (3rd ed.). San Diego: Author.
Shany, M., Lachman, D., Shalem, Z., Bahat, A., & Zeiger, T. (2003). “Ma’akav:” Current mapping of reading and writing based on Israeli norms. Tel Aviv: Yesod. (Hebrew).
Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, Down Syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1, Serial No. 256).
Stern, D. (1985). The interpersonal world of the infant: View from psychoanalysis and developmental psychology. New York: Basic Books.
Sullivan, H. S. (1953). The interpersonal theory of psychiatry. New York: Horton.
Tager-Flusberg, H. (2001). A reexamination of the theory of mind hypothesis of autism. In J. Burack, T. Charman, N. Yirmiya, & P. Zelazo (Eds.), Development and autism: Perspectives from theory and research (pp. 173–193). Hillsdale, NJ: Erlbaum.
Waters, E., & Deane, K. E. (1985). Defining and assessing individual differences in attachment relationships: Q—methodology and the organization of behavior in infancy and early childhood. In I. Bretherton, & E. Waters (Eds.), Growing points in attachment theory and research, Monographs of the society for research in child development (pp. 41–65). 50(1–2, Serial No. 209).
Wilkinson, G. S. (1993). WRAT-3: Wide range achievement test administration manual. Wilmington, DE: Wide Range.
- Children with Autism and Their Friends: A Multidimensional Study of Friendship in High-Functioning Autism Spectrum Disorder
Sally J. Rogers
- Springer US