Top

Journal of Autism and Developmental Disorders

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

01-12-2010 | Original Paper

Friendship and Internalizing Symptoms Among Children and Adolescents with ASD

Auteurs: Micah O. Mazurek, Stephen M. Kanne

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2010

Abstract

Anxiety and depression are common among children and adolescents with autism spectrum disorders (ASD), highlighting a need to identify factors that protect against these symptoms. Among typically developing children, friendships are protective, and lead to better emotional outcomes. The current study examined a large, well-characterized sample of children and adolescents with ASD to examine the relations among friendship, ASD symptom severity, and anxiety/depression. Rates of anxiety/depression were high in this sample. Greater ASD severity was associated with fewer symptoms of anxiety/depression, lower IQ, and poorer number and/or quality of reciprocal friendships. Surprisingly, children with no or very poor dyadic relationships experienced less anxiety than those with existing, but limited, friendships. Implications and directions for future research are discussed.

vorige artikel Teaching Emotion Recognition Skills to Children with Autism

volgende artikel Validating the Repetitive Behavior Scale-Revised in Young Children with Autism Spectrum Disorder

Achenbach, T. M. (1991). Manual for child behavior checklist/4–18 and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.

Achenbach, T. M., & Rescorla, L. (2001). Manual for the ASEBA school-age forms & profiles: An integrated system of multi-informant assessment. Burlington, VT: University of Vermont, Research Center for Children, Youth & Families.

Alfano, C. A., Beidel, D. C., & Turner, S. M. (2002). Cognition in childhood anxiety: Conceptual methodological and developmental issues. Clinical Psychology Review, 22(8), 1209–1238. PubMed

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, 4th edition, text revision (DSM-IV-TR) (4th ed.). Washington, DC: American Psychiatric Publishing. CrossRef

Barlow, D. H. (2002). Anxiety and its disorders: The nature and treatment of anxiety and panic (2nd ed.). New York: Guilford Publications.

Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447–456. CrossRefPubMed

Bauminger, N., & Shulman, C. (2003). The development and maintenance of friendship in high-functioning children with autism: Maternal perceptions. Autism, 7(1), 81–97. CrossRefPubMed

Bauminger, N., Shulman, C., & Agam, G. (2004). The link between perceptions of self and of social relationships in high-functioning children with autism. Journal of Developmental and Physical Disabilities, 16(2), 193–214. CrossRef

Bauminger, N., Solomon, M., Aviezer, A., Heung, K., Brown, J., & Rogers, S. (2008). Friendship in high-functioning children with autism spectrum disorder: mixed and non-mixed dyads. Journal of Autism and Developmental Disorders, 38(7), 1211–1229. CrossRefPubMed

Beck, A. T., & Clark, D. A. (1988). Anxiety and depression: An information processing perspective. Anxiety Research, 1(1), 23–36.

Bellini, S. (2004). Social skill deficits and anxiety in high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19(2), 78–86. CrossRef

Bukowski, W. M., Hoza, B., & Boivin, M. (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(3), 471–484. CrossRef

Caldwell, M. S., Rudolph, K. D., Troop-Gordon, W., & Kim, D.-Y. (2004). Reciprocal influences among relational self-views, social disengagement, and peer stress during early adolescence. Child Development, 75(4), 1140–1154. CrossRefPubMed

Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37(2), 230–242. CrossRefPubMed

Chorpita, B. F., & Barlow, D. H. (1998). The development of anxiety: The role of control in the early environment. Psychological Bulletin, 124(1), 3–21. CrossRefPubMed

Cicchetti, D., & Cohen, D. J. (1995). Perspectives on developmental psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Theory and methods (Vol. 1, pp. 3–22). New York: John Wiley & Sons, Inc.

Dawson, G., & Fernald, M. (1987). Perspective-taking ability and its relationship to the social behavior of autistic children. Journal of Autism and Developmental Disorders, 17(4), 487–498. CrossRefPubMed

Elliot, C. (2007). Differential abilities scale—2nd edition (DAS-II) manual. San Antonio, TX: Harcourt Assessment, Inc.

Gillott, A., Furniss, F., & Walter, A. (2001). Anxiety in high-functioning children with autism. Autism, 5(3), 277–286. CrossRefPubMed

Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(5), 693–705. CrossRefPubMed

Harter, S. (1999). The construction of the self: A developmental perspective. New York, NY: Guilford Press.

Hobson, P., Chidambi, G., Lee, A., & Meyer, J. (2006). Self-awareness in developmental perspective. Monographs of the Society for Research in Child Development, 71(2), 1–28. CrossRef

Hodges, E. V. E., Boivin, M., Vitaro, F., & Bukowski, W. M. (1999). The power of friendship: protection against an escalating cycle of peer victimization. Developmental Psychology, 35(1), 94–101. CrossRefPubMed

Iacoboni, M. (2006). Failure to deactivate in autism: The co-constitution of self and other. Trends in Cognitive Sciences, 10(10), 431–433. CrossRefPubMed

Kanne, S. M., Abbacchi, A. M., & Constantino, J. N. (2009). Multi-informant ratings of psychiatric symptom severity in children with autism spectrum disorders: The importance of environmental context. Journal of Autism and Developmental Disorders, 39(6), 856–864.

Kelly, A., Garnett, M., Attwood, T., & Peterson, C. (2008). Autism spectrum symptomatology in children: The impact of family and peer relationships. Journal of Abnormal Child Psychology, 36(7), 1069–1081. CrossRefPubMed

Kim, J. A., Szatmari, P., Bryson, S. E., Streiner, D. L., & Wilson, F. J. (2000). The prevalence of anxiety and mood problems among children with autism and Asperger syndrome. Autism, 4(2), 117–132. CrossRef

Koning, C., & Magill-Evans, J. (2001). Social and language skills in adolescent boys with Asperger syndrome. Autism, 5(1), 23–36. CrossRefPubMed

Kupersmidt, J. B., Coie, J. D., & Dodge, K. A. (1990). The role of poor peer relationships in the development of disorder. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 274–305). New York, NY: Cambridge University Press.

Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children’s early school adjustment? Child Development, 61(4), 1081–1100. CrossRefPubMed

Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child Development, 77(4), 822–846. CrossRefPubMed

Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children’s psychological adjustment problems. Child Development, 74(5), 1344–1367. CrossRefPubMed

Leyfer, O. T., Folstein, S. E., Bacalman, S., Davis, N. O., Dinh, E., Morgan, J., et al. (2006). Comorbid psychiatric disorders in children with autism: Interview development and rates of disorders. Journal of Autism and Developmental Disorders, 36(7), 849–861. CrossRefPubMed

Linsey, E. W. (2002). Preschool children’s friendships and peer acceptance: Links to social competence. Child Study Journal, 32(3), 145–156.

Little, L. (2002). Middle-class mothers’ perceptions of peer and sibling victimization among children with Asperger’s syndrome and nonverbal learning disorders. Issues in Comprehensive Pediatric Nursing, 24, 43–57. CrossRef

Lord, C., DiLavorne, P. C., & Risi, S. (2002). Autism diagnostic observation schedule. Los Angeles, CA: Western Psychological Services.

Lord, C., & Rutter, M. (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, 24(5), 659–685. CrossRefPubMed

Mullen, E. M. (1995). Mullen scales of early learning (AGS edition ed.). Circle Pines, MN: American Guidance Service, Inc.

Ochs, E., Kremer-Sadlik, T., Solomon, O., & Sirota, K. (2001). Inclusion as social practice: Views of children with autism. Social Development, 10(3), 399–419. CrossRef

Orsmond, G. I., Krauss, M. W., & Seltzer, M. M. (2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of Autism and Developmental Disorders, 34(3), 245–256. CrossRefPubMed

Prinstein, M. J., & Aikins, J. W. (2004). Cognitive moderators of the longitudinal association between peer rejection and adolescent depressive symptoms. Journal of Abnormal Child Psychology, 32(2), 147–158. CrossRefPubMed

Rapee, R. M., & Heimberg, R. G. (1997). A cognitive-behavioral model of anxiety in social phobia. Behaviour Research and Therapy, 35(8), 741–756. CrossRefPubMed

Ruble, D. N., Boggiano, A. K., Feldman, N. S., & Loebl, J. H. (1980). Developmental analysis of the role of social comparison in self-evaluation. Developmental Psychology, 16(2), 105–115. CrossRef

Rutter, M., Le Couteur, A., & Lord, C. (2003). Autism diagnostic interview-revised. Los Angeles, CA: Western Psychological Services.

Simonoff, E. M., Pickles, A. P., Charman, T. P., Chandler, S. P., Loucas, T. O. M. P., & Baird, G. F. (2008). Psychiatric disorders in children with autism spectrum disorders: prevalence, comorbidity, and associated factors in a population-derived sample. Journal of the American Academy of Child & Adolescent Psychiatry, 47(8), 921–929. CrossRef

Strauss, C. C., Lahey, B. B., Frick, P., Frame, C. L., et al. (1988). Peer social status of children with anxiety disorders. Journal of Consulting and Clinical Psychology, 56(1), 137–141. CrossRefPubMed

Sukhodolsky, D., Scahill, L., Gadow, K., Arnold, L., Aman, M., McDougle, C., et al. (2008). Parent-rated anxiety symptoms in children with pervasive developmental disorders: Frequency and association with core autism symptoms and cognitive functioning. Journal of Abnormal Child Psychology, 36(1), 117–128. CrossRefPubMed

Troop-Gordon, W., & Ladd, G. W. (2005). Trajectories of peer victimization and perceptions of the self and schoolmates: Precursors to internalizing and externalizing problems. Child Development, 76(5), 1072–1091. CrossRefPubMed

Wechsler, D. (1999). The Wechsler abbreviated scale of intelligence. San Antonio, TX: The Psychological Corporation.

Wechsler, D. (2003). Wechsler intelligence scale for children (4th ed. ed.). San Antonio, TX: Psychological Corporation.

Williams, J. M. G., Watts, F. N., MacLeod, C., & Mathews, A. (1988). Cognitive psychology and emotional disorders. Chichester, UK: Wiley.

Titel: Friendship and Internalizing Symptoms Among Children and Adolescents with ASD
Auteurs: Micah O. Mazurek
Stephen M. Kanne
Publicatiedatum: 01-12-2010
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 12/2010
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-010-1014-y

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2010

Teaching Emotion Recognition Skills to Children with Autism

Fred R. Volkmar and Lisa A. Wiesner: A Practical Guide to Autism: What Every Parent, Family Member and Teacher Needs to Know

Brief Report: Altered Horizontal Binding of Single Dots to Coherent Motion in Autism

Using Perceptual Signatures to Define and Dissociate Condition-Specific Neural Etiology: Autism and Fragile X Syndrome as Model Conditions

Validity of False Belief Tasks in Blind Children

Examining the Quality of IEPs for Young Children with Autism