Content area
Full Text
J Abnorm Child Psychol (2008) 36:135150 DOI 10.1007/s10802-007-9156-x
Children with Autism and Their Friends: A Multidimensional Study of Friendship in High-Functioning Autism Spectrum Disorder
Nirit Bauminger & Marjorie Solomon & Anat Aviezer &
Kelly Heung & Lilach Gazit & John Brown &
Sally J. Rogers
Published online: 3 January 2008 # Springer Science + Business Media, LLC 2007
Abstract 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 812 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 childfriend interactions during construction and drawing scenarios; target childs and friends self-perceived mutual friendship qualities; and mother-reported characteristics (friendships duration/frequency; friends 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.
Keywords Children with high-functioning autism spectrum disorder (HFASD) . Asperger syndrome . Friendship . Multidimensional assessment
Peer friendships are basic and essential affective relationships that human beings form throughout the life span (Parker and Gottman 1989). Friendship involves a close, intimate, affective, and relatively long-term tie (6 months or more) between children, based on reciprocal, stable interactions and companionship capacity (e.g., Dunn 1993; Howes 1996; Parker and Gottman 1989). Friendship has important influences on childrens social development. Through friendship, children develop and practice fundamental prosocial behaviors including mutual caring, companionship, and empathy. In middle childhood, children build trust and experience intimacy by sharing feelings and experiences with an age-mate (Asher et al. 1996; Parker and Gottman 1989). Friendships provide the child with a sense of belonging and self-worth (Bagwell et al. 1998). Moreover, having a friend serves as an important source of emotional support...