The nature of friendship in children with autism spectrum disorders: A systematic review

Petrina, Neysa; Carter, Mark; Stephenson, Jennifer

doi:10.1016/j.rasd.2013.10.016

Cited by 164 publications

(116 citation statements)

References 73 publications

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“…First, friendships were described by all of the parents and the majority of teachers as infrequent and a common challenge. The lack of friendships and/or presence of low quality (e.g., unilateral or tied to single context) social interactions with peers was consistent with extant research and reaffirms the need for this and future studies (Cuckle & Wilson, 2002;Petrina et al, 2014;Tipton, Christensen, & Blacher, 2013;Wagner et al, 2004).…”

Section: Discussionsupporting

confidence: 79%

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Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

et al. 2016

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Friendships between students with and without intellectual and developmental disabilities (IDD) remain infrequent, especially at the secondary level. However, when friendships between students with and without IDD have developed, direct support from parents and teachers has been a critical facilitator. Thus, this qualitative study examined parent (n = 10) and teacher (n = 20) perspectives on friendships and social interactions of middle and high school students with IDD receiving special education services in inclusive settings at least part of the day. The data were collected through semi-structured interviews with each participant and analyzed inductively using a multistage process of open and then thematic coding. The thematic findings suggest that the challenge of friendship development between students with and without IDD is ongoing, though there may be potential in focusing more explicitly and intentionally on increasing social interaction opportunities both in and out of school. Implications for future research and practice are described in the context of supporting students with and without IDD to increase social interactions and develop friendships.

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Section: Discussionsupporting

confidence: 79%

“…Despite this focus, friendships between students with and without IDD remain infrequent, especially at the secondary level (Petrina, Carter, & Stephenson, 2014;Webster & Carter, 2007).…”

Section: Parent and Teacher Perspectives On Friendships And Social Inmentioning

confidence: 99%

Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

et al. 2016

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“…Fewer opportunities to participate in activities contributes to lower rates of quality friendships (Orsmond et al 2004), which can lead to less access to protective functions of friendship including confidence, self-esteem and sense of belonging. This is exacerbated in the social lives of adolescents with severe disabilities, which researchers suggest that peer interactions and durable friendships are rare or altogether absent for this population (e.g., Petrina et al 2014;Webster and Carter 2007).…”

Section: Friends and Peersmentioning

confidence: 99%

Adolescents with Disabilities

Maxey

Beckert

2016

Adolescent Res Rev

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Adolescents with disabilities face many challenges common to their typically developing peers. However, the ways that they resolve them may differ. The focus of this narrative overview was to summarize results from the disabilities in adolescence literature, highlight common research directions, evaluate the overall big picture of this literature, and draw conclusions based on general interpretations. Evidence suggests that the literature in this field of study is lacking. Suggestions for improvement include increasing the number of studies that focus specifically on adolescence across the various types of disabilities, establishing a theoretical base to anchor research, forming cohesion across disabilities among researchers, and taking a comprehensive approach to intervention studies. By addressing these issues in future research, scholarly knowledge will be increased, but more importantly, the lives of young people with disabilities can be greatly enhanced.

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“…He is a problem solver It is interesting to note that in relation to people with autism, even "outstanding capacity" is conceptualised in deficit terms. In addition, the intellectual ability or progress of children with autism with additional learning disabilities receives scant attention in the literature, again contributing to almost exclusively deficit model narratives (Petrina et al 2014). …”

Section: Intellectual Abilitiesmentioning

confidence: 99%

‘I accept my son for who he is – he has incredible character and personality’: fathers’ positive experiences of parenting children with autism

Potter

2016

Disability & Society

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The nature of friendship in children with autism spectrum disorders: A systematic review

Cited by 164 publications

References 73 publications

Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

Adolescents with Disabilities

‘I accept my son for who he is – he has incredible character and personality’: fathers’ positive experiences of parenting children with autism

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