Young Friendship in HFASD and Typical Development: Friend versus Non-Friend Comparisons

Autor/inn/en	Bauminger-Zviely, Nirit; Agam-Ben-Artzi, Galit
Titel	Young Friendship in HFASD and Typical Development: Friend versus Non-Friend Comparisons
Quelle	In: Journal of Autism and Developmental Disorders, 44 (2014) 7, S.1733-1748 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-014-2052-7
Schlagwörter	Friendship; Comparative Analysis; Autism; Pervasive Developmental Disorders; Preschool Children; Interaction; Peer Relationship; Multidimensional Scaling; Socioeconomic Status; Intelligence Quotient; Parent Attitudes; Teacher Attitudes; Freehand Drawing; Play; Interpersonal Communication; Verbal Communication; Nonverbal Communication; Group Dynamics; Individual Differences; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Freundschaft; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Peer-Beziehungen; Mehrdimensionale Analysis; Socio-economic status; Sozioökonomischer Status; Intelligenzquotient; Elternverhalten; Lehrerverhalten; Drawing; Zeichnen; Spiel; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Gruppendynamik; Individueller Unterschied; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This study conducted comparative assessment of friendship in preschoolers with high-functioning autism spectrum disorder (HFASD, n = 29) versus preschoolers with typical development (n = 30), focusing on interactions with friends versus acquaintances. Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Multidimensional assessments included: mothers' and teachers' reports about friends' and friendship characteristics and observed individual and dyadic behaviors throughout interactions with friends versus non-friends during construction, drawing, and free-play situations. Findings revealed group differences in peer interaction favoring the typical development group, thus supporting the neuropsychological profile of HFASD. However, both groups' interactions with friends surpassed interactions with acquaintances on several key socio-communicative and intersubjective capabilities, thus suggesting that friendship may contribute to enhancement and practice of social interaction in HFASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10