Friendships containing a child with autism and a friend with typical development ("mixed" friendships, n = 26) and those of children with autism and a friend with a disability ("non-mixed," n = 16) were contrasted with friendships of typically developing subjects and their friends (n = 31). Measures included dyadic interaction samples, and interview and questionnaire data from subjects, friends, and parents. Mixed friendship interactions resembled typical friendships. Participants in mixed friendships were more responsive to one another, had stronger receptive language skills, exhibited greater positive social orientation and cohesion, and demonstrated more complex coordinated play than in the non-mixed dyads. Exposure to typical peers appears to have significant effects on friendship behaviors.
|Number of pages||19|
|Journal||Journal of Autism and Developmental Disorders|
|State||Published - Aug 2008|
Bibliographical noteFunding Information:
Acknowledgments This research was supported by the United States—Israel Binational Science Foundation (BSF). Special thanks are extended to the children who took part in this study. The authors would like to express their appreciation to Dov Har–Even for his statistical assistance.
- Asperger syndrome
- High-functioning children with ASD
- Social-emotional functioning