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Predicting friendship quality in autism spectrum disorders and typical development
Nirit Bauminger1, Marjorie Solomon, Sally J Rogers
1School of Education, Bar Ilan University, 52900 Ramat Gan, Israel. bauminn@mail.biu.ac.il
Journal of Autism and Developmental Disorders
|December 30, 2009
Summary
Social-cognitive skills and secure relationships are crucial for friendship development in children, including those with high-functioning autism spectrum disorder (HFASD). These factors influence friendship behaviors and descriptions, offering insights for targeted support.
Area of Science:
- Developmental Psychology
- Child Psychology
- Autism Spectrum Disorder Research
Background:
- Friendship development in children is influenced by social-cognitive capacities and relationship qualities.
- Understanding these factors is crucial for supporting children with high-functioning autism spectrum disorder (HFASD) in forming friendships.
- Previous research indicates varying social-cognitive and relational profiles in children with ASD.
Purpose of the Study:
- To examine the role of attachment security, mother-child relationship qualities, and theory of mind in children's friendships.
- To compare these factors in children with HFASD and typically developing (TYP) children.
- To identify direct and indirect effects on friendship behaviors and descriptions.
Main Methods:
- The study involved children aged 8-12, with groups of HFASD (n=44) and TYP (n=38) children.
- Data collection included observed friendship behaviors and children's descriptions of their friendships.
- Social relationship variables (attachment security, mother-child relationship) and social-cognitive capacities (theory of mind) were assessed.
Main Results:
- Maternal attachment security was reported by over half (54.45%) of the HFASD sample, aligning with prior findings.
- Attachment security, mother-child relationship quality, and theory of mind demonstrated both direct and indirect effects on friendships for both groups.
- These predictors highlighted their importance in friendship development, suggesting compensatory and amplification mechanisms.
Conclusions:
- Social relationship variables and social-cognitive capacities are significant predictors of friendship in both HFASD and TYP children.
- Findings underscore the importance of fostering secure relationships and social-cognitive skills for enhancing children's friendships.
- Practical and clinical implications exist for developing targeted friendship support interventions for children with and without ASD.
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