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Relationships, Friendships, and Successful Social Communication: Addressing Disability
Amy L Donaldson1, Mariella Nolfo2, Marissa Montejano3
1Department of Speech and Hearing Sciences, Portland State University, Portland, Oregon.
Seminars in Speech and Language
|March 21, 2018
Summary
Children with autism spectrum disorder (ASD) may experience friendships differently but find them satisfying. This study explores autistic perspectives and community influences on friendship development, advocating for inclusive practices.
Area of Science:
- Developmental Psychology
- Social Psychology
- Autism Spectrum Disorder Research
Background:
- Autistic individuals often report satisfying friendships despite research indicating lower quality, reduced reciprocity, and increased loneliness compared to neurotypical peers.
- A social model of disability, supported by the WHO's ICF framework, highlights societal barriers impacting individuals with health impairments.
- Existing research predominantly focuses on deficits in autistic friendship quality, necessitating a shift towards understanding autistic perspectives.
Purpose of the Study:
- To explore the perspective of autistic individuals on friendship and relationship development.
- To investigate how the broader community influences the formation and quality of friendships for autistic children.
- To examine how clinicians can address societal barriers within home, school, and community settings to foster friendship opportunities.
Main Methods:
- Qualitative analysis of autistic individuals' perspectives on friendship.
- Application of the World Health Organization's International Classification of Functioning (ICF) framework.
- Exploration of a social model of disability lens in relation to friendship development.
Main Results:
- Autistic individuals may perceive friendship qualitatively differently, yet find these connections fulfilling.
- Societal barriers, rather than solely individual impairments, contribute to disability in relationship development.
- A multi-perspective approach is crucial for understanding and supporting autistic friendships.
Conclusions:
- Clinicians should consider the social and environmental context when supporting friendship development in autistic children.
- Addressing community-level barriers is essential for promoting inclusive and satisfying relationships for individuals with autism spectrum disorder.
- Adopting a social model of disability reframes challenges in autistic friendships as opportunities for societal adaptation and support.
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