Peer Relationships and Social and Recreational Activities Among Adolescents and Adults with Autism

Orsmond, Gael I.; Krauss, Marty Wyngaarden; Seltzer, Marsha Mailick
June 2004
Journal of Autism & Developmental Disorders;Jun2004, Vol. 34 Issue 3, p245
Academic Journal
In this study, we investigate peer relationships and participation in social and recreational activities among 235 adolescents and adults with autism who live at home. The prevalence of having friendships, peer relationships, and participating in social and recreational activities were all low and comparable to previous research. Both individual and environmental factors were investigated as predictors of having peer relationships and participation in social and recreational activities. Having peer relationships was predicted by individual characteristics (younger age, and less impairment in social interaction skills), but not by characteristics of the environment. Greater participation in social and recreational activities was predicted by characteristics of the individual with autism (greater functional independence, less impairment in social interaction skills, higher levels of internalizing behaviors) and characteristics of the environment (greater maternal participation in social and recreational activities, greater number of services received, and inclusion in integrated settings while in school).


Related Articles

  • Children with autism and their friends: a multidimensional study of friendship in high-functioning autism spectrum disorder. Bauminger, Nirit; Solomon, Marjorie; Aviezer, Anat; Heung, Kelly; Gazit, Lilach; Brown, John; Rogers, Sally J. // Journal of Abnormal Child Psychology;Feb2008, Vol. 36 Issue 2, p135 

    This study of Israeli and American preadolescent children examined characteristics of friendship in 44 children with high-functioning autism spectrum disorder (HFASD) compared to 38 typically developing children (TYP), as they interacted with a close friend Participants were 8-12 years of age...

  • The Effectiveness of Contextually Supported Play Date Interactions Between Children With Autism and Typically Developing Peers. Koegel, Robert L.; Werner, Grace A.; Vismara, Laurie A.; Koegel, Lynn Kern // Research & Practice for Persons with Severe Disabilities;Summer2005, Vol. 30 Issue 2, p93 

    Difficulties with social interaction arc characteristic of autism. This study presents data illustrating the use of motivational strategies in play dates to improve the quality of social interactions between children with autism and their typically developing peers. Specifically, a multiple...

  • Using High-Probability Request Sequences to Increase Social Interactions in Young Children With Autism. Sunhwa Jung; Sainato, Diane M.; Davis, Carol A. // Journal of Early Intervention;Jun2008, Vol. 30 Issue 3, p163 

    We investigated the effects of an intervention using high-probability request sequences with embedded peer modeling to increase social interactions of children with autism in a classroom. The effects of the intervention on compliant responding to social requests and social behaviors were...

  • Caregiver Responsiveness and Social Interaction Behaviors of Young Children With Autism. Ruble, Lisa; McDuffie, Andrea; King, Andrea S.; Lorenz, Doug // Topics in Early Childhood Special Education;Fall2008, Vol. 28 Issue 3, p158 

    Although it is documented that parent interaction influences children's development, few studies have focused on methods for reliably assessing molar-level caregiver-child interactions that are used regularly in treatment evaluations in community-based settings, and none have targeted children...

  • Parent-Assisted Social Skills Training to Improve Friendships in Teens with Autism Spectrum Disorders. Laugeson, Elizabeth; Frankel, Fred; Mogil, Catherine; Dillon, Ashley // Journal of Autism & Developmental Disorders;Apr2009, Vol. 39 Issue 4, p596 

    This study examines the efficacy of a manualized parent-assisted social skills intervention in comparison with a matched Delayed Treatment Control group to improve friendship quality and social skills among teens 13–17 years of age with autism spectrum disorders. Targeted skills included...

  • A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders. Frankel, Fred; Myatt, Robert; Sugar, Catherine; Whitham, Cynthia; Gorospe, Clarissa M.; Laugeson, Elizabeth // Journal of Autism & Developmental Disorders;Jul2010, Vol. 40 Issue 7, p827 

    This study evaluated Children’s Friendship Training (CFT), a manualized parent-assisted intervention to improve social skills among second to fifth grade children with autism spectrum disorders. Comparison was made with a delayed treatment control group (DTC). Targeted skills included...

  • Assessment of Stimulus Overselectivity with Tactile Compound Stimuli in Children with Autism. Ploog, Bertram O.; Kim, Nina // Journal of Autism & Developmental Disorders;Sep2007, Vol. 37 Issue 8, p1514 

    Autistic and typical children mastered a simultaneous discrimination task with three sets of all-tactile compound stimuli. During training, responding to one stimulus (S+) resulted in rewards whereas responding to the alternative (S−) was extinguished. Test 1 was conducted with...

  • The Effects of Social Stories on the Social Engagement of Children with Autism. Delano, Monica; Snell, Martha E. // Journal of Positive Behavior Interventions;Winter2006, Vol. 8 Issue 1, p29 

    A multiple-probe design across participants was used to evaluate the effects of social stories on the duration of appropriate social engagement and the frequency of 4 social skills in 3 elementary-age students with autism. The social skills were seeking attention, initiating comments, initiating...

  • Patterns of Growth in Adaptive Social Abilities Among Children with Autism Spectrum Disorders. Anderson, Deborah K.; Oti, Rosalind S.; Lord, Catherine; Welch, Kathleen // Journal of Abnormal Child Psychology;Oct2009, Vol. 37 Issue 7, p1019 

    Adaptive social skills were assessed longitudinally at approximately ages 2, 3, 5, 9, and 13 years in a sample of 192 children with a clinical diagnosis of autism ( n = 93), PDD-NOS ( n = 51), or nonspectrum developmental disabilities ( n = 46) at age 2. Growth curve analyses with SAS proc mixed...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics