Department of Psychology, University of North Carolina.
Department of Psychology.
Psychol Bull. 2016 Jun;142(6):601-622. doi: 10.1037/bul0000041. Epub 2016 Jan 11.
Friendship-making is considered a well-established domain of deficit for children with autism spectrum disorders (ASD; American Psychiatric Association, 2013), with this population sometimes described as incapable of making friends. However, the majority of children with ASD indicate a desire for friends, and many report having friends. To what degree, then, do youth with ASD succeed in achieving friendships with peers? If and when they do succeed, by what means do these friendships emerge relative to models of typically developing (TD) youths' friendships? To address these questions, we first meta-analyzed the descriptive friendship literature (peer-reported sociometrics, self-report, parent-report) among school-age boys with ASD. Using random effects models, we found that youth with ASD do make friends according to peers and parents (Hedges's g > 2.84). However, self-reported friendship quality (Hedges's g = -1.09) and parent- and peer-reported quantity (Hedges's g < -0.63) were poorer than TD peers. We consider these findings in light of 2 conceptual frameworks for understanding social deficits in ASD (social cognition and social motivation theory) and in view of a leading model of friendship in TD youth (Hartup & Stevens, 1997). We then present a model that synthesizes these domains through the construct of social information processing speed, and thereby present the first developmental, process-based model of friendship development among youth with ASD. (PsycINFO Database Record
友谊建立被认为是自闭症谱系障碍（ASD；美国精神病学协会，2013 年）儿童中一个成熟的缺陷领域，有时这一人群被描述为无法交朋友。然而，大多数 ASD 儿童表示渴望有朋友，许多人报告有朋友。那么，ASD 青少年在多大程度上成功地与同龄人建立了友谊呢？如果他们成功了，这些友谊相对于典型发展（TD）青少年的友谊模式是如何出现的？为了回答这些问题，我们首先对 ASD 学龄期男孩的描述性友谊文献（同伴报告的社交计量学、自我报告、家长报告）进行了荟萃分析。使用随机效应模型，我们发现，根据同伴和家长的报告，ASD 青少年确实有朋友（Hedges's g > 2.84）。然而，自我报告的友谊质量（Hedges's g = -1.09）和家长和同伴报告的数量（Hedges's g < -0.63）都比 TD 同龄人差。我们考虑了这些发现，一方面是基于理解 ASD 中社会缺陷的两个概念框架（社会认知和社会动机理论），另一方面是基于 TD 青少年友谊的主要模型（Hartup & Stevens，1997 年）。然后，我们提出了一个通过社会信息处理速度这一结构来综合这些领域的模型，从而提出了 ASD 青少年友谊发展的第一个发展性、基于过程的模型。
