Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA.
Department of Psychology, University of Washington, Seattle, WA, USA.
J Autism Dev Disord. 2018 Apr;48(4):1122-1132. doi: 10.1007/s10803-017-3202-5.
Preschool-aged siblings of children with ASD are at high-risk (HR) for ASD and related challenges, but little is known about their emerging peer competence and friendships. Parents are the main providers of peer-relationship opportunities during preschool. Understanding parental challenges supporting early peer relationships is needed for optimal peer competence and friendships in children with ASD. We describe differences in peer relationships among three groups of preschool-aged children (15 HR-ASD, 53 HR-NonASD, 40 low-risk, LR), and examine parent support activities at home and arranging community-based peer activities. Children with ASD demonstrated precursors to poor peer competence and friendship outcomes. Parents in the HR group showed resilience in many areas, but providing peer opportunities for preschool-age children with ASD demanded significant adaptations.
自闭症谱系障碍（ASD）患儿的学龄前兄弟姐妹具有较高的 ASD 风险和相关挑战，但对于他们正在发展的同伴能力和友谊关系知之甚少。在学龄前阶段，父母是提供同伴关系机会的主要承担者。为了促进 ASD 儿童的同伴能力和友谊发展，需要了解父母在支持早期同伴关系方面所面临的挑战。我们描述了三组学龄前儿童（15 名高风险 ASD、53 名高风险非 ASD、40 名低风险 LR）的同伴关系差异，并考察了家庭中的父母支持活动和安排社区内的同伴活动。患有 ASD 的儿童表现出较差的同伴能力和友谊结果的前兆。高风险组的父母在许多方面表现出韧性，但为 ASD 学龄前儿童提供同伴机会需要做出重大调整。
