Donaldson Amy L, Nolfo Mariella, Montejano Marissa
Department of Speech and Hearing Sciences, Portland State University, Portland, Oregon.
Crook County School District, Prineville, Oregon.
Semin Speech Lang. 2018 Apr;39(2):166-177. doi: 10.1055/s-0038-1628368. Epub 2018 Mar 20.
Children with autism may perceive friendship in a qualitatively different manner than their neurotypical peers. Yet, these friendships have been reported as satisfying to the child with autism spectrum disorder (ASD). Although many studies have identified lower quality of friendship in ASD, reduced reciprocity, and increased loneliness and depression, perhaps it is time to take a closer look at the perspective of autistic individuals and to identify how the broader community influences development of relationships and friendship. The World Health Organization's International Classification of Functioning framework aligns well with a social model of disability lens, which states that although individuals may be challenged by their health impairment, disability is created by barriers to access, agency, and independence in society. This article discusses how clinicians might examine ways to address disability within the home, school, and community to create opportunities for relationship and friendship development, while considering the definition of friendship from multiple perspectives.
患有自闭症的儿童对友谊的认知方式可能与神经发育正常的同龄人在本质上有所不同。然而，据报道，这些友谊能让患有自闭症谱系障碍（ASD）的儿童感到满足。尽管许多研究发现自闭症患者的友谊质量较低、互惠性较差，且孤独感和抑郁情绪增加，但或许是时候更深入地审视自闭症个体的观点，并确定更广泛的社会群体如何影响人际关系和友谊的发展了。世界卫生组织的《国际功能、残疾和健康分类》框架与残疾的社会模式视角非常契合，该视角指出，尽管个体可能受到健康损害的挑战，但残疾是由社会中获取资源、自主行动和独立生活的障碍造成的。本文讨论了临床医生如何探讨在家庭、学校和社区中解决残疾问题的方法，以便为建立人际关系和发展友谊创造机会，同时从多个角度考虑友谊的定义。
