Rodda Amy, Estes Annette
Center on Human Development and Disability, University of Washington Autism Center.
Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington.
Semin Speech Lang. 2018 Apr;39(2):178-194. doi: 10.1055/s-0038-1628369. Epub 2018 Mar 20.
Social impairments are the sine qua non of autism spectrum disorder (ASD). However, children with ASD are capable of forming reciprocal friendships and many people with ASD have a strong desire for friends. Developing and maintaining friendships is associated with many important outcomes, including improved quality of life, mental health, and academic achievement. Children with ASD often attend groups to improve social skills, but strategies for building and maintaining friendships are not consistently addressed or measured following intervention. In this article, our objective is to build an understanding of peer relationships and friendships in school-aged children with ASD and how to best support them. In this article, we describe characteristics of peer relationships and friendships for children with ASD. We discuss current research findings on intervention to improve social skills, peer relationships, and friendships in school-aged children with ASD. Finally, we give suggestions for clinical practice and future research.
社交障碍是孤独症谱系障碍（ASD）的必要条件。然而，患有ASD的儿童有能力建立相互的友谊，许多患有ASD的人都有强烈的交友愿望。发展和维持友谊与许多重要的结果相关，包括提高生活质量、心理健康和学业成绩。患有ASD的儿童经常参加小组活动以提高社交技能，但干预后建立和维持友谊的策略并未得到一致的探讨或衡量。在本文中，我们的目标是了解学龄期ASD儿童的同伴关系和友谊，以及如何最好地支持他们。在本文中，我们描述了ASD儿童同伴关系和友谊的特征。我们讨论了目前关于改善学龄期ASD儿童社交技能、同伴关系和友谊的干预研究结果。最后，我们给出了临床实践和未来研究的建议。
