Social interaction difficulties in children with autism spectrum disorder can be challenging, especially during adolescence. In addition, high rates of comorbid internalizing disorders in autism spectrum disorder can lead to social isolation. With limited social activity participation, social deficits and internalizing problems in autism spectrum disorder may be related to participation, exposure, and practice with friends. The purpose of this study was to evaluate the relations among friendship, activity participation, and internalizing problems. Participants included 129 children with autism spectrum disorder between the ages of 6 and 18 years. Measures of friendship, sport, hobby, and club participation, and internalizing problems were assessed. Results showed that activity participation was related to more friendships, even after controlling for intelligence quotient. This study sheds light on the impact of social engagement with peers in developing and maintaining friendships as well as managing internalizing problems.
AchenbachTMRescorlaL (2001) Manual for the ASEBA School-Age Forms & Profiles: An Integrated System of Multi-Informant Assessment. Burlington, VT: Research Center for Children, Youth and Families, University of Vermont.
2.
Ala’i-RosalesSZeugNM (2008) The development of interests in children with autism: a method to establish baselines for analyses and evaluation. Behavioral Development Bulletin14: 3–16.
3.
American Psychiatric Association (2013) Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association.
4.
Anderson-HanleyCTureckKSchneidermanRL (2011) Autism and exergaming: effects on repetitive behaviors and cognition. Psychology Research and Behavior Management4: 129–137.
5.
AyvazogluNRKozubFMButeraGet al. (2015) Determinants and challenges in physical activity participation in families with children with high functioning autism spectrum disorders from a family systems perspective. Research in Developmental Disabilities47: 93–105.
6.
BaumingerNSolomonMAviezerAet al. (2008) Friendship in high-functioning children with autism spectrum disorder: mixed and non-mixed dyads. Journal of Autism and Developmental Disorders38: 1211–1229.
7.
Bauminger-ZvielyNAgam-Ben-ArtziG (2014) Young friendship in HFASD and typical development: friend versus non-friend comparisons. Journal of Autism and Developmental Disorders44: 1733–1748.
8.
BohnertALiebRArolaN (2016) More than leisure: organized activity participation and socio-emotional adjustment among adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders. Epub ahead of print 3May. DOI: 10.1007/s10803-016-2783-8.
9.
BrownHEPearsonNBraithwaiteREet al. (2013) Physical activity interventions and depression in children and adolescents: a systematic review and meta-analysis. Sports Medicine43(3): 195–206.
10.
BukowskiWMHozaBBoivinM (1994) Measuring friendship quality during pre- and early adolescence: the development and psychometric properties of the friendship qualities scale. Journal of Social and Personal Relationships11(3): 471–484.
11.
DarlingNCaldwellLLSmithR (2005) Participation in school-based extracurricular activities and adolescent adjustment. Journal of Leisure Research37(1): 51–76.
12.
DeanMKasariCShihWet al. (2014) The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD. Journal of Child Psychology and Psychiatry55(11): 1218–1225.
13.
DolanBKVan HeckeAVCarsonAMet al. (2016) Brief report: assessment of intervention effects on in vivo peer interactions in adolescents with autism spectrum disorder (ASD). Journal of Autism and Developmental Disorders46: 2251–2259.
14.
DunnALTrivediMHO’NealHA (2001) Physical activity dose-response effects on outcomes of depression and anxiety. Medicine and Science in Sports and Exercise33(Suppl. 6): S587–S597.
15.
DunnJ (2004) Children’s Friendships: The Beginnings of Intimacy. Malden, MA: Blackwell.
16.
DworkinJBLarsonRHansenD (2003) Adolescents’ accounts of growth experiences in youth activities. Journal of Youth and Adolescence32(1): 17–26.
EversoleMCollinsDMKarmarkarAet al. (2016) Leisure activity enjoyment of children with autism spectrum disorders. Journal of Autism and Developmental Disorders46: 10–20.
19.
FerrarKEOldsTSWaltersJL (2011) All the stereotypes confirmed: differences in how Australian boys and girls use their time. Health Education and Behavior39: 589–595.
20.
FischbachGDLordC (2010) The Simons Simplex Collection: a resource for identification of autism genetic risk factors. Neuron68: 192–195.
21.
GeisthardtCBrothersonMCookC (2002) Friendships of children with disabilities in the home environment. Education and Training in Mental Retardation and Developmental Disabilities37: 235–252.
22.
HiltonCCroiuchMCIsraelH (2008) Out-of-school participation patterns in children with high-functioning autism spectrum disorders. American Journal of Occupational Therapy62(5): 554–563.
23.
HodgesEVBoivinMVitaroFet al. (1999) The power of friendship: protection against an escalating cycle of peer victimization. Developmental Psychology35(1): 94–101.
24.
KasariCLockeJGulsrudAet al. (2011) Social networks and friendships at school: comparing children with and without ASD. Journal of Autism and Developmental Disorders41: 533–544.
25.
KuoMHOrsmondGLCohnESet al. (2013) Friendship characteristics and activity patterns of adolescents with an autism spectrum disorder. Autism17: 481–500.
26.
LaddGW (1990) Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children’s early school adjustment?Child Development61(4): 1081–1100.
27.
LarsonRWHansenDMMonetaG (2006) Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology42(5): 849–863.
28.
LinseyEW (2002) Preschool children’s friendships and peer acceptance: links to social competence. Child Study Journal32(3): 145–156.
29.
LoderTLHirschBJ (2003) Inner-city youth development organizations: the salience of peer ties among early adolescent girls. Applied Developmental Science7: 2–12.
30.
LopataCToomeyJFoxJet al. (2010) Anxiety and depression in children with HFASDs: symptom levels and source differences. Journal of Abnormal Child Psychology38(6): 765–776.
31.
LoshMCappsL (2006) Understanding of emotional experience in autism: insights from the personal accounts of high-functioning children with autism. Developmental Psychology42(5): 809–818.
32.
LytleRToddT (2009) Stress and the student with autism spectrum disorders: strategies for stress reduction and enhanced learning. Teaching Exceptional Children41: 36–42.
33.
McCollumMLaVesserPBergC (2016) Participation in daily activities of young adults with high functioning autism spectrum disorder. Journal of Autism and Developmental Disorders46: 987–997.
34.
MartinsenEW (2008) Physical activity in the prevention and treatment of anxiety and depression. Nordic Journal of Psychiatry62(Suppl. 47): 25–29.
35.
MazefskyCAKaoJOswaldDP (2011) Preliminary evidence suggesting caution in the use of psychiatric self-report measures with adolescents with high-functioning autism spectrum disorders. Research in Autism Spectrum Disorders5(1): 164–174.
36.
MazurekMO (2014) Loneliness, friendship, and well-being in adults with autism spectrum disorders. Autism18: 223–232.
37.
MazurekMOKanneSM (2010) Friendship and internalizing symptoms among children and adolescents with ASD. Journal of Autism and Developmental Disorders40: 1512–1520.
38.
MazzoneLRutaLRealeL (2012) Psychiatric comorbidities in Asperger syndrome and high functioning autism: diagnostic challenges. Annals of General Psychiatry11: 16.
39.
MitchellKRegehrKReaumeJet al. (2010) Group social skills training for adolescents with Asperger syndrome or high functioning autism. Journal on Developmental Disabilities16(2): 52–63.
40.
MullenEM (1995) Mullen Scales of Early Learning: AGS Edition. Circle Pines, MN: American Guidance Service, Inc.
41.
MurphyNCarboneP (2008) Promoting the participation of children with disabilities in sports, recreation, and physical activities. Pediatrics121: 1057–1061.
42.
MustAPhillipsSMCurtinCet al. (2014) Comparison of sedentary behaviors between children with autism spectrum disorders and typically developing children. Autism18(4): 376–384.
43.
OrsmondGIKuoHY (2011) The daily lives of adolescents with an autism spectrum disorder: discretionary time use and activity partners. Autism15(5): 579–599.
44.
OrsmondGIKraussMWSeltzerMM (2004) Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of Autism and Developmental Disorders34: 245–256.
45.
PetersERiksen-WalravenJMCillessenAHet al. (2011) Peer rejection and HPA activity in middle childhood: friendship makes a difference. Child Development82(6): 1906–1920.
46.
PotterC (2014) ‘I didn’t used to have much friends’: exploring the friendship concepts and capabilities of a boy with autism and severe learning disabilities. British Journal of Learning Disabilities43: 208–218.
47.
PotvinMCSniderLPrelockPet al. (2013) Recreational participation of children with high functioning autism. Journal of Autism and Developmental Disorders43(2): 445–457.
48.
RowleyEChandlerSBairdGet al. (2012) The experience of friendship, victimization and bullying in children with an autism spectrum disorder: associations with child characteristics and school placement. Research in Autism Spectrum Disorders6: 1126–1134.
49.
SedgewickFHillVYatesRet al. (2016) Gender differences in the social motivation and friendship experiences of autistic and non-autistic adolescents. Journal of Autism and Developmental Disorders46: 1297–1306.
50.
ShalomDBMostofskySHHazlettRLet al. (2006) Normal physiological emotions but differences in expression of conscious feelings in children with high-functioning autism. Journal of Autism and Developmental Disorders36(3): 395–400.
51.
SigstadHMH (2016) Significance of friendship for quality of life in adolescents with mild intellectual disability: a parental perspective. Journal of Intellectual & Developmental Disability41: 289–298.
52.
SolishAPerryAMinnesP (2011) Participation of children with and without disabilities in social, recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities23: 226–236.
53.
SparrowSSCicchettiDVBallaDA (2005) Vineland Adaptive Behavior Scales. 2nd ed.Circle Pines, MN: American Guidance Service, Inc.
54.
StanishHICurtinCMustAet al. (2017) Physical activity levels, frequency, and type among adolescents with and without autism spectrum disorder. Journal of Autism and Developmental Disorders47(3): 785–794.
55.
StanleyRMRidleyKOldsTS (2011) The type and prevalence of activities performed by Australian children during lunchtime and the after school periods. Journal of Science and Medicine in Sport14: 227–232.
56.
StewartMEBarnardLPearsonJet al. (2006) Presentation of depression in autism and Asperger syndrome: a review. Autism10(1): 103–116.
57.
StrangJFKenworthyLDaniolosPet al. (2012) Depression and anxiety symptoms in children and adolescents with autism spectrum disorders without intellectual disability. Research in Autism Spectrum Disorders6: 406–412.
58.
StröhleA (2009) Physical activity, exercise, depression and anxiety disorders. Journal of Neural Transmission116(6): 777–784.
59.
TaheriAPerryAMinnesP (2016) Examining the social participation of children and adolescents with intellectual disabilities and autism spectrum disorder in relation to peers. Journal of Intellectual Disability Research60(5): 435–443.
60.
TaylorJLAdamsREBishopSL (2016) Social participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school. Autism Research10(4): 663–672.
61.
VaillancourtTHaltiganJDSmithIet al. (2017) Joint trajectories of internalizing and externalizing problems in preschool children with autism spectrum disorder. Development and Psychopathology29: 203–214.
62.
Van SchalkwykGIMarinCEOrtizMet al. (2017) Social media use, friendship quality, and the moderating role of anxiety in adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders47(9): 2805–2813.
63.
VieciliMAWeissJALunskyYet al. (2010) The relationship between social acceptance, problem behaviours, and social skills as perceived by youth with autism spectrum disorders. Journal on Developmental Disabilities16(3): 72–75.
64.
Vine FoggoRSWebsterA (2017) Understanding the social experiences of adolescent females on the autism spectrum. Research in Autism Spectrum Disorders35: 74–85.
65.
WechslerD (2011) Wechsler Abbreviated Scale of Intelligence®–Second Edition (WASI®-II). San Antonio, TX: NCS Pearson.
66.
WhitehouseAJODurkinKJaquetEet al. (2009) Friendship, loneliness and depression in adolescents with Asperger’s syndrome. Journal of Adolescence32(2): 309–322.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
