Date Presented 03/27/20
This study aims to better understand the unique needs of young adults ages 18 to 35 and to inform the development of social-skills programs targeted to fit the specific challenges of this population. Four themes emerged, including the intrinsic value of friendship and friendship as a partnership.
Primary Author and Speaker: Megan Chang
Additional Authors and Speakers: Kristen Gallegos, Millie Book, Nina Caudill, Jessica Dacquigan, Vanessa Weaver, Ling-Yi Lin
PURPOSE: Much of what is known in the literature regarding friendships in individuals with autism spectrum disorder (ASD) and their social networks pertains to children and adolescents (Bauminger et al., 2008; Locke, Ishijima, Kasari, & London, 2010). This study aims to better understand the unique needs of young adults ages 18 to 35 and inform the development of social skills programs targeted to fit the specific challenges in this population.
METHOD: Four individuals diagnosed with ASD between the ages of 21 and 27 were compared using a demographic survey and the Autism Spectrum Quotient (AQ) using Qualtrics, an online-based software. Participants were interviewed regarding their friendships and social networks with questionnaires by graduate occupational therapy students.
RESULTS: Participants scored more similarly on the AQ with the ASD population than with the typically developing population, with significant differences found in the subscales attention switching and communication between the participants and the typically developing population (Baron-Cohen, Wheelwright, Skinner, Martin, & Clubley, 2001). From the semi-structured interviews, participants’ responses were coded and the following categories were developed: social networks, conceptualizations of friendship, experiences of being a friend, and self reflection. From these categories, the themes of intrinsic value of friendship, friendship as a partnership, and friendship by convenience emerged.
CONCLUSIONS: Integrating individuals’ motives and roles in being a friend into OT-led social groups may facilitate friendship formation and maintenance. Additionally, encouraging habits and routines to combat barriers of distance, communication deficits, and rigidity of thinking should be considered as effective interventions for individuals with ASD.
References
Bauminger, N., Solomon, M., Aviezer, A., Heung, K., Brown, J., & Rogers, S. (2008). Friendship in high-functioning children with ASD: Mixed and non-mixed Dyads. Journal of Autism and Developmental Disorders, 38, 1211–1229.
Locke, J., Ishijima, E. H., Kasari, C., & London, N. (2010). Loneliness, friendship quality andthe social networks of adolescents with high-functioning autism in an inclusive schoolsetting. Journal of Research in Special Educational Needs, 10(2), 74–81.
Baron-Cohen, S., Wheelwright, S., Skinner, R., Martin, J., & Clubley, E. (2001). Theautism-spectrum quotient (AQ): Evidence from asperger syndrome/high-functioningautism, males and females, scientists and mathematicians. Journal of Autism andDevelopmental Disorders, 31(1), 5-17.
