Living with ASD: How Do Children and Their Parents Assess Their Difficulties with Social Interaction and Understanding?

Autor/inn/en	Knott, Fiona; Dunlop, Aline-Wendy; Mackay, Tommy
Titel	Living with ASD: How Do Children and Their Parents Assess Their Difficulties with Social Interaction and Understanding?
Quelle	In: Autism: The International Journal of Research & Practice, 10 (2006) 6, S.609-617 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361306068510
Schlagwörter	Interpersonal Competence; Pervasive Developmental Disorders; Children; Early Adolescents; Parents; Questionnaires; Friendship; Peer Relationship; Measurement Techniques; Communication Skills; Foreign Countries; Parent Attitudes; Adolescent Attitudes; Childhood Attitudes; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Child; Kind; Kinder; Eltern; Fragebogen; Freundschaft; Peer-Beziehungen; Messtechnik; Kommunikationsstil; Ausland; Elternverhalten
Abstract	Social interaction and understanding in autistic spectrum disorder (ASD) are key areas of concern to practitioners and researchers alike. However, there is a relative lack of information about the skills and competencies of children and young people with ASD who access ordinary community facilities including mainstream education. In particular, contributions by parents and their children have been under-utilized. Using two structured questionnaires, 19 children with ASD reported difficulties with social skills including social engagement and temper management and also reported difficulties with social competence, affecting both friendships and peer relationships. Parents rated the children's social skill and competence as significantly worse than did the children themselves, but there was considerable agreement about the areas that were problematic. Using an informal measure to highlight their children's difficulties, parents raised issues relating to conversation skills, social emotional reciprocity and peer relationships. The implications for assessment and intervention are discussed. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10