Parental Perception of the Importance of Friendship and Other Outcome Priorities in Children with Autism Spectrum Disorder

Autor/inn/en	Petrina, Neysa; Carter, Mark; Stephenson, Jennifer
Titel	Parental Perception of the Importance of Friendship and Other Outcome Priorities in Children with Autism Spectrum Disorder
Quelle	In: European Journal of Special Needs Education, 30 (2015) 1, S.61-74 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2014.943566
Schlagwörter	Parent Attitudes; Friendship; Autism; Pervasive Developmental Disorders; Children; Interpersonal Competence; Psychomotor Skills; Intelligence; Cognitive Ability; Academic Ability; Creativity; Emotional Development; Prediction; Social Development; Symptoms (Individual Disorders); Foreign Countries; Elementary School Students; Asperger Syndrome; Interviews; Australia; Vineland Adaptive Behavior Scales; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Elternverhalten; Freundschaft; Autismus; Child; Kind; Kinder; Interpersonale Kompetenz; Psychomotorische Aktivität; Intelligenz; Klugheit; Denkfähigkeit; Kreativität; Gefühlsbildung; Vorhersage; Soziale Entwicklung; Psychiatrische Symptomatik; Ausland; Asperger-Syndrom; Interviewing; Interviewtechnik; Australien
Abstract	Parental perceptions of the importance of friendship development in comparison to other outcome priorities are examined in this research. Parents of children with high functioning autism between the age of 5-10?years (N?=?74) were asked to rate and rank the importance of the following six outcome priorities: friendship, social skills, physical and motor development, intellectual and academic skills, creativity, and emotional capacity. It was predicted that friendship would be highly prioritised by parents, considering the friendship difficulties often experienced by children with autism. Parents reported friendship to be third most highly rated outcome following social skills and emotional skills, although all three were closely rated. When parents were asked to force-rank priorities, friendship was ranked considerably lower than social and emotional development. Level of autistic symptomatology of the child did not seem to influence parent rating or ranking of friendship importance to any great extent. The implications of these findings for future educational service delivery are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10