This study set out to answer four questions regarding the friendships of children with ASD: 1) what elements of friendship are most important, 2) what elements of friendship are most common, 3) do these elements change with peer exposure, and 4) how do these children experience co-occupations? Phenomenological methods were used to analyze interviews of three children with ASD (age 10). Literature review included discussion of definitions of friendship, and definitions of co-occupation, as relevant to the study. Identified themes include the lunchroom as a social context, reciprocity through co-occupations, trust, keeping friends means being a good friend, engagement in virtual occupations, and individual perceptions. The author provides alternate explanations for the experience of co-occupation described by participants. The study provides implications for future research and for occupational therapists.
","abstract_html":"<p>This study set out to answer four questions regarding the friendships of children with ASD: 1) what elements of friendship are most important, 2) what elements of friendship are most common, 3) do these elements change with peer exposure, and 4) how do these children experience co-occupations? Phenomenological methods were used to analyze interviews of three children with ASD (age 10). Literature review included discussion of definitions of friendship, and definitions of co-occupation, as relevant to the study. Identified themes include the lunchroom as a social context, reciprocity through co-occupations, trust, keeping friends means being a good friend, engagement in virtual occupations, and individual perceptions. The author provides alternate explanations for the experience of co-occupation described by participants. The study provides implications for future research and for occupational therapists. </p>","abstract_has_math":false,"creators":["Line, Joshua Eric"],"institution":"Eastern Kentucky University","degree_name":"Master of Science (MS)","degree_level":"Master's","degree_discipline":"Occupational Science and Occupational Therapy","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:19Z","subjects":["Autism","Co-occupation","Friendship","Lifestyle Performance Model","Shared occupation","Theory of mind","Occupational Therapy"],"languages":[],"rights":["Copyright 2013 Joshua Eric Line"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/191","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Line, Joshua Eric"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Occupational Science and Occupational Therapy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autism","Co-occupation","Friendship","Lifestyle Performance Model","Shared occupation","Theory of mind","Occupational Therapy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Joshua Eric Line"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/191"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study set out to answer four questions regarding the friendships of children with ASD: 1) what elements of friendship are most important, 2) what elements of friendship are most common, 3) do these elements change with peer exposure, and 4) how do these children experience co-occupations? Phenomenological methods were used to analyze interviews of three children with ASD (age 10). Literature review included discussion of definitions of friendship, and definitions of co-occupation, as relevant to the study. Identified themes include the lunchroom as a social context, reciprocity through co-occupations, trust, keeping friends means being a good friend, engagement in virtual occupations, and individual perceptions. The author provides alternate explanations for the experience of co-occupation described by participants. The study provides implications for future research and for occupational therapists.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Children with ASD and their Experience of Friendship and Co-occupation"]}]}],"canonical_facts":{"dc:creator":["Line, Joshua Eric"],"dc:description.abstract":["This study set out to answer four questions regarding the friendships of children with ASD: 1) what elements of friendship are most important, 2) what elements of friendship are most common, 3) do these elements change with peer exposure, and 4) how do these children experience co-occupations? Phenomenological methods were used to analyze interviews of three children with ASD (age 10). Literature review included discussion of definitions of friendship, and definitions of co-occupation, as relevant to the study. Identified themes include the lunchroom as a social context, reciprocity through co-occupations, trust, keeping friends means being a good friend, engagement in virtual occupations, and individual perceptions. The author provides alternate explanations for the experience of co-occupation described by participants. The study provides implications for future research and for occupational therapists.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/191"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2013 Joshua Eric Line"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Autism","Co-occupation","Friendship","Lifestyle Performance Model","Shared occupation","Theory of mind","Occupational Therapy"],"dc:title":["Children with ASD and their Experience of Friendship and Co-occupation"],"dc:type":["Master Thesis"],"thesis:degree_discipline":["Occupational Science and Occupational Therapy"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Science (MS)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:19Z"}