Children with ASD and their Experience of Friendship and Co-occupation

<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>

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Occupational Science and Occupational Therapy

Grantor dc:publisher

Eastern Kentucky University

Year

2013

Author dc:creator

• Line, Joshua Eric

• Autism
• Co-occupation
• Friendship
• Lifestyle Performance Model
• Shared occupation
• Theory of mind
• Occupational Therapy

Statement dc:rights

• Copyright 2013 Joshua Eric Line

Repository record dc:identifier

https://encompass.eku.edu/etd/191

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1189