Somewhere in the Middle: Understandings of Friendship and Approaches to Social Engagement among Postsecondary Students with Autism Spectrum Disorder
Notice bibliographique
Résumé
Abstract This study examined the social experiences and understandings of friendship of postsecondary students with autism spectrum disorder (ASD). Ten students from Ontario postsecondary institutions participated in semi-structured interviews and data were analyzed according to the principles of modified grounded theory. Participants’ responses indicate that they had conventional understandings of friendship that included compatible interests and aspects of intimacy. They expressed confidence about their strengths, personalities, and social abilities, and were motivated to develop and maintain friendships and participate in social activities with their peers. They also described experiencing communication challenges and difficulty engaging in various social environments. Participants positioned themselves as “somewhere in the middle” of peers with and without ASD in terms of social functioning, viewed supports as appropriate for others with ASD but not themselves, and employed strategic approaches to socializing in order to balance their desire for social connection with the impacts of the challenges that they experienced. They described areas of satisfaction and dissatisfaction or ambivalence with regard to their social lives. They expressed positive views about their friends, social activities, and ability to manage social situations, and described feelings of discomfort, concerns about making social errors, being evaluated negatively by others, the number of friends they had and how much time they spent with them. Participants’ descriptions revealed two pathways in terms of context selection, social engagement, and satisfaction that correspond with gender. Females prioritized maintaining contact with friends from before postsecondary and described higher levels of social engagement and satisfaction than males who emphasized socializing with peers from postsecondary. The relationship between context selection and level of social engagement on satisfaction was mediated by actively pursuing social goals and having a gradual approach to social development. The findings of this study have implications for research, advocacy, and support provision. These include the importance of accounting for differences among individuals with ASD in terms of their experiences, perspectives, skills, and goals, and the extent to which they identify with their diagnoses. Supports may also vary in relation to characteristics such as gender and cognitive abilities, and factors such as life stage and environmental contexts.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,004 | 0,004 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».