Autism Spectrum Disorder and Interpersonal Relationships

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Recommended: Inclusive education for children with autism

For many of us while growing up school was a place to grow, to play, and to learn with those around us. When we were younger we spent time playing with all the different toys and spending time with our friends. As we grew older, we spent even more time expanding our social skills and finding ways to learn about ourselves through others. However, for the nearly one in every one hundred and fifty children (Mazurik-Charles, 2010) this is more easily said than done. Children with autism have difficulty reading social cues, initiating, sustaining, or terminating a conversation appropriately with peers (Boutot, 2007). Children with autism lack proper communication skills and other alternative devices and also may have limited activities or other interests that they enjoy doing. Often times a child with Autism will become extremely upset when a change of routine takes place that he or she does not initiate. For instance, if a person was to try to take away a child with autism’s toy they are engaging in, then the child will more than likely become hysterical and often times violent towards said person. According to Boutot (2010), interacting with same-aged, typical peers, children with ASD (autism spectrum disorder) has been shown to improve their behaviors, communication and social skills, and play behaviors (p. 156). Many of these interactions will begin at a young age in a grade school classroom, or at home with their own parents.

Many of the characteristics of ASD are the cause of peer rejection. Their social deficits stem from a lack of understanding the importance of social norms (Mazurik-Charles, 2010). Therefore, it is important for children with autism to have the opportunities they need to develop properly in order to succeed i...

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...(2007). Fitting In: Tips for Promoting Acceptance and Friendships for Students With Autism Spectrum Disorders in Inclusive Classrooms. Intervention in School & Clinic, 42(3), 156-161. Retrieved from EBSCOhost.

Mazurik-Charles, R., & Stefanou, C. (2010). Using Paraprofessionals to Teach Social Skills to Children with Autism Spectrum Disorders in the General Education Classroom. Journal of Instructional Psychology, 37(2), 161-169. Retrieved from EBSCOhost.

Stokes, M., Newton, N., & Kaur, A. (2007). Stalking, and Social and Romantic Functioning Among Adolescents and Adults with Autism Spectrum Disorder. Journal of Autism & Developmental Disorders, 37(10), 1969-1986.

Williams, E., Costall, A., & Reddy, V. (1999). Children with Autism Experience Problems with Both Objects and People. Journal of Autism & Developmental Disorders, 29(5), 367-378. Retrieved from EBSCOhost.

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