Page 76 - Social networks of people with mild intellectual disabilities: characteristics and interventions

Chapter 4
In the Diagnostic and Statistical Manual of Mental Disorders— Fifth Edition (DSM-5), autism spectrum disorder is characterized by two core symptoms: (a) deficit in social communication and social interaction and (b) restricted, repetitive behaviours, interests or activities (American Psychiatric Association, 2013). Three severity levels are defined, based on the amount of support needed due to these symptoms, which underlines the importance of social networks. Given the deficit in social communication and social interaction, people with ASD face significant difficulties in developing and maintaining contacts with network members (American Psychiatric Association, 2013; Friedman, Warfield, & Parish, 2013; Orsmond, Krauss, & Sletzer, 2004). However, research on social networks of adults with ASD is scarce (Orsmond et al., 2004). The existing research focuses mainly on the social networks of children (e.g. Bauminger et al., 2008; Bauminger & Kasari, 2000; Kasari, Locke, Gulsrud, & Rotheram-Fuller, 2011) and adolescents (e.g. Lasgaard, Nielsen, Eriksen, & Goossens, 2010; Locke, Ishijima, Kasari, & London, 2010; Whitehouse, Durkin, Jaquet, & Ziatas, 2009), or on social support of the parents of children with ASD (e.g. Ekas, Lickenbrock, & Whitman, 2010; Siman-Tov & Kaniel, 2011; Weiss et al., 2013). Research shows that high-functioning children with autism report having at least one friend, but also that they are lonelier and have less complete understandings of loneliness compared to typically developing children (Bauminger & Kasari, 2000). These children perceive their friendships as less close, helpful and intimate (Bauminger et al., 2008). The majority of these children are at the periphery of their network at school and have poorer quality friendships and fewer reciprocal friendships (Kasari et al., 2011). Similar findings are reported for high-functioning adolescents with ASD: they feel lonelier (Lasgaard et al., 2010; Locke et al., 2010; Whitehouse et al., 2009), report poorer quality of their best-friendship (Whitehouse et al., 2009) and are socially isolated or at the periphery of their network at school (Friedman et al., 2013; Locke et al., 2010). Longitudinal research suggests some improvements of social behaviour when children with ASD reach adolescence and adulthood (Seltzer et al., 2003; Seltzer, Shattuck, Abbeduto, & Greenberg, 2004). However, cross- sectional research comparing adults with adolescents suggests that adults have more impairments in social interaction and have fewer peer relationships than adolescents (Orsmond et al., 2004; Seltzer et al., 2003). Social deficit is persistent and social isolation remains in adulthood (e.g. Friedman et al., 2013; Seltzer et al., 2004). Approximately one quarter to one-third of adults with ASD
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