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Cited by 495Autism Spectrum Disorder ResearchChild and Animal Learning DevelopmentChild Nutrition and Feeding Issues

Peer interaction and loneliness in high-functioning children with autism

Bauminger, Nirit, Shulman, Cory, Agam, Galit·2003·Journal of Autism and Developmental Disorders
DOI 10.1023/a:1025827427901
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Abstract

Social interaction with peers and the understanding and feelings of loneliness were examined in 18 high-functioning children with autism and 17 typically developing children matched for IQ, chronological age, gender, and maternal education. Observations were conducted on children's spontaneous social initiations and responses to their peers in natural settings such as recess and snack time, and children reported on their understanding and feelings of loneliness and social interaction. Overall, children with autism revealed a good understanding of both social interaction and loneliness, and they demonstrated a high level of social initiation. However, they spent only half the time in social interactions with peers compared with their matched counterparts, and they interacted more often with a typically developing child than with another special education child. Despite the intergroup differences in frequency of interaction, a similar distribution of interactions emerged for both groups, who presented mostly positive social behaviors, fewer low-level behaviors, and very infrequent negative behaviors. Children with autism reported higher degrees of loneliness than their typical age-mates, as well as a lower association between social interaction and loneliness, suggesting their poorer understanding of the relations between loneliness and social interaction. Research and practice implications of these findings are discussed.

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  • For autistic students, achieving a sense of belonging in the university community may be a key challenge because social situations can be overwhelming but unavoidable, and socialising in different ways with peers can attract bullying or result in loneliness.

    “For autistic students, achieving a sense of belonging in the university community may be a key challenge: social situations can be overwhelming but unavoidable, and socialising in different ways with peers can attract bullying or result in feelings of loneliness (Bauminger et al., 2003; Gurbuz et al., 2019).”

    From Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis (2023) · cites this paper as Bauminger et al., 2003

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Authors
Bauminger, N., Shulman, C., & Agam, G.
Affiliations
  • Bar-Ilan University (IL)
  • Hebrew University of Jerusalem (IL)
Corresponding author
Bauminger, Nirit
ORCID
Shulman, Cory
Venue
Journal of Autism and Developmental Disorders
Publisher
Springer Science and Business Media LLC
Published
2003-10
Volume
33
Issue
5
Pages
489-507
ISSN
  • 0162-3257 (ISSN-L)
  • 1573-3432
DOI
10.1023/a:1025827427901
OpenAlex
W1481176509
Cited by
495
References
2
Citations by year
2026: 16 · 2025: 17 · 2024: 21 · 2023: 31 · 2022: 31 · 2021: 29 · 2020: 21 · 2019: 27 · 2018: 26 · 2017: 33 · 2016: 30 · 2015: 45 · 2014: 29 · 2013: 30 · 2012: 24
FWCI
1.63
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Journal of Autism and Developmental Disorders (publishedVersion)
  • PubMed (publishedVersion)
Funders
Bar-Ilan University
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Health Sciences › Medicine › Psychiatry and Mental health › Child Nutrition and Feeding Issues
Keywords
autism spectrum disorder, high-functioning children, loneliness, peer interaction, social initiation, social understanding, typically developing children, social behavior
MeSH terms
Adolescent, Analysis of Variance, Autistic Disorder, Child, Female, Humans, Interpersonal Relations, Loneliness, Male, Peer Group, Self-Assessment, Social Behavior

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