Adaptation of an Interview-Based Protocol to Examine Close Relationships Between Children With Developmental Disabilities and Peers

Webster, Amanda; Carter, Mark

doi:10.1375/ajse.34.1.79

Cited by 7 publications

(2 citation statements)

References 36 publications

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“…Adults and all children who could read were given a written copy of the interview format to follow as the interviewer asked the questions. More information on the adaptations to interviews is presented in Webster and Carter (2010a) Interviews were conducted at schools for all participants with the exception of some parents, where interviews were conducted at community locations. Target students, parents, and teachers were asked each question three times in succession for each of the nominated peers.…”

Section: Interview Proceduresmentioning

confidence: 99%

Mutual Liking, Enjoyment, and Shared Interactions in the Closest Relationships between Children with Developmental Disabilities and Peers in Inclusive School Settings

Webster

Carter

2012

J Dev Phys Disabil

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Section: Interview Proceduresmentioning

confidence: 99%

Mutual Liking, Enjoyment, and Shared Interactions in the Closest Relationships between Children with Developmental Disabilities and Peers in Inclusive School Settings

Webster

Carter

2012

J Dev Phys Disabil

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“…The findings reported here derived from a larger study of relationships of children with developmental disability in inclusive settings (Webster & Carter, 2010a, 2010b, 2010c. The interview questionnaire used in the larger research contained 77 questions, but 46 of these were not pertinent to research discussed in this article.…”

Section: Development Of Interview Questionnairementioning

confidence: 99%

A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings

Webster

Carter

2012

Journal of Intellectual & Developmental Disability

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M. (2013). A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings. Journal of Intellectual and Developmental Disability, 38 (1), 1-11.A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings AbstractBackground One of the most commonly cited rationales for inclusive education is to enable the development of quality relationships with typically developing peers. Relatively few researchers have examined the features of the range of relationships that children with developmental disability form in inclusive school settings. Method Interviews were conducted with 25 children with developmental disability, aged 5 and 12 years, their 3 closest peers, and parents and teachers to examine 6 types of relationships. Results Behaviours associated with general friendship and acquaintance were the most commonly reported. Few dyads reported high rates of behaviour associated with special treatment, helping, ignoring, or intimate best friend relationships. Conclusions The relationships of the majority of dyads were characterised by friendship or acceptance, but evidence of more intimate relationships was limited. An important direction for future research is the examination of ways to encourage more intimate relationships.

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Perceived Friendship Quality of Children with Autism Spectrum Disorder as Compared to their Peers in Mixed and Non-mixed Dyads

Petrina

Carter

Stephenson

et al. 2015

J Autism Dev Disord

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There has been limited research exploring the similarity of perception of friendship quality between children with Autism Spectrum Disorder (ASD) and their friends. In this study, 45 children with ASD participated together with their friends. Two levels of friendship quality congruency were investigated: reciprocity and mutuality. A high proportion of the friendships were reciprocated for both the mixed and non-mixed friendship groups. Nevertheless, students with ASD reported substantial differences in perceptions of their friendship quality as compared to their nominated friends. The findings of the present study mirrored those of previous research with typically developing children. Further study is required to systematically investigate the differences in friendship quality perceptions within friendship dyads for both typically developing children and those with ASD diagnosis.

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Adaptation of an Interview-Based Protocol to Examine Close Relationships Between Children With Developmental Disabilities and Peers

Abstract: M. (2010). Adaptation of an interview-based protocol to examine close relationships between children with developmental disabilities and peers. Australasian Journal of Special Education, 34 (1), 79-94.

Cited by 7 publications

References 36 publications

Mutual Liking, Enjoyment, and Shared Interactions in the Closest Relationships between Children with Developmental Disabilities and Peers in Inclusive School Settings

Mutual Liking, Enjoyment, and Shared Interactions in the Closest Relationships between Children with Developmental Disabilities and Peers in Inclusive School Settings

A descriptive examination of the types of relationships formed between children with developmental disability and their closest peers in inclusive school settings

Perceived Friendship Quality of Children with Autism Spectrum Disorder as Compared to their Peers in Mixed and Non-mixed Dyads

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