Poster #227 - The Nature and Perceptions of Friendship Among Adolescents with Developmental Disabilities

• In Event: 1-115 - Poster Session 03
  In Poster Session: PS 03 Section - Social Relationships

Integrative Statement

Peer relationships in childhood and adolescence play an important role in overall adaptation. To date, there has been limited research examining the nature and role of these relationships for adolescents with developmental disabilities. The scarce evidence indicates that adolescents with developmental disabilities commonly have a far more limited social network, yet the implications of this remain unclear. This study seeks to fill these gaps by examining the stability of peer networks for individuals with developmental disabilities, the closeness of these friendships, and the satisfaction drawn from these relationships.
Data for this study were drawn from a larger examination investigating the joint and distinct roles of best friendships and peer mentoring relationships in contributing to adjustment among 26 adolescents with developmental disabilities (age M = 17.90 years, SD = 1.98 years; girls = 51.7%). Participants and their mothers completed interviews at two time points separated by 5 months regarding participants’ developmental functioning, social development, and friendships. In addition, participants completed lab visits with both their self-identified best friend and separately with their typically developing peer mentor. To account for differences in the number of friends named by target participants and their same age typically developing peers, proportion scores were calculated in regards to friendship closeness and satisfaction.
Consistent with previous findings, adolescents with developmental disabilities had fewer friends than their typically developing peers, t(21)= -3.14, p < .01 (M= 5.18, SD= 3.07 as compared to M= 7.91, SD= 2.93). Over five months, adolescents with developmental delays had on average two stable friendships (M= 2.10, SD= 1.48 and M= 2.00, SD= 1.07) as reported by both adolescents and mothers respectively. As compared to their typically developing peers, adolescents with developmental delays reported more best friends t(24)= 2.41, p < .05 with M= 0.55, SD= 0.34 and M= 0.36, SD= 0.20, but fewer close friendships t(24)= 2.89, p < .01, with M= 0.30, SD= 0.29 and M= 0.51, SD= 0.1. Notably, adolescents with developmental delays indicated that their friendships made them happier than same age peers, t(20)= 2.17, p < .05 with M= 0.92, SD= 0.17 and M= 0.81, SD= 0.19. Future analyses will examine teacher and peer ratings of friendship skills as well as self and peer mentor ratings of friendship quality. Additionally, further analyses will also examine how these relationship factors contribute indices of youth adjustment.
It is notable that adolescents with developmental disabilities appear to derive more happiness from the fewer friendships they have than their typically developing peers. Moreover, adolescents with developmental disabilities were more apt to characterize their friendships as “best” friendships. Together, these findings suggest that perhaps adolescents with disabilities experience their friendships differently than typically developing adolescents. Focusing on the impact that friendship has on those with developmental disabilities will be particularly important as the next steps in this study.

Authors

• Kathleen Anne Russo, Merrill Palmer Skillman Institute
  Presenting Author

• Julie Wargo Aikins, Merrill Palmer Skillman Institute
  Non-Presenting Author

• Anna Smith, Merrill Palmer Skillman Institute
  Non-Presenting Author