The Social Impact of Participation in Peer Supported Recreational Activities on Individuals with Autism Spectrum Disorder and their Neurotypical Peers

Children with Autism Spectrum Disorder (ASD) experience difficulties in social interactions, communication, and engage in restricted, repetitive behaviors or interest (Harstad et al., 2014; Neal & Hattier, 2012). These symptoms may hinder a child’s ability to develop and maintain quality friendships. Children with ASD have a harder time making friends compared to their, neurotypical peers. These hindrances may be stemming from core social-cognitive difficulties and ASD symptoms (De Boer, Pijl, Post, & Minnaert, 2013). Recreational activities may provide an important social context for children to develop these social skills and friendships. Current research has found that recreational activities have influenced neurotypical children's personal and social skills, including self-perceptions, positive social behaviors, feelings and attitudes (Durlak et al., 2010). Neurotypical peers may find it difficult to interact with and include peers with ASD due to many of the symptoms of ASD. Research has found that various peer-training programs can create more inclusive environments and promote more social initiation from children with ASD (Owen-DeSchryver et al., 2008). As these programs are not readily available for all, many parents seek out additional social opportunities, in the form of peer supported recreational activities, that might facilitate connections. Many neurotypical peers do not have access to or would not be interested in peer training programs, however may be drawn to participating in a less structured recreational activities environment where peer acceptance can also be developed. The purpose of this study is to explore the impact of participation in peer supported recreational activities on individuals with ASD’s friendship quality and social skills, and their neurotypical peers’ peer acceptance.