Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

28-10-2023 | Original Paper

Extracurricular Activity Participation Among Autistic Children and Adolescents: Buffer for Internalizing Conditions and Foundation for Friendship?

Auteurs: Jessica Pappagianopoulos, Erica Rouch, Micah O. Mazurek

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2024

Abstract

Purpose: Internalizing conditions, such as anxiety and depression, and difficulties with developing and maintaining friendships are common among autistic children and adolescents. Participation in extracurricular activities may buffer against these challenges as they provide naturalistic opportunities to bring peers with shared interests and skills together. As such, the purpose of the current study was to examine associations between sport and club participation and (1) friendship success and (2) co-occurring anxiety and depression in a large sample of autistic youth. Methods: Secondary analysis was performed using data from the 2018–2019 National Survey of Children’s Health. Participants were 562 autistic children (ages 6–11 years) and 818 autistic adolescents (ages 12–17 years). Within each age group, a series of binary logistic regression analyses were conducted. Results: Club participation was not associated with friendship or internalizing conditions. However, participation in sports was positively associated with friendship success among both children (OR = 2.07, p = .006) and adolescents (OR = 2.35, p = .001). Results also found that adolescents who participated in sports were 34% less likely to have diagnosis of depression (p = .048). Conclusion: Findings suggest that participation in sports may play a meaningful role in protecting against depression during adolescence and serve as a context for friendship development across childhood and adolescence. Future research should address barriers to extracurricular activity participation and identify the specific components of sports that are most beneficial to autistic youth to inform activity offerings and the development of interventions targeting friendship formation and mental health outcomes.

vorige artikel Factors that Influence the Daily Living Skills of Autistic Adults: The Importance of Opportunity

volgende artikel Comparing the Effectiveness of Physical Exercise Intervention and Melatonin Supplement in Improving Sleep Quality in Children with ASD

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles: An integrated system of multi-informant assessment. Research Center for Children, Youth and Families, University of Vermont.

Adreon, D., & Stella, J. (2001). Transition to middle and high school: Increasing the success of students with Asperger syndrome. Intervention in School and Clinic, 36(5), 266–271.CrossRef

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596.

Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447–456. https://doi.org/10.1111/1467-8624.00156.CrossRefPubMed

Bauminger, N., & Shulman, C. (2003). The development and maintenance of friendship in high-functioning children with autism: Maternal perceptions. Autism, 7(1), 81–97.CrossRefPubMed

Bellini, S. (2006). The development of social anxiety in adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 21(3), 138–145.CrossRef

Bohnert, A. M., Aikins, J. W., & Arola, N. T. (2013). Regrouping: Organized activity involvement and social adjustment across the transition to high school. New Directions for Child and Adolescent Development, 2013(140), 57–75. https://doi.org/10.1002/cad.20037.CrossRefPubMed

Bohnert, A., Lieb, R., & Arola, N. (2019). More than leisure: Organized activity participation and socio-emotional adjustment among adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49, 2637–2652. https://doi.org/10.1007/s10803-016-2783-8.CrossRefPubMed

Brière, F. N., Yale-Soulière, G., Gonzalez-Sicilia, D., Harbec, M. J., Morizot, J., Janosz, M., & Pagani, L. S. (2018). Prospective associations between sport participation and psychological adjustment in adolescents. Journal of Epidemiology and Community Health, 72(7), 575–581. https://doi.org/10.1136/jech-2017-209656.CrossRefPubMed

Brown, B. B., & Klute, C. (2003). Friendships, cliques, and crowds. In G. R. Adams, & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 330–348). Blackwell Publishing.

Brown, B., & Larson, J. (2009). Peer relationships in adolescence. In R. M. Lerner, & L. Steinberg (Eds.), Handbook of child adolescent psychology (3rd ed., 2 vol., pp. 74–103). Wiley.

Buhrmester, D. (1990). Intimacy of friendship, interpersonal competence, and adjustment during preadolescence and adolescence. Child Development, 61(4), 1101–1111.CrossRefPubMed

Bukowski, W. M., Hoza, B., & Boivin, M. (1994). Measuring friendship quality during pre-and early adolescence: The development and psychometric properties of the Friendship qualities Scale. Journal of Social and Personal Relationships, 11(3), 471–484.CrossRef

Cassidy, S., & Rodgers, J. (2017). Understanding and prevention of Suicide in autism. The Lancet Psychiatry, 4(6), e11. https://doi.org/10.1016/S2215-0366(17)30162-1.CrossRefPubMed

Chen, Y. L., Schneider, M., & Patten, K. (2022). Exploring interpersonal and environmental factors of autistic adolescents’ peer engagement in integrated education. Autism, 26(5), 1255–1266. https://doi.org/10.1177/1362361321104615.CrossRefPubMed

Church, C., Alisanski, S., & Amanullah, S. (2000). The social, behavioral, and academic experiences of children with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 15(1), 12–20.CrossRef

Cruwys, T., Dingle, G. A., Haslam, C., Haslam, S. A., Jetten, J., & Morton, T. A. (2013). Social group memberships protect against future depression, alleviate depression symptoms, and prevent depression relapse. Social Science & Medicine, 98, 179–186. https://doi.org/10.1016/j.socscimed.2013.09.013.CrossRef

Daniels, A. M., Rosenberg, R. E., Anderson, C., Law, J. K., Marvin, A. R., & Law, P. A. (2012). Verification of parent-report of child autism spectrum disorder diagnosis to a web-based autism registry. Journal of Autism and Developmental Disorders, 42, 257–265. https://doi.org/10.1007/s10803-011-1236-7.CrossRefPubMed

Dean, M., Kasari, C., Shih, W., Frankel, F., Whitney, R., Landa, R., Lord, C., Orlich, F., King, B., & Harwood, R. (2014). The peer relationships of girls with ASD at school: Comparison to boys and girls with and without ASD. Journal of Child Psychology and Psychiatry, 55(11), 1218–1225. https://doi.org/10.1111/jcpp.12242.CrossRefPubMed

Dovgan, K. N., & Mazurek, M. O. (2019). Relations among activity participation, friendship, and internalizing problems in children with autism spectrum disorder. Autism, 23(3), 750–758. https://doi.org/10.1177/13623613187755.CrossRefPubMed

Dunn, J. (2004). Children’s friendships: The beginnings of intimacy. Blackwell Publishing.

Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: Informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 1–21. https://doi.org/10.1186/1479-5868-10-98.CrossRef

Eversole, M., Collins, D. M., Karmarkar, A., Colton, L., Quinn, J. P., Karsbaek, R., & Hilton, C. L. (2016). Leisure activity enjoyment of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46, 10–20. https://doi.org/10.1007/s10803-015-2529-z.CrossRefPubMed

Foggo, R. S. V., & Webster, A. A. (2017). Understanding the social experiences of adolescent females on the autism spectrum. Research in Autism Spectrum Disorders, 35, 74–85. https://doi.org/10.1016/j.rasd.2016.11.006.CrossRef

Fredricks, J. A., & Eccles, J. S. (2006). Extracurricular involvement and adolescent adjustment: Impact of duration, number of activities, and breadth of participation. Applied Developmental Science, 10(3), 132–146. https://doi.org/10.1207/s1532480xads1003_3.CrossRef

Ghaziuddin, M., Ghaziuddin, N., & Greden, J. (2002). Depression in persons with autism: Implications for research and clinical care. Journal of Autism and Developmental Disorders, 32, 299–306. https://doi.org/10.1023/A:1016330802348.CrossRefPubMed

Gotham, K., Brunwasser, S. M., & Lord, C. (2015). Depressive and anxiety symptom trajectories from school age through young adulthood in samples with autism spectrum disorder and developmental delay. Journal of the American Academy of Child & Adolescent Psychiatry, 54(5), 369–376. https://doi.org/10.1016/j.jaac.2015.02.005.CrossRef

Graber, R., Turner, R., & Madill, A. (2016). Best friends and better coping: Facilitating psychological resilience through boys’ and girls’ closest friendships. British Journal of Psychology, 107(2), 338–358. https://doi.org/10.1111/bjop.12135.CrossRefPubMed

Hamm, J. V., & Faircloth, B. S. (2005). The role of friendship in adolescents’ sense of school belonging. New Directions for Child and Adolescent Development, 2005(107), 61–78. https://doi.org/10.1002/cd.121.CrossRef

Hartup, W. W., & Stevens, N. (1997). Friendships and adaptation in the life course. Psychological Bulletin, 121(3), 355.CrossRef

Hedley, D., & Young, R. (2006). Social comparison processes and depressive symptoms in children and adolescents with Asperger syndrome. Autism, 10(2), 139–153. https://doi.org/10.1177/1362361306062020.CrossRefPubMed

Hodges, E. V., Boivin, M., Vitaro, F., & Bukowski, W. M. (1999). The power of friendship: Protection against an escalating cycle of peer victimization. Developmental Psychology, 35(1), 94. https://doi.org/10.1037/0012-1649.35.1.94.CrossRefPubMed

https://www.census.gov/programs-surveys/nsch/data/datasets.2019.html.

https://www.census.gov/programs-surveys/nsch/data/datasets/nsch2018.html.

Hudson, C. C., Hall, L., & Harkness, K. L. (2019). Prevalence of depressive disorders in individuals with autism spectrum disorder: A meta-analysis. Journal of Abnormal Child Psychology, 47, 165–175. https://doi.org/10.1007/s10802-018-0402-1.CrossRefPubMed

Jankowski, K. F., Moore, W. E., Merchant, J. S., Kahn, L. E., & Pfeifer, J. H. (2014). But do you think I’m cool? Developmental differences in striatal recruitment during direct and reflected social self-evaluations. Developmental Cognitive Neuroscience, 8, 40–54. https://doi.org/10.1016/j.dcn.2014.01.003.CrossRefPubMedPubMedCentral

Kasari, C., Locke, J., Gulsrud, A., & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders, 41, 533–544. https://doi.org/10.1007/s10803-010-1076-x.CrossRefPubMed

Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children’s early school adjustment? Child Development, 61(4), 1081–1100.CrossRefPubMed

Lamash, L., Bedell, G., & Josman, N. (2020). Participation patterns of adolescents with autism spectrum disorder compared to their peers: Parents’ perspectives. British Journal of Occupational Therapy, 83(2), 78–87. https://doi.org/10.1177/03080226198535.CrossRef

Locke, J., Ishijima, E. H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10(2), 74–81. https://doi.org/10.1111/j.1471-3802.2010.01148.x.CrossRef

Lynch, A. D., Lerner, R. M., & Leventhal, T. (2013). Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture. Journal of Youth and Adolescence, 42(1), 6–19. https://doi.org/10.1007/s10964-012-9833-0.CrossRefPubMed

Mahoney, J. L., Larson, R. W., Eccles, J. S., & Lord, H. (2005). Organized activities as development contexts for children and adolescents. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 3–22). Lawrence Erlbaum Associates Publishers.

Mahoney, J. L., Vandell, D. L., Simpkins, S., & Zarrett, N. (2009). Adolescent out-of-school activities. In R. M. Lerner, & L. Steinberg (Eds.), Handbook of adolescent psychology: Contextual influences on adolescent development (pp. 228–269). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470479193.adlpsy002008.

McDaniel, S. L., Hall, L. J., & Kraemer, B. K. (2022). Exploring Extracurricular Clubs for Building Social Competence of Students with Autism. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.840294.

McGovern, C. W., & Sigman, M. (2005). Continuity and change from early childhood to adolescence in autism. Journal of Child Psychology and Psychiatry, 46(4), 401–408. https://doi.org/10.1111/j.1469-7610.2004.00361.x.CrossRefPubMed

McMahon, C. M., Lerner, M. D., & Britton, N. (2013). Group-based social skills interventions for adolescents with higher-functioning autism spectrum disorder: A review and looking to the future. Adolescent Health Medicine and Therapeutics, 23–38. https://doi.org/10.2147/AHMT.S25402.

Mitchell, K., Regehr, K., Reaume, J., & Feldman, M. (2010). Group social skills training for adolescents with Asperger syndrome or high functioning autism. Journal on Developmental Disabilities, 16(2), 52.

Panza, M. J., Graupensperger, S., Agans, J. P., Doré, I., Vella, S. A., & Evans, M. B. (2020). Adolescent sport participation and symptoms of anxiety and depression: A systematic review and meta-analysis. Journal of Sport and Exercise Psychology, 42(3), 201–218. https://doi.org/10.1123/jsep.2019-0235.CrossRefPubMed

Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102(3), 357. https://doi.org/10.1037/0033-2909.102.3.357.CrossRefPubMed

Peters, E., Riksen-Walraven, J. M., Cillessen, A. H., & de Weerth, C. (2011). Peer rejection and HPA activity in middle childhood: Friendship makes a difference. Child Development, 82(6), 1906–1920. https://doi.org/10.1111/j.1467-8624.2011.01647.x.CrossRefPubMed

Petrina, N., Carter, M., Stephenson, J., & Sweller, N. (2017). Friendship satisfaction in children with autism spectrum disorder and nominated friends. Journal of Autism and Developmental Disorders, 47(2), 384–392. https://doi.org/10.1007/s10803-016-2970-7.CrossRefPubMed

Pezzimenti, F., Han, G. T., Vasa, R. A., & Gotham, K. (2019). Depression in youth with autism spectrum disorder. Child and Adolescent Psychiatric Clinics, 28(3), 397–409. https://doi.org/10.1016/j.chc.2019.02.009.CrossRef

Poulin, F., & Denault, A. S. (2013). Friendships with co-participants in Organized activities: Prevalence, Quality, friends’ characteristics, and associations with adolescents’ Adjustment. New Directions for Child and Adolescent Development, 2013(140), 19–35. https://doi.org/10.1002/cad.20035.CrossRefPubMed

Rai, D., Culpin, I., Heuvelman, H., Magnusson, C. M., Carpenter, P., Jones, H. J., & Pearson, R. M. (2018). Association of autistic traits with depression from childhood to age 18 years. JAMA Psychiatry, 75(8), 835–843. https://doi.org/10.1001/jamapsychiatry.2018.1323.CrossRefPubMedPubMedCentral

Randall, E. T., & Bohnert, A. M. (2009). Organized activity involvement, depressive symptoms, and social adjustment in adolescents: Ethnicity and socioeconomic status as moderators. Journal of Youth and Adolescence, 38, 1187–1198. https://doi.org/10.1007/s10964-009-9417-9.CrossRefPubMed

Ratcliff, K., Hong, I., & Hilton, C. (2018). Leisure participation patterns for school age youth with autism spectrum disorders: Findings from the 2016 national survey of children’s health. Journal of Autism and Developmental Disorders, 48(11), 3783–3793. https://doi.org/10.1007/s10803-018-3643-5.CrossRefPubMedPubMedCentral

Rowley, E., Chandler, S., Baird, G., Simonoff, E., Pickles, A., Loucas, T., & Charman, T. (2012). The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement. Research in Autism Spectrum Disorders, 6(3), 1126–1134. https://doi.org/10.1016/j.rasd.2012.03.004.CrossRef

Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 571–645). John Wiley & Sons, Inc.

Ryan, S., Fraser-Thomas, J., & Weiss, J. (2018). Patterns of sport participation for youth with autism spectrum disorder and intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 31(3), 369–378. https://doi.org/10.1111/jar.12414.CrossRefPubMed

Schaefer, D. R., Simpkins, S. D., Vest, A. E., & Price, C. D. (2011). The contribution of extracurricular activities to adolescent friendships: New insights through social network analysis. Developmental Psychology, 47(4), 1141. https://doi.org/10.1037/a0024091.CrossRefPubMedPubMedCentral

Schwartzman, J. M., & Corbett, B. A. (2020). Higher depressive symptoms in early adolescents with Autism Spectrum disorder by self-and parent-report compared to typically-developing peers. Research in Autism Spectrum Disorders, 77, 101613. https://doi.org/10.1016/j.rasd.2020.101613.CrossRefPubMedPubMedCentral

Shattuck, P. T., Orsmond, G. I., Wagner, M., & Cooper, B. P. (2011). Participation in social activities among adolescents with an autism spectrum disorder. PloS One, 6(11), e27176. https://doi.org/10.1371/journal.pone.0027176.CrossRefPubMedPubMedCentral

Sisk, C., Chitiyo, G., & Akenson, A. (2018). Predictors of social relationships for children with special health care needs. Journal of Pediatric Nursing, 42, 92–99. https://doi.org/10.1016/j.pedn.2018.03.009.CrossRefPubMed

Sterzing, P. R., Shattuck, P. T., Narendorf, S. C., Wagner, M., & Cooper, B. P. (2012). Bullying involvement and autism spectrum disorders: Prevalence and correlates of bullying involvement among adolescents with an autism spectrum disorder. Archives of Pediatrics & Adolescent Medicine, 166(11), 1058–1064. https://doi.org/10.1001/archpediatrics.2012.790.CrossRef

Taheri, A., Perry, A., & Minnes, P. (2016). Examining the social participation of children and adolescents with intellectual disabilities and autism spectrum disorder in relation to peers. Journal of Intellectual Disability Research, 60(5), 435–443. https://doi.org/10.1111/jir.12289.CrossRefPubMed

Uljarević, M., Nuske, H., & Vivanti, G. (2016). Anxiety in autism spectrum disorder. Psychiatric Symptoms and Comorbidities in Autism Spectrum Disorder, 21–38. https://doi.org/10.1007/978-3-319-29695-1_2.

United States Census Bureau (2018). 2018 NSCH data release.

United States Census Bureau (2019). 2019 NSCH data release.

Van Roekel, E., Scholte, R. H., & Didden, R. (2010). Bullying among adolescents with autism spectrum disorders: Prevalence and perception. Journal of Autism and Developmental Disorders, 40, 63–73. https://doi.org/10.1007/s10803-009-0832-2.CrossRefPubMed

van Steensel, F. J., & Heeman, E. J. (2017). Anxiety levels in children with autism spectrum disorder: A meta-analysis. Journal of Child and Family Studies, 26(7), 1753–1767. https://doi.org/10.1007/s10826-017-0687-7.CrossRefPubMedPubMedCentral

Van Steensel, F. J., Bögels, S. M., & Perrin, S. (2011). Anxiety disorders in children and adolescents with autistic spectrum disorders: A meta-analysis. Clinical Child and Family Psychology Review, 14, 302–317. https://doi.org/10.1007/s10567-011-0097-0.CrossRefPubMedPubMedCentral

Wentzel, K. R., Jablansky, S., & Scalise, N. R. (2018). Do friendships afford academic benefits? A meta-analytic study. Educational Psychology Review, 30(4), 1241–1267. https://doi.org/10.1007/s10648-018-9447-5.CrossRef

Williams, E. I., Gleeson, K., & Jones, B. E. (2019). How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis. Autism, 23(1), 8–28. https://doi.org/10.1177/1362361317723836.CrossRefPubMed

Williamson, S., Craig, J., & Slinger, R. (2008). Exploring the relationship between measures of self-esteem and psychological adjustment among adolescents with Asperger syndrome. Autism, 12(4), 391–402. https://doi.org/10.1177/1362361308091652.CrossRefPubMed

Titel: Extracurricular Activity Participation Among Autistic Children and Adolescents: Buffer for Internalizing Conditions and Foundation for Friendship?
Auteurs: Jessica Pappagianopoulos
Erica Rouch
Micah O. Mazurek
Publicatiedatum: 28-10-2023
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 12/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-023-06158-5

Andere artikelen Uitgave 12/2024

Developmental Play Skills as Outcomes of Early Intervention

Original Paper

Correction: Analyzing Community-Based Support Requests Made by Black Families Raising Autistic Children

Open Access
Correction

Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review

Original Paper

Racial and Practical Barriers to Diagnostic and Treatment Services for Black Families of Autistic Youth: A Mixed-Method Exploration

Original Paper

Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction

Brief Report

Harsh Parenting and Trajectories of Emotional and Behavioural Difficulties in Autistic Children

Open Access
Original Paper

Bohn Stafleu van Loghum

Welkom bij Scalda & Bohn Stafleu van Loghum

Registreer

Login

Extracurricular Activity Participation Among Autistic Children and Adolescents: Buffer for Internalizing Conditions and Foundation for Friendship?

Abstract

Andere artikelen Uitgave 12/2024

Developmental Play Skills as Outcomes of Early Intervention

Correction: Analyzing Community-Based Support Requests Made by Black Families Raising Autistic Children

Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review

Racial and Practical Barriers to Diagnostic and Treatment Services for Black Families of Autistic Youth: A Mixed-Method Exploration

Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction

Harsh Parenting and Trajectories of Emotional and Behavioural Difficulties in Autistic Children

Bohn Stafleu van Loghum

Welkom bij Scalda & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Developmental Play Skills as Outcomes of Early Intervention

Correction: Analyzing Community-Based Support Requests Made by Black Families Raising Autistic Children

Learning Experience Design and Unpacking Sociocultural, Technological, and Pedagogical Design Considerations of Spherical Video-Based Virtual Reality Systems for Autistic Learners: A Systematic Literature Review

Racial and Practical Barriers to Diagnostic and Treatment Services for Black Families of Autistic Youth: A Mixed-Method Exploration

Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction

Harsh Parenting and Trajectories of Emotional and Behavioural Difficulties in Autistic Children