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Peer Interactions of School-Aged Girls on the Autism Spectrum: A Scoping Review

Published online by Cambridge University Press:  11 April 2023

Michelle Tso Open the ORCID record for Michelle Tso [Opens in a new window] ,
Iva Strnadová Open the ORCID record for Iva Strnadová [Opens in a new window] ,
Joanne Danker Open the ORCID record for Joanne Danker [Opens in a new window]  and
Sue O’Neill Open the ORCID record for Sue O’Neill [Opens in a new window]
Michelle Tso*
Affiliation:
UNSW Sydney, Australia
Iva Strnadová
Affiliation:
UNSW Sydney, Australia UNSW Disability Innovation Institute, Australia UNSW Gonski Institute for Education, Australia
Joanne Danker
Affiliation:
UNSW Sydney, Australia
Sue O’Neill
Affiliation:
UNSW Sydney, Australia
*
*Corresponding author. Email: m.tso@unsw.edu.au
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Abstract

Although research on the experiences of females on the autism spectrum is still developing, it is becoming increasingly apparent that their experiences are not comparable to their male counterparts. This scoping review aimed to collate research related to the peer interaction experiences of school-aged girls on the autism spectrum from their perspective. A database and journal search (2010–2020) found 21 studies. Key findings indicated that although school-aged girls on the autism spectrum generally desired friendship, they faced diverse peer interaction difficulties, including making and maintaining friendships, peer victimisation, and rejection. Given these challenges, appropriate peer interaction supports and further research into the complexities of their peer interaction experience is needed.

Keywords

scoping reviewautismpeer relationshipsfriendshipgenderfemale
Type
Literature Review
Information
Australasian Journal of Special and Inclusive Education , Volume 47 , Issue 1 , July 2023 , pp. 40 - 62
Copyright
© The Author(s), 2023. Published by Cambridge University Press on behalf of Australian Association of Special Education

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Footnotes

†

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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