ABSTRACT
Autism is associated with significant social impairments. Diagnostic criteria include an inability to develop adequate social relationships, including peer interactions and friendships, and difficulty with recognizing and understanding emotions in self and other (APA, 1994; Hobson, 1993). Most studies focus on children who are young or children who also are mentally retarded. Thus, the types of skills examined are confined to developmentally young ones-e.g., peer interactions or basic emotions (e.g., happy, sad, angry, scared). Few studies focus exclusively on high-functioning children with autism-children who conceivably could engage in higher level social relationships (e.g., friendships) and complex emotions. We currently know less, then, about the emotional understandings and social relationships of children with autism who have normal cognitive abilities.
