{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T21:31:36Z","timestamp":1790890296573,"version":"4.1.0"},"reference-count":28,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2024,3,19]],"date-time":"2024-03-19T00:00:00Z","timestamp":1710806400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Research Intellect Disabil"],"published-print":{"date-parts":[[2024,5]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>The benefits of friendships among peers with and without intellectual and developmental disabilities are well supported by research. However, little is known about the nature of these inclusive friendships in inclusive college courses.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>We explored the perspectives of peers on the development of authentic friendships among peers with and without intellectual and developmental disabilities in inclusive college courses in the United States. We used a sequential, explanatory, transformative mixed methods\u2010grounded theory research design. We integrated quantitative (<jats:italic>N<\/jats:italic>\u2009=\u200944) and qualitative (<jats:italic>N<\/jats:italic>\u2009=\u20098) findings using blended analysis to inform a preliminary grounded theory of inclusive and reciprocal friendships.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Quantitative findings suggest two relationships and one predictor of peers' perceived social engagement. Qualitative findings resulted in five themes that promote friendships.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>We propose that the context for developing inclusive friendships could be fostered using the preparation and actions stages of the grounded theory model.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jar.13224","type":"journal-article","created":{"date-parts":[[2024,3,20]],"date-time":"2024-03-20T06:40:10Z","timestamp":1710916810000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Peer perspectives on friendships among peers with and without intellectual and developmental disabilities: A pilot mixed methods study"],"prefix":"10.1111","volume":"37","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6923-8269","authenticated-orcid":false,"given":"Sehrish","family":"Shikarpurya","sequence":"first","affiliation":[{"name":"Department of Counseling, Higher Education and Special Education University of Maryland  College Park Maryland USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Melissa","family":"Fogarty","sequence":"additional","affiliation":[{"name":"Department of Educational Psychology Texas A&amp;M University  College Station Texas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2579-8162","authenticated-orcid":false,"given":"Carly B.","family":"Gilson","sequence":"additional","affiliation":[{"name":"Department of Educational Studies The Ohio State University  Columbus Ohio USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Megan","family":"Benzel","sequence":"additional","affiliation":[{"name":"Department of Educational Psychology Texas A&amp;M University  College Station Texas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6769-5845","authenticated-orcid":false,"given":"Katherine E.","family":"Fletcher","sequence":"additional","affiliation":[{"name":"Department of Educational Psychology Texas A&amp;M University  College Station Texas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Courtney","family":"Osburn","sequence":"additional","affiliation":[{"name":"Department of Educational Psychology Texas A&amp;M University  College Station Texas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alexis","family":"Villarreal","sequence":"additional","affiliation":[{"name":"Department of Educational Psychology Texas A&amp;M University  College Station Texas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Abigail","family":"Tassin","sequence":"additional","affiliation":[{"name":"Department of Educational Psychology Texas A&amp;M University  College Station Texas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,3,19]]},"reference":[{"key":"e_1_2_13_2_1","volume-title":"The nature of prejudice","author":"Allport G. 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