Race, Disability, and Grade: Social Relationships in Children with Autism Spectrum Disorders

Autor/inn/en	Azad, Gazi F.; Locke, Jill; Kasari, Connie; Mandell, David S.
Titel	Race, Disability, and Grade: Social Relationships in Children with Autism Spectrum Disorders
Quelle	In: Autism: The International Journal of Research and Practice, 21 (2017) 1, S.92-99 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361315627792
Schlagwörter	Autism; Pervasive Developmental Disorders; Racial Differences; Ethnic Groups; African American Students; Hispanic American Students; Asian American Students; White Students; Age Differences; Elementary School Students; Friendship; Social Networks; Comparative Analysis; Interaction; Urban Schools; Student Surveys; Coding; Social Isolation; At Risk Students + Suchen Sie Ihr Suchwort? Autismus; Rassenunterschied; Ethnie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Age; Difference; Age difference; Altersunterschied; Freundschaft; Social network; Soziales Netzwerk; Interaktion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerbefragung; Codierung; Programmierung; Soziale Isolation
Abstract	Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically developing) and grade (grades K-2 or 3-5) affects friendships and social networks. The sample comprises 85 children with autism spectrum disorders and 85 typically developing controls matched on race, gender, age/grade, and classroom (wherever possible). Race, disability, and grade each had an independent effect on friendship nominations, and there was an interaction among the three variables. Specifically, children with autism spectrum disorders who were African American or Latino in the upper elementary grades received fewer friendship nominations than typically developing White children in the lower elementary grades. Only the presence of autism spectrum disorders was associated with social network centrality. Our results also suggested that Latino children with autism spectrum disorders in the upper elementary grades were at the highest risk of social isolation. Implications for re-conceptualizing social skills interventions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01