The Peer Relationships of Girls with ASD at School: Comparison to Boys and Girls with and without ASD

Autor/inn/en	Dean, Michelle; Kasari, Connie; Shih, Wendy; Frankel, Fred; Whitney, Rondalyn; Landa, Rebecca; Lord, Catherine; Orlich, Felice; King, Bryan; Harwood, Robin
Titel	The Peer Relationships of Girls with ASD at School: Comparison to Boys and Girls with and without ASD
Quelle	In: Journal of Child Psychology and Psychiatry, 55 (2014) 11, S.1218-1225 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/jcpp.12242
Schlagwörter	Females; Peer Relationship; Autism; Pervasive Developmental Disorders; Comparative Analysis; Gender Differences; Elementary School Students; Peer Acceptance; Rejection (Psychology); Friendship; Preferences; Surveys; California; Maryland; Michigan; Washington; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Peer-Beziehungen; Autismus; Geschlechterkonflikt; Ablehnung; Freundschaft; Survey; Umfrage; Befragung; Kalifornien
Abstract	Background: This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method: Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Results: Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Conclusions: Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10