Do Peers Influence Autistic Behaviours? First Insights from Observations Made by Teachers

Autor/inn/en	Nenniger, Gina; Müller, Christoph M.
Titel	Do Peers Influence Autistic Behaviours? First Insights from Observations Made by Teachers
Quelle	In: European Journal of Special Needs Education, 36 (2021) 5, S.657-670 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nenniger, Gina) ORCID (Müller, Christoph M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1783799
Schlagwörter	Autism; Pervasive Developmental Disorders; Peer Influence; Special Schools; Symptoms (Individual Disorders); Severity (of Disability); Children; Adolescents; Social Development; Peer Relationship; Social Responsiveness Scale + Suchen Sie Ihr Suchwort? Autismus; Special school; Sonderschule; Psychiatrische Symptomatik; Schweregrad; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Entwicklung; Peer-Beziehungen
Abstract	Evidence suggests the social development of typically developing children and adolescents is significantly influenced by their peers. In contrast, little is known about peer influence on the autistic behaviours of children and adolescents with Autism Spectrum Disorder (ASD). In structured interviews, 22 teachers from a special needs school for students with ASD provided information on observed peer influence frequency in 23 children and adolescents (age M = 9.96 years; SD = 3.50; 2 girls). Across 12 autistic behaviours, teachers estimated that in a typical school week on M = 0.75 days (SD = 0.59) they observe students with ASD changing their autistic behaviour in response to their peers. Observed peer influence varied across behavioural domains and there was a tendency for increased severity of autistic condition to be associated with less peer influence susceptibility. Findings are discussed in relation to perspectives for supporting students with ASD and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01