Predicting Peer Acceptance and Peer Rejection for Autistic Children

Autor/inn/en	Feldman, Melanie; Hamsho, Narmene; Blacher, Jan; Carter, Alice S.; Eisenhower, Abbey
Titel	Predicting Peer Acceptance and Peer Rejection for Autistic Children
Quelle	In: Psychology in the Schools, 59 (2022) 11, S.2159-2182 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Feldman, Melanie) ORCID (Hamsho, Narmene) ORCID (Blacher, Jan) ORCID (Carter, Alice S.) ORCID (Eisenhower, Abbey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22739
Schlagwörter	Peer Acceptance; Rejection (Psychology); Autism Spectrum Disorders; Behavior Problems; Predictor Variables; Elementary School Students; Longitudinal Studies; Interpersonal Competence; Teacher Attitudes; Correlation; Intelligence Quotient; Symptoms (Individual Disorders) + Suchen Sie Ihr Suchwort? Ablehnung; Autism; Autismus; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interpersonale Kompetenz; Lehrerverhalten; Korrelation; Intelligenzquotient; Psychiatrische Symptomatik
Abstract	Autistic students often experience peer relationship difficulties. As peer acceptance and rejection may be malleable over time, we examined predictors of change in peer acceptance and peer rejection among early elementary-age autistic students. We followed 166 autistic children (mean age: 6.1 years [range: 4-8], 82.5% boys, grades preK-2nd) longitudinally across 2 school years. Social skills, internalizing problems, and externalizing behaviors were considered as predictors of change in teacher-rated peer acceptance and rejection, covarying IQ and autism characteristics. Autistic children experienced high rejection and low acceptance; 51.9% of children were rejected by peers in one or both school years. Results revealed distinct predictors for peer acceptance versus rejection: social skills predicted change in peer acceptance across school years, whereas externalizing problems predicted change in peer rejection. Internalizing problems did not predict change in either construct. Findings can assist school professionals in supporting social acceptance and acceptance for young autistic students. [For the corresponding Grantee Submission, see ED621597.] (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01