Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Alice P.; Frederickson, Norah |
|---|---|
| Titel | Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School |
| Quelle | In: Journal of Autism and Developmental Disorders, 40 (2010) 9, S.1094-1103 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-010-0957-3 |
| Schlagwörter | Shyness; Autism; Profiles; Peer Acceptance; Rejection (Psychology); Inclusive Schools; Pervasive Developmental Disorders; Mainstreaming; Student Characteristics; Student Behavior; Behavior Problems; Predictor Variables; Parent Attitudes; Teacher Attitudes; Student Attitudes; Psychological Patterns; Prosocial Behavior; Antisocial Behavior |
| Abstract | This study examined differential profiles of behavioural characteristics predictive of successful inclusion in mainstream education for children with autism spectrum disorders (ASD) and comparison students. Multiple regression analyses using behavioural ratings from parents, teachers and peers found some evidence for differential profiles predicting peer acceptance and rejection. High levels of peer-rated shyness significantly predicted social rejection in comparison students only. Parent-rated prosocial behaviour also differentially predicted social acceptance; high-levels of prosocial behaviour predicted acceptance in comparison students, but low-levels were predictive for students with ASD. These findings suggest that schools may seek to augment traditional social skills programmes with awareness raising about ASD among mainstream pupils to utilise peers' apparent willingness to discount characteristics such as "shyness". (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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