Social Networks and Friendships at School: Comparing Children with and without ASD

Autor/inn/en	Kasari, Connie; Locke, Jill; Gulsrud, Amanda; Rotheram-Fuller, Erin
Titel	Social Networks and Friendships at School: Comparing Children with and without ASD
Quelle	In: Journal of Autism and Developmental Disorders, 41 (2011) 5, S.533-544 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-010-1076-x
Schlagwörter	Social Behavior; Autism; Friendship; Playgrounds; Social Networks; Comparative Analysis; Pervasive Developmental Disorders; Teacher Attitudes; Student Attitudes; Peer Relationship + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Autismus; Freundschaft; Playground; Spielplatz; Social network; Soziales Netzwerk; Lehrerverhalten; Schülerverhalten; Peer-Beziehungen
Abstract	Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success. (Contains 2 tables and 5 figures.) (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