Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

01-09-2012 | Original Paper

Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder

Auteurs: Jill Locke, Erin Rotheram-Fuller, Connie Kasari

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2012

Abstract

This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD. Results demonstrated that typical peer models had higher social network centrality, received friendships, friendship quality, and less loneliness than non-peer models. Peer models were also more likely to be connected with children with ASD than non-peer models at baseline and exit. These results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom.

vorige artikel Resting-State Oscillatory Activity in Autism Spectrum Disorders

volgende artikel The Application of the First Year Inventory for ASD Screening in Israel

Bass, J. D., & Mulick, J. A. (2007). Social play skill enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools Special Issue: Autism Spectrum Disorders, 44, 727–735.

Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71, 447–456. PubMedCrossRef

Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153–162. CrossRef

Bukowski, W. M., Hoza, B., & Boivin, M. (1994). Measuring friendship quality during pre- and early adolescence: The development and psychometric properties of the friendship qualities scale. Journal of Social and Personal Relationships. Special Issue: Children’s Friendships, 11, 471–484.

Cairns, R., & Cairns, B. (1994). Lifelines and risks: Pathways of youth in our time. New York: Cambridge University Press.

Cairns, R. B., Cairns, B. D., Neckerman, H. J., Gest, S. D., & Gariepy, J. L. (1988). Social networks and aggressive behavior: Peer support or peer rejection? Developmental Psychology, 24, 815–823. CrossRef

Cairns, R. B., Gariépy, J.-L., & Kindermann, T. A. (1990). Identifying social clusters in natural settings. Unpublished manuscript: Chapel Hill, NC: University of North Carolina and Chapel Hill.

Campbell, J. M., Ferguson, J. E., Herzinger, C. V., Jackson, J. N., & Marino, C. (2005). Peers’ attitudes toward autism differ across sociometric groups: An exploratory investigation. Journal of Developmental and Physical Disabilities, 17, 281–298. CrossRef

Campbell, J. M., & Marino, C. A. (2009). Brief report: Sociometric status and behavioral characteristics of peer nominated buddies for a child with autism. Journal of Autism and Developmental Disorders, 39, 1359–1363. PubMedCrossRef

Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37, 230–242. PubMedCrossRef

Church, C., Alisanski, S., & Amanullah, S. (2000). The social, behavioral, and academic experiences of children with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 15(1), 12–20. CrossRef

Farmer, T. W., & Farmer, E. M. Z. (1996). Social relationships of students with exceptionalities in mainstream classrooms: Social networks and homophily. Exceptional Children, 62(5), 431–450.

Ferraioli, S. J., & Harris, S. L. (2011). Effective educational inclusion of students on the autism spectrum. Journal of Contemporary Psychotherapy, 41, 19–28. CrossRef

Haring, T., & Breen, C. (1992). A peer mediated social network intervention to enhance the social integration of persons with moderate and severe disabilities. Journal of Applied Behavior Analysis, 25, 319–333. PubMedCrossRef

Hoza, B., Bukowski, W. M., & Beery, S. (2000). Assessing peer network and dyadic loneliness. Journal of Clinical Child and Adolescent Psychology, 29, 119–128.

Jackson, J. N., & Campbell, J. M. (2009). Teachers’ peer buddy selections for children with autism: Social characteristics and relationship with peer nominations. Journal of Autism and Developmental Disorders, 39, 269–277. PubMedCrossRef

Jones, C. D., & Schwartz, I. S. (2004). Siblings, peers, and adults: Differential effects of models for children with autism. Topics in Early Childhood Special Education, 24, 187–198. CrossRef

Jung, S., Sainato, D. M., & Davis, C. A. (2008). Using high-probability request sequences to increase social interactions in young children with autism. Journal of Early Intervention, 30, 163–187. CrossRef

Kamps, D. M., Potucek, J., Lopez, A., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7, 335–357. CrossRef

Kasari, C., Freeman, S. F. N., Bauminger, N., & Alkin, M. C. (1999). Parental perspectives on inclusion: Effects of autism and Down syndrome. Journal of Autism and Developmental Disorders, 29(4), 297–305. PubMedCrossRef

Kasari, C., Locke, J., Gulsrud, A., & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without autism. Journal of Autism and Developmental Disorders, 41, 533–544. PubMedCrossRef

Kasari, C., & Rotheram-Fuller, E. (2007). Peer relationships of children with autism: Challenges and interventions. In E. Hollander & E. Anagnostou (Eds.), Clinical manual for the treatment of autism (pp. 235–257). Washington, DC: American Psychiatric Publishing, Inc.

Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (in press). Making the connection: Randomized controlled trial of social skills at school for children with autism. Journal of Child Psychology and Psychiatry.

Laushey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30, 183–193. PubMedCrossRef

McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32, 351–372. PubMedCrossRef

Ochs, E., Kremer-Sadlik, T., Solomon, O., & Sirota, K. G. (2001). Inclusion as social practice: Views of children with autism. Social Development, 10, 399–419. CrossRef

Owen-DeSchryver, J. S., Carr, E. D., Cale, S. I., & Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities, 23, 15–28. CrossRef

Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157–160. PubMedCrossRef

Prendeville, J., Prelock, P. A., & Unwin, G. (2005). Peer play interventions to support the social competence of children with autism spectrum disorders. Seminars in Speech and Language, 27, 32–46. CrossRef

Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s Syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38, 353–361. PubMedCrossRef

Reiter, S., & Vitani, T. (2007). Inclusion of pupils with autism: The effect of an intervention program on the regular pupils’ burnout, attitudes, and quality of mediation. Autism, 11, 321–333. PubMedCrossRef

Roeyers, H. (1996). The influence of nonhandicapped peers on the social interactions of children with a pervasive developmental disorder. Journal of Autism and Developmental Disorders, 26(3), 303–320. PubMedCrossRef

Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Grade related changes in the social inclusion of children with autism in general education classrooms. Journal of Child Psychology and Psychiatry, 51(11), 1227–1234. PubMedCrossRef

Sainato, D. M., Goldstein, H., & Strain, P. S. (1992). Effects of self-evaluation on preschool children’s use of social interaction strategies with their classmates with autism. Journal of Applied Behavior Analysis, 25, 127–141. PubMedCrossRef

Symes, W., & Humphrey, N. (2010). Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study. School Psychology International, 31, 478–494. CrossRef

Williams-White, S., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37, 1858–1868. PubMedCrossRef

Titel: Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder
Auteurs: Jill Locke
Erin Rotheram-Fuller
Connie Kasari
Publicatiedatum: 01-09-2012
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-011-1437-0

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2012

Brief Report: Repetitive Behaviors in Young Children with Autism Spectrum Disorder and Developmentally Similar Peers: A Follow Up to Watt et al. (2008)

Brief Report: Impaired Flexible Item Selection Task (FIST) in School-Age Children with Autism Spectrum Disorders

The Application of the First Year Inventory for ASD Screening in Israel

The Rubber Hand Illusion Reveals Proprioceptive and Sensorimotor Differences in Autism Spectrum Disorders

Postponing the Proposed Changes in DSM 5 for Autistic Spectrum Disorder Until New Scientific Evidence Adequately Supports Them

Autonomic Arousal to Direct Gaze Correlates with Social Impairments Among Children with ASD