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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-02-2007 | Original Paper

Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms

Auteurs: Brandt Chamberlain, Connie Kasari, Erin Rotheram-Fuller

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2007

Abstract

Including children with autism in regular classrooms has become prevalent; yet some evidence suggests such placements could increase the risk of isolation and rejection. In this study, we used social network methods to explore the involvement of children with autism in typical classrooms. Participants were 398 children (196 boys) in regular 2nd through 5th grade classes, including 17 children (14 boys) with high functioning autism or Asperger’s syndrome. Children reported on friendship qualities, peer acceptance, loneliness, and classroom social networks. Despite involvement in networks, children with autism experienced lower centrality, acceptance, companionship, and reciprocity; yet they did not report greater loneliness. Future research is needed to help children with autism move from the periphery to more effective engagement with peers.

vorige artikel Cognitive and Verbal Abilities of 24- to 36-month-old Siblings of Children with Autism

volgende artikel A Case–Control Study of Personality Style and Psychopathology in Parents of Subjects with Autism

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Titel: Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms
Auteurs: Brandt Chamberlain
Connie Kasari
Erin Rotheram-Fuller
Publicatiedatum: 01-02-2007
Uitgeverij: Kluwer Academic Publishers-Plenum Publishers
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 2/2007
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-006-0164-4

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