Abstract
This chapter provides an overview of the social experiences of students with ASD in inclusive educational settings and describes peers’ knowledge about and attitudes towards students with ASD. Peer education is identified as an intervention strategy designed to improve peers’ knowledge, attitudes, and understanding of ASD. Authors organize and review peer education strategies and efforts from a social persuasion framework and summarize findings from the ASD literature that examine the impact of various types of informational messages provided by various sources. Authors recommend peer education efforts that provide (a) an explanation about autism, (b) a description that highlights similarities between students with ASD and peers, and (c) direct suggestions for how to interact with a student with ASD. Although empirical evidence exists in support of peer education efforts, peer education should be considered one component of a larger strategy to facilitate inclusion and acceptance of students with ASD.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Campbell J. Changing children’s attitudes toward autism: a process of persuasive communication. J Dev Phys Disabil. 2006;18:251–72.
Campbell J. Middle school students’ response to the self-introduction of a student with autism: effects of perceived similarity, prior awareness, and educational message. Rem Spec Educ. 2007;28:163–73.
Campbell J, Barger B. Middle school students’ knowledge of autism. J Autism Dev Disord. 2011;41:732–40.
Campbell J, Ferguson J, Herzinger C, et al. Combined descriptive and explanatory information improves peers’ perceptions of autism. Res Dev Disabil. 2004;25:321–39.
Campbell J, Morton J, Roulston K, et al. Middle school students’ conceptions of autism. J Dev Phys Disabil. 2011;23:377–97.
Chamberlain B, Kasari C, Rotheram-Fuller E. Involvement or isolation? The social networks of children with autism in regular classrooms. J Autism Dev Disord. 2007;37:230–42.
Frederickson N. The Gulliford lecture: bullying or befriending? Children’s responses to classmates with special needs. Br J Spec Educ. 2010;37:4–12.
Frederickson N, Jones A, Lang J. Inclusive provision options for pupils on the autistic spectrum. J Res Spec Educ Needs. 2010;10:63–73.
Gus L. Autism: promoting peer understanding. Educ Psychol Pract. 2000;16:461–8.
Humphrey N, Lewis S. “Make me normal”. The views and experiences of pupils on the autistic spectrum in mainstream secondary schools. Autism. 2008;12:23–46.
Humphrey N, Symes W. Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. Eur J Spec Needs Educ. 2010;25:77–91.
Humphrey N, Symes W. Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings. Autism. 2011;15:397–419.
Indiana Resource Center for Autism and WTIU, Indiana University Public Television (Producer). Autism: being friends [DVD]. 1991. Available from the Indiana Institute on Disability and Community, 2853 East 10th Street, Bloomington 47408-2696. http://www.iidc.indiana.edu
Juvonen J. Negative peer reactions from the perspective of the reactor. J Educ Psychol. 1992;84:314–21.
Kasari C, Locke J, Gulsrud A. Rotheram-Fuller E social networks and friendships at school: comparing children with and without ASD. J Autism Dev Disord. 2011;41:533–44.
Lasgaard M, Nielsen A, Eriksen M, Goossens L. Loneliness and social support in adolescent boys with autism spectrum disorders. J Autism Dev Disord. 2010;40:218–26.
Lindsay G. Educational psychology and the effectiveness of inclusive education/mainstreaming. Br J Educ Psychol. 2007;77:1–24.
Lisser M, Westbay J. Making friends with aliens: inclusion and collaborative autobiography. In: Andron L, editor. Our journey through high functioning autism and Asperger syndrome: a roadmap. Philadelphia: Jessica Kingsley; 2001. p. 133–75.
Little L. Middle-class mothers’ perceptions of peer and sibling victimization among children with Asperger’s syndrome and nonverbal learning disorders. Issues Compr Pediatr Nurs. 2002;25:43–57.
Locke J, Ishijima E, Kasari C, London N. Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. J Res Spec Educ Needs. 2010;10:74–81.
Magiati E, Dockrell J, Logotheti A. Young children’s understanding of disabilities: the influence of development, context, and cognition. App Dev Psychol. 2002;23:409–30.
Maich K, Belcher E. Using picture books to create peer awareness about autism spectrum disorders in the inclusive classroom. Intervent Sch Clin. 2012;47:206–13.
Morton J, Campbell J. Information source affects peers’ initial attitudes toward autism. Res Dev Disabil. 2008;29:189–201.
Nowicki E, Sandieson R. A meta-analysis of school-age children’s attitudes towards persons with physical or intellectual disabilities. Int J Disabil Dev Educ. 2002;49:243–65.
Organization for Autism Research. What’s up with Nick? Arlington: Organization for Autism Research; 2012. www.researchautism.org/resources/links/documents/KidsGuide_Accordion.pdf. Accessed 2 May 2012.
Pinborough-Zimmerman J, Bakian A, Bilder D, et al. Changes in the administrative prevalence of autism spectrum disorders: contribution of special education and health from 2002-2008. J Autism Dev Disord. 2012;42:521–30.
Pisula E, Lukowska E. Perception of social relationships with classmates and social support in adolescents with Asperger syndrome attending mainstream schools in Poland. Sch Psychol Int. 2012;33:185–206.
Public Law 108-446. Individuals with Disabilities Education Improvement Act of 2004. 118 STAT. 2647-2808; 2004.
Sanford C, Levine P, Blackorby JA. National profile of students with autism: a special topic report from the Special Education Elementary Longitudinal Study. Menlo Park: SRI International; 2008.
Silton N, Campbell J, Roulton K. A descriptive analysis of elementary school students’ conceptions of autism. Presented at the 2011 annual meeting of the International Meeting for Autism Research (IMFAR), San Diego.
Symes W, Humphrey N. Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: a comparative study. Sch Psychol Int. 2010;31:478–94.
Triandis H. Attitude and attitude change. New York: Wiley; 1971.
van Roekel E, Scholte R, Didden R. Bullying among adolescents with autism spectrum disorders: prevalence and perception. J Autism Dev Disord. 2010;40:63–73.
Wainscot J, Naylor P, Sutcliffe P, et al. Relationships with peers and use of the school environment of mainstream secondary school pupils with Asperger syndrome (high-functioning autism): a case control study. Int J Psych Psychol Ther. 2008;1:25–38.
Weiner B. On sin versus sickness: a theory of perceived responsibility and social motivation. Am Psychol. 1993;48:957–65.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media New York
About this entry
Cite this entry
Campbell, J.M., Barger, B.D. (2014). Peers’ Knowledge About and Attitudes Towards Students with Autism Spectrum Disorders. In: Patel, V., Preedy, V., Martin, C. (eds) Comprehensive Guide to Autism. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4788-7_7
Download citation
DOI: https://doi.org/10.1007/978-1-4614-4788-7_7
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-4787-0
Online ISBN: 978-1-4614-4788-7
eBook Packages: Behavioral Science