Swipe om te navigeren naar een ander artikel
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.
Achenbach, T. M., Edelbrook, C., & Howell, C. T. (1987). Empirically based assessment of the behavioral/emotional problems of 2- and 3-year old children. Journal of Abnormal Child Psychology: An official publication of the International Society for Research in Child and Adolescent Psychopathology, 15, 629–650.
Alexander, K. L., & Entwisle, D. R. (1988). Achievement in the first 2 years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53, i-157.
Bauminger, N., Shulman, C., & Agam, G. (2004). The link between perceptions of self and of social relationships in high-functioning children with autism. Journal of Developmental and Physical Disabilities, 16(2), 193–214. CrossRef
Brown, W. H., Odom, S. L. & Conroy, M. A. (2001). An intervention hierarchy for prompting young children’s peer interactions in natural environments. Topics in Early Special Education, 21(3), 162–175. 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(3), 471–484.
Burack, J. A., Root, R., & Zigler, E. (1997). Inclusive education for students with autism: Reviewing ideological, empirical and community considerations. In D. J. Cohen, F. R. Volkmar, D. J. Cohen, & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (pp. 799–807). New York: Wiley.
Cairns, R., & Cairns, B. (1994). Lifelines and risks: Pathways of youth in our time. New York: Cambridge University Press.
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.
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
Cook, B. G., & Semmel, M. I. (1999). Peer acceptance of included students with disabilities as a function of severity of disability and classroom composition. The Journal of Special Education, 33, 50–61. 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.
Fein, G. G. (1981). Pretend play in childhood: An integrative review. Child Development, 52(4), 1095–1118. CrossRef
Frankel, F., Gorospe, C. M., Chang, Y., & Sugar, C. A. (2010). Mothers reports of play dates and observation of school playground behavior of children having high-functioning autism spectrum disorders (submitted).
Freeman, S., & Kasari, C. (1998). Friendships in children with developmental disabilities. Early Education and Development, 9, 341–355. CrossRef
Giangreco, M., & Broer, S. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and other Developmental Disabilities, 20, 10–25. CrossRef
Guralnick, M. J. (1990). Social competence and early intervention. Journal of Early Intervention, 14, 3–14. CrossRef
Humphrey, N., & Lewis, S. (2008). Make me normal: The views and experiences of pupils on the autistic spectrum in mainstream secondary schools. Autism, 12, 1362–3613. CrossRef
Kasari, C., Rotheram-Fuller, & Locke. J., (2005). The development of the playground observation of peer engagement (POPE) Measure. Unpublished manuscript. Los Angeles, CA: University of California Los Angeles.
Locke, J., Ishijima, E., Kasari, C., & London, N. (2010). Loneliness, friendship quality, and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs.
Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Jr., Leventhal, B. L., DiLavore, P. C., et al. (2000). The autism diagnostic observation schedule–generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223. PubMedCrossRef
MacMillan, D. L., Gresham, F. M., & Forness, S. R. (1996). Full inclusion: An empirical perspective. Behavioral Disorders, 21(2), 145–159.
Ochs, E., Kremer-Sadlik, T., Solomon, O., & Sirota, K. G. (2001). Inclusion as social practice: Views of children with autism. Social Development, 10(3), 399–419. CrossRef
Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (in press). Grade related changes in the social inclusion of children with autism in general education classrooms. Journal of Child Psychology & Psychiatry.
Ryndak, D. L., Downing, J. E., Jacqueline, L. R., & Morrison, A. P. (1995). Parents’ perceptions after inclusion of their children with moderate or severe disabilities. Journal of the Association for Persons with Severe Handicaps, 20(2), 147–157.
Sale, P., & Carey, D. M. (1995). The sociometric status of students with disabilities in a full-inclusion school. Exceptional Children, 62(1), 6–19.
Shearer, D., Kohler, F., Buchan, K., & McCullough, K. (1996). Promoting independent interactions between preschoolers with autism and their nondisabled peers: An analysis of self-monitoring. Early Education and Development, 7, 205–220. CrossRef
Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1), v-114.
Staub, D., Schwartz, I. S., Gallucci, C., & Peck, C. A. (1994). Four portraits of friendship at an inclusive school. Journal of the Association for Persons with Severe Handicaps, 19(4), 314–325.
Villa, R., Thousand, J., & Rosenberg, R. (1995). Creating heterogeneous schools: A systems change perspective. In M. Falvey (Ed.), Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction (pp. 1–50). Baltimore: Paul H. Brookes.
Weschler, D. (1991). Manual for the Weschler intelligence scale for children (3rd edn ed.). New York: Psychological Corporation.
Zill, N. (1990). The behavior problems index [descriptive material]. Washington, DC: Child Trends.
- Social Networks and Friendships at School: Comparing Children With and Without ASD
- Springer US