[article] 
inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1094-1103

Titre :	Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Alice P. JONES, Auteur ; Norah FREDERICKSON, Auteur
Année de publication :	2010
Article en page(s) :	p.1094-1103
Langues :	Anglais (eng)
Mots-clés :	Autism-spectrum-disorders Social-inclusion Education
Index. décimale :	PER Périodiques
Résumé :	This study examined differential profiles of behavioural characteristics predictive of successful inclusion in mainstream education for children with autism spectrum disorders (ASD) and comparison students. Multiple regression analyses using behavioural ratings from parents, teachers and peers found some evidence for differential profiles predicting peer acceptance and rejection. High levels of peer-rated shyness significantly predicted social rejection in comparison students only. Parent-rated prosocial behaviour also differentially predicted social acceptance; high-levels of prosocial behaviour predicted acceptance in comparison students, but low-levels were predictive for students with ASD. These findings suggest that schools may seek to augment traditional social skills programmes with awareness raising about ASD among mainstream pupils to utilise peers’ apparent willingness to discount characteristics such as ‘shyness’.
En ligne :	http://dx.doi.org/10.1007/s10803-010-0957-3
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

[article] Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School [Texte imprimé et/ou numérique] / Alice P. JONES, Auteur ; Norah FREDERICKSON, Auteur . - 2010 . - p.1094-1103.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1094-1103

Mots-clés :	Autism-spectrum-disorders Social-inclusion Education
Index. décimale :	PER Périodiques
Résumé :	This study examined differential profiles of behavioural characteristics predictive of successful inclusion in mainstream education for children with autism spectrum disorders (ASD) and comparison students. Multiple regression analyses using behavioural ratings from parents, teachers and peers found some evidence for differential profiles predicting peer acceptance and rejection. High levels of peer-rated shyness significantly predicted social rejection in comparison students only. Parent-rated prosocial behaviour also differentially predicted social acceptance; high-levels of prosocial behaviour predicted acceptance in comparison students, but low-levels were predictive for students with ASD. These findings suggest that schools may seek to augment traditional social skills programmes with awareness raising about ASD among mainstream pupils to utilise peers’ apparent willingness to discount characteristics such as ‘shyness’.
En ligne :	http://dx.doi.org/10.1007/s10803-010-0957-3
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108