[article] 
inJournal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.533-544

Titre :	Social Networks and Friendships at School: Comparing Children With and Without ASD
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Connie KASARI, Auteur ; Jill LOCKE, Auteur ; Amanda C. GULSRUD, Auteur ; Erin ROTHERAM-FULLER, Auteur
Année de publication :	2011
Article en page(s) :	p.533-544
Note générale :	Open Access
Langues :	Anglais (eng)
Mots-clés :	Social networks  Playground observations  Friendships  Social skills
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-010-1076-x
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

[article] Social Networks and Friendships at School: Comparing Children With and Without ASD [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Jill LOCKE, Auteur ; Amanda C. GULSRUD, Auteur ; Erin ROTHERAM-FULLER, Auteur . - 2011 . - p.533-544.
Open Access
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.533-544

Mots-clés :	Social networks  Playground observations  Friendships  Social skills
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-010-1076-x
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121