[article] 
inJournal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1895-1905

Titre :	Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Connie KASARI, Auteur
Année de publication :	2012
Article en page(s) :	p.1895-1905
Langues :	Anglais (eng)
Mots-clés :	Peer models  Autism  Social networks
Index. décimale :	PER Périodiques
Résumé :	This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD. Results demonstrated that typical peer models had higher social network centrality, received friendships, friendship quality, and less loneliness than non-peer models. Peer models were also more likely to be connected with children with ASD than non-peer models at baseline and exit. These results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom.
En ligne :	http://dx.doi.org/10.1007/s10803-011-1437-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

[article] Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Connie KASARI, Auteur . - 2012 . - p.1895-1905.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1895-1905

Mots-clés :	Peer models  Autism  Social networks
Index. décimale :	PER Périodiques
Résumé :	This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD. Results demonstrated that typical peer models had higher social network centrality, received friendships, friendship quality, and less loneliness than non-peer models. Peer models were also more likely to be connected with children with ASD than non-peer models at baseline and exit. These results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom.
En ligne :	http://dx.doi.org/10.1007/s10803-011-1437-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180