Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders / Lupita SANTILLAN in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.91-96 Titre : Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lupita SANTILLAN, Auteur ; Lindsay FREDERICK, Auteur ; Sean GILMORE, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.91-96 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  social network inclusion  friendships  school  playground engagement Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools. En ligne : http://dx.doi.org/10.1177/1088357619838275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lupita SANTILLAN, Auteur ; Lindsay FREDERICK, Auteur ; Sean GILMORE, Auteur ; Jill LOCKE, Auteur . - p.91-96. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.91-96 Mots-clés : autism spectrum disorder  social network inclusion  friendships  school  playground engagement Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools. En ligne : http://dx.doi.org/10.1177/1088357619838275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

---

1 (1 - 1 / 1)