[article]
| Titre : |
Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Erin ROTHERAM-FULLER, Auteur |
| Année de publication : |
2007 |
| Article en page(s) : |
p.230-242 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Social-networks Peer-acceptance Friendship Loneliness |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Including children with autism in regular classrooms has become prevalent; yet some evidence suggests such placements could increase the risk of isolation and rejection. In this study, we used social network methods to explore the involvement of children with autism in typical classrooms. Participants were 398 children (196 boys) in regular 2nd through 5th grade classes, including 17 children (14 boys) with high functioning autism or Asperger’s syndrome. Children reported on friendship qualities, peer acceptance, loneliness, and classroom social networks. Despite involvement in networks, children with autism experienced lower centrality, acceptance, companionship, and reciprocity; yet they did not report greater loneliness. Future research is needed to help children with autism move from the periphery to more effective engagement with peers. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-006-0164-4 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=628 |
in Journal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.230-242
[article] Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms [Texte imprimé et/ou numérique] / Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Erin ROTHERAM-FULLER, Auteur . - 2007 . - p.230-242. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.230-242
| Mots-clés : |
Autism Social-networks Peer-acceptance Friendship Loneliness |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Including children with autism in regular classrooms has become prevalent; yet some evidence suggests such placements could increase the risk of isolation and rejection. In this study, we used social network methods to explore the involvement of children with autism in typical classrooms. Participants were 398 children (196 boys) in regular 2nd through 5th grade classes, including 17 children (14 boys) with high functioning autism or Asperger’s syndrome. Children reported on friendship qualities, peer acceptance, loneliness, and classroom social networks. Despite involvement in networks, children with autism experienced lower centrality, acceptance, companionship, and reciprocity; yet they did not report greater loneliness. Future research is needed to help children with autism move from the periphery to more effective engagement with peers. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-006-0164-4 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=628 |
|
Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms in Journal of Autism and Developmental Disorders, 37-2 (February 2007)
