[article] 
inJournal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.269-277

Titre :	Teachers’ Peer Buddy Selections for Children with Autism: Social Characteristics and Relationship with Peer Nominations
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Jennie N. JACKSON, Auteur ; Jonathan M. CAMPBELL, Auteur
Année de publication :	2009
Article en page(s) :	p.269-277
Langues :	Anglais (eng)
Mots-clés :	Autism Inclusion Peer-buddies Teacher-nominations Attitudes
Index. décimale :	PER Périodiques
Résumé :	We examined social and behavioral characteristics of children selected by their teachers to serve as peer buddies for a child with autism. Thirty-one general education teachers and 576 children from five public elementary schools completed social status, behavioral, and peer buddy nomination measures. When compared to non-selected students, teacher selected buddies were: (a) more often boys, (b) popular, and (c) viewed as prosocial leaders by their peers. Agreement between teacher and peer nominations of social status and behavioral characteristics ranged from low to high; agreement between teacher and peer selected buddies was moderate.
En ligne :	http://dx.doi.org/10.1007/s10803-008-0623-1
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=683

[article] Teachers’ Peer Buddy Selections for Children with Autism: Social Characteristics and Relationship with Peer Nominations [Texte imprimé et/ou numérique] / Jennie N. JACKSON, Auteur ; Jonathan M. CAMPBELL, Auteur . - 2009 . - p.269-277.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.269-277

Mots-clés :	Autism Inclusion Peer-buddies Teacher-nominations Attitudes
Index. décimale :	PER Périodiques
Résumé :	We examined social and behavioral characteristics of children selected by their teachers to serve as peer buddies for a child with autism. Thirty-one general education teachers and 576 children from five public elementary schools completed social status, behavioral, and peer buddy nomination measures. When compared to non-selected students, teacher selected buddies were: (a) more often boys, (b) popular, and (c) viewed as prosocial leaders by their peers. Agreement between teacher and peer nominations of social status and behavioral characteristics ranged from low to high; agreement between teacher and peer selected buddies was moderate.
En ligne :	http://dx.doi.org/10.1007/s10803-008-0623-1
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=683