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Détail de l'auteur
Auteur Brandt CHAMBERLAIN |
Documents disponibles écrits par cet auteur (3)
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Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms / Brandt CHAMBERLAIN in Journal of Autism and Developmental Disorders, 37-2 (February 2007)
[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 Social Emotions and Social Relationships: Can Children With Autism Compensate / Connie KASARI
Titre : Social Emotions and Social Relationships: Can Children With Autism Compensate Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Brandt CHAMBERLAIN, Auteur ; Nirit BAUMINGER, Auteur Année de publication : 2001 Importance : p.309-323 Langues : Anglais (eng) Mots-clés : Fierté Embarras Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 Social Emotions and Social Relationships: Can Children With Autism Compensate [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Brandt CHAMBERLAIN, Auteur ; Nirit BAUMINGER, Auteur . - 2001 . - p.309-323.
Langues : Anglais (eng)
Mots-clés : Fierté Embarras Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Social involvement of children with autism spectrum disorders in elementary school classrooms / Erin ROTHERAM-FULLER in Journal of Child Psychology and Psychiatry, 51-11 (November 2010)
[article]
Titre : Social involvement of children with autism spectrum disorders in elementary school classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Erin ROTHERAM-FULLER, Auteur ; Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Jill LOCKE, Auteur Année de publication : 2010 Article en page(s) : p.1227-1234 Langues : Anglais (eng) Mots-clés : Autism social-involvement inclusive-education social-networks Index. décimale : PER Périodiques Résumé : Background: Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement.
Methods: Seventy-nine children with ASD and 79 randomly selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd–3rd), and late (4th–5th) elementary classrooms across 30 schools completed social network surveys examining each child’s reciprocal friendships, peer rejection, acceptance, and social involvement.
Results: Across grade levels, peers less frequently reciprocated friendships with children with ASD than students in the matched sample. While children with ASD were not more likely to be rejected by peers, they were less accepted and had fewer reciprocal friendships than matched peers at each grade level. Although 48.1% of children with ASD were involved in the social networks of their classrooms, children with ASD were more likely to be isolated or peripheral to social relationships within the classroom across all grade levels, and this difference is even more dramatic in later elementary grades.
Conclusions: In inclusive classrooms, children with ASD are only involved in peers’ social relationships about half of the time, and appear to be even less connected with increasing grade level. Promoting children with ASD’s skills in popular activities to share with peers in early childhood may be a key preventive intervention to protect social relationships in late elementary school grades.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02289.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110
in Journal of Child Psychology and Psychiatry > 51-11 (November 2010) . - p.1227-1234[article] Social involvement of children with autism spectrum disorders in elementary school classrooms [Texte imprimé et/ou numérique] / Erin ROTHERAM-FULLER, Auteur ; Brandt CHAMBERLAIN, Auteur ; Connie KASARI, Auteur ; Jill LOCKE, Auteur . - 2010 . - p.1227-1234.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-11 (November 2010) . - p.1227-1234
Mots-clés : Autism social-involvement inclusive-education social-networks Index. décimale : PER Périodiques Résumé : Background: Children with autism spectrum disorders (ASD) are increasingly included in general education classrooms in an effort to improve their social involvement.
Methods: Seventy-nine children with ASD and 79 randomly selected, gender-matched peers (88.6% male) in 75 early (K-1), middle (2nd–3rd), and late (4th–5th) elementary classrooms across 30 schools completed social network surveys examining each child’s reciprocal friendships, peer rejection, acceptance, and social involvement.
Results: Across grade levels, peers less frequently reciprocated friendships with children with ASD than students in the matched sample. While children with ASD were not more likely to be rejected by peers, they were less accepted and had fewer reciprocal friendships than matched peers at each grade level. Although 48.1% of children with ASD were involved in the social networks of their classrooms, children with ASD were more likely to be isolated or peripheral to social relationships within the classroom across all grade levels, and this difference is even more dramatic in later elementary grades.
Conclusions: In inclusive classrooms, children with ASD are only involved in peers’ social relationships about half of the time, and appear to be even less connected with increasing grade level. Promoting children with ASD’s skills in popular activities to share with peers in early childhood may be a key preventive intervention to protect social relationships in late elementary school grades.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02289.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110