Effects of Peer Exclusion on Prosocial Behavior in Autistic Children Placed in Regular Classrooms: The Mediating Role of Inhibitory Control / Shuman WU in Autism Research, 19-7 (July 2026)  

Public ISBD [article]  inAutism Research > 19-7 (July 2026) . - p.e70290 Titre : Effects of Peer Exclusion on Prosocial Behavior in Autistic Children Placed in Regular Classrooms: The Mediating Role of Inhibitory Control Type de document : texte imprimé Auteurs : Shuman WU, Auteur ; Yongmei ZENG, Auteur ; Siyi HUANG, Auteur Article en page(s) : p.e70290 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  inhibitory control  peer exclusion  placed in regular classrooms  prosocial behavior Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic children placed in regular classrooms are frequently exposed to peer exclusion, yet the mechanisms underlying the impairment of their prosocial behavior remain unclear. The mediating role of inhibitory control warrants urgent investigation. This study aims to explore the mechanisms through which peer exclusion influences prosocial behavior in autistic children placed in regular classrooms, paying specific attention to the mediating role of inhibitory control. Convenience sampling is used to recruit autistic children placed in regular classrooms from several cities in Guangdong Province, China. A cross-validation approach combining a questionnaire survey (Study 1, N?=?158) and an experimental design (Study 2, N?=?128) is used to assess children's perceived peer exclusion, inhibitory control, and prosocial behavior. Results show that peer exclusion not only negatively predicts autistic children's prosocial behavior directly, but also indirectly weakens prosocial performance by depleting their inhibitory control resources. Inhibitory control partially mediates this relationship, accounting for 16.32% (Study 1) and 29.10% (Study 2) of the mediating effect, respectively. These findings reveal the underlying pathway through which peer exclusion influences social behavior in autistic children from the perspective of cognitive resource depletion, providing empirical support for intervention models integrating environmental support and cognitive training in inclusive education. En ligne : https://doi.org/10.1002/aur.70290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589 [article] Effects of Peer Exclusion on Prosocial Behavior in Autistic Children Placed in Regular Classrooms: The Mediating Role of Inhibitory Control [texte imprimé] / Shuman WU, Auteur ; Yongmei ZENG, Auteur ; Siyi HUANG, Auteur . - p.e70290. Langues : Anglais (eng) in Autism Research > 19-7 (July 2026) . - p.e70290 Mots-clés : autism spectrum disorder  inhibitory control  peer exclusion  placed in regular classrooms  prosocial behavior Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic children placed in regular classrooms are frequently exposed to peer exclusion, yet the mechanisms underlying the impairment of their prosocial behavior remain unclear. The mediating role of inhibitory control warrants urgent investigation. This study aims to explore the mechanisms through which peer exclusion influences prosocial behavior in autistic children placed in regular classrooms, paying specific attention to the mediating role of inhibitory control. Convenience sampling is used to recruit autistic children placed in regular classrooms from several cities in Guangdong Province, China. A cross-validation approach combining a questionnaire survey (Study 1, N?=?158) and an experimental design (Study 2, N?=?128) is used to assess children's perceived peer exclusion, inhibitory control, and prosocial behavior. Results show that peer exclusion not only negatively predicts autistic children's prosocial behavior directly, but also indirectly weakens prosocial performance by depleting their inhibitory control resources. Inhibitory control partially mediates this relationship, accounting for 16.32% (Study 1) and 29.10% (Study 2) of the mediating effect, respectively. These findings reveal the underlying pathway through which peer exclusion influences social behavior in autistic children from the perspective of cognitive resource depletion, providing empirical support for intervention models integrating environmental support and cognitive training in inclusive education. En ligne : https://doi.org/10.1002/aur.70290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589

Effects of Peer Relationships and Teacher–Student Relationships on Aggressive Behaviors in Chinese Children With Autism Spectrum Disorders Placed in Regular Classrooms and the Mediating Role of Perceived Discrimination / Shuman WU in Autism Research, 19-1 (January 2026)  

Public ISBD [article]  inAutism Research > 19-1 (January 2026) . - p.e70165 Titre : Effects of Peer Relationships and Teacher–Student Relationships on Aggressive Behaviors in Chinese Children With Autism Spectrum Disorders Placed in Regular Classrooms and the Mediating Role of Perceived Discrimination Type de document : texte imprimé Auteurs : Shuman WU, Auteur ; Jiayue GONG, Auteur Article en page(s) : p.e70165 Langues : Anglais (eng) Mots-clés : aggressive behavior  autism spectrum disorder  peer relationship  perceived discrimination  placed in regular classrooms  teacher–student relationship Index. décimale : PER Périodiques Résumé : ABSTRACT This study investigates the associations of peer relationships and teacher?student relationships with aggressive behaviors in Chinese children with autism spectrum disorder (ASD) placed in regular classrooms, with a specific focus on the mediating role of perceived discrimination. Data are collected from multiple sources, involving 189 ASD children and their teachers across 22 regular primary schools in Guangzhou, Guangdong Province, China. Following behavioral experiments, questionnaire assessments, and data analysis using partial least squares structural equation modeling (PLS-SEM), this study reveals three key findings: (1) both peer relationships and teacher?student relationships negatively affect aggressive behaviors in children with ASD; (2) perceived discrimination positively influences such aggressive behaviors; and (3) both peer and teacher?student relationships indirectly influence aggressive behaviors through the mediation of perceived discrimination. These findings emphasize the need of enhancing on-campus social connections to reduce perceived discrimination among ASD children, thereby mitigating aggressive behaviors, and highlight the necessity of fostering a supportive integrated educational environment in regular classroom settings. En ligne : https://doi.org/10.1002/aur.70165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Effects of Peer Relationships and Teacher–Student Relationships on Aggressive Behaviors in Chinese Children With Autism Spectrum Disorders Placed in Regular Classrooms and the Mediating Role of Perceived Discrimination [texte imprimé] / Shuman WU, Auteur ; Jiayue GONG, Auteur . - p.e70165. Langues : Anglais (eng) in Autism Research > 19-1 (January 2026) . - p.e70165 Mots-clés : aggressive behavior  autism spectrum disorder  peer relationship  perceived discrimination  placed in regular classrooms  teacher–student relationship Index. décimale : PER Périodiques Résumé : ABSTRACT This study investigates the associations of peer relationships and teacher?student relationships with aggressive behaviors in Chinese children with autism spectrum disorder (ASD) placed in regular classrooms, with a specific focus on the mediating role of perceived discrimination. Data are collected from multiple sources, involving 189 ASD children and their teachers across 22 regular primary schools in Guangzhou, Guangdong Province, China. Following behavioral experiments, questionnaire assessments, and data analysis using partial least squares structural equation modeling (PLS-SEM), this study reveals three key findings: (1) both peer relationships and teacher?student relationships negatively affect aggressive behaviors in children with ASD; (2) perceived discrimination positively influences such aggressive behaviors; and (3) both peer and teacher?student relationships indirectly influence aggressive behaviors through the mediation of perceived discrimination. These findings emphasize the need of enhancing on-campus social connections to reduce perceived discrimination among ASD children, thereby mitigating aggressive behaviors, and highlight the necessity of fostering a supportive integrated educational environment in regular classroom settings. En ligne : https://doi.org/10.1002/aur.70165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

The characteristics of fair distribution behavior in autistic children: A perspective from different groups and contribution contexts / Yidan LI in Research in Autism, 132 (April 2026)  

Public ISBD [article]  inResearch in Autism > 132 (April 2026) . - 202843 Titre : The characteristics of fair distribution behavior in autistic children: A perspective from different groups and contribution contexts Type de document : texte imprimé Auteurs : Yidan LI, Auteur ; Ruilin WEI, Auteur ; Shuman WU, Auteur Article en page(s) : 202843 Langues : Anglais (eng) Mots-clés : Autistic Children  Fair Distribution Behavior  Moral Development  Contribution Context Résumé : The allocation behavior of autistic children is a significant manifestation of their prosocial abilities. The study investigates the fair distribution behavior of children with mild to moderate autism in grades three to nine from special education schools in Guangzhou and Shenzhen, using the dictator game paradigm. Experiment one, involving 29 children (19 boys and 10 girls), found that the fairness awareness of autistic children increases with grade. No significant gender difference was found in fair distribution behavior. A counterintuitive pattern was observed among younger autistic children, who allocated more resources to strangers than expected. Experiment 2 included 44 participants (31 boys, 13 girls). While older autistic children did not show statistically significant differences in distribution across contribution scenarios, younger children demonstrated significantly fairer allocation in situations where they contributed more. Overall, the study suggests that educational interventions for autistic children should consider age-specific characteristics and situational complexity, focusing on internalizing fairness rules and enhancing social interaction skills. En ligne : https://doi.org/10.1016/j.reia.2026.202843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] The characteristics of fair distribution behavior in autistic children: A perspective from different groups and contribution contexts [texte imprimé] / Yidan LI, Auteur ; Ruilin WEI, Auteur ; Shuman WU, Auteur . - 202843. Langues : Anglais (eng) in Research in Autism > 132 (April 2026) . - 202843 Mots-clés : Autistic Children  Fair Distribution Behavior  Moral Development  Contribution Context Résumé : The allocation behavior of autistic children is a significant manifestation of their prosocial abilities. The study investigates the fair distribution behavior of children with mild to moderate autism in grades three to nine from special education schools in Guangzhou and Shenzhen, using the dictator game paradigm. Experiment one, involving 29 children (19 boys and 10 girls), found that the fairness awareness of autistic children increases with grade. No significant gender difference was found in fair distribution behavior. A counterintuitive pattern was observed among younger autistic children, who allocated more resources to strangers than expected. Experiment 2 included 44 participants (31 boys, 13 girls). While older autistic children did not show statistically significant differences in distribution across contribution scenarios, younger children demonstrated significantly fairer allocation in situations where they contributed more. Overall, the study suggests that educational interventions for autistic children should consider age-specific characteristics and situational complexity, focusing on internalizing fairness rules and enhancing social interaction skills. En ligne : https://doi.org/10.1016/j.reia.2026.202843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

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