2 recherche sur le mot-clé 'Peer models'

Understanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder / J. LOCKE in Journal of Autism and Developmental Disorders, 48-12 (December 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4010-4018 Titre : Understanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. LOCKE, Auteur ; A. ANDERSON, Auteur ; L. FREDERICK, Auteur ; Connie KASARI, Auteur Article en page(s) : p.4010-4018 Langues : Anglais (eng) Mots-clés : Autism  Peer models  Peer relationships  Schools  Sex  Social networks Index. décimale : PER Périodiques Résumé : This study used social network analysis to evaluate whether sex heterophily, the degree to which peers are different in sex, between 126 children with autism (ages 5-12 years) and their peers affected social network connectivity. Results indicate that: (1) the quantity and sex of friends were more important in predicting social network connectivity than the relational characteristics of the friends (friendship nominations and social network salience/popularity); and (2) sex heterophily is an important factor in predicting social network connectivity. For males with autism, having friends of the same sex was associated with better social network connectivity; this was not true for females with autism. These findings have important implications for the selection of peer models for elementary-aged children with autism. En ligne : http://dx.doi.org/10.1007/s10803-018-3662-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Understanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. LOCKE, Auteur ; A. ANDERSON, Auteur ; L. FREDERICK, Auteur ; Connie KASARI, Auteur . - p.4010-4018. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4010-4018 Mots-clés : Autism  Peer models  Peer relationships  Schools  Sex  Social networks Index. décimale : PER Périodiques Résumé : This study used social network analysis to evaluate whether sex heterophily, the degree to which peers are different in sex, between 126 children with autism (ages 5-12 years) and their peers affected social network connectivity. Results indicate that: (1) the quantity and sex of friends were more important in predicting social network connectivity than the relational characteristics of the friends (friendship nominations and social network salience/popularity); and (2) sex heterophily is an important factor in predicting social network connectivity. For males with autism, having friends of the same sex was associated with better social network connectivity; this was not true for females with autism. These findings have important implications for the selection of peer models for elementary-aged children with autism. En ligne : http://dx.doi.org/10.1007/s10803-018-3662-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder / Jill LOCKE in Journal of Autism and Developmental Disorders, 42-9 (September 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1895-1905 Titre : Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Connie KASARI, Auteur Année de publication : 2012 Article en page(s) : p.1895-1905 Langues : Anglais (eng) Mots-clés : Peer models  Autism  Social networks Index. décimale : PER Périodiques Résumé : This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD. Results demonstrated that typical peer models had higher social network centrality, received friendships, friendship quality, and less loneliness than non-peer models. Peer models were also more likely to be connected with children with ASD than non-peer models at baseline and exit. These results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom. En ligne : http://dx.doi.org/10.1007/s10803-011-1437-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Connie KASARI, Auteur . - 2012 . - p.1895-1905. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1895-1905 Mots-clés : Peer models  Autism  Social networks Index. décimale : PER Périodiques Résumé : This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD. Results demonstrated that typical peer models had higher social network centrality, received friendships, friendship quality, and less loneliness than non-peer models. Peer models were also more likely to be connected with children with ASD than non-peer models at baseline and exit. These results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom. En ligne : http://dx.doi.org/10.1007/s10803-011-1437-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180