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Social Networks and Friendships at School: Comparing Children With and Without ASD / Connie KASARI in Journal of Autism and Developmental Disorders, 41-5 (May 2011)
[article]
Titre : Social Networks and Friendships at School: Comparing Children With and Without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Jill LOCKE, Auteur ; Amanda C. GULSRUD, Auteur ; Erin ROTHERAM-FULLER, Auteur Année de publication : 2011 Article en page(s) : p.533-544 Note générale : Open Access Langues : Anglais (eng) Mots-clés : Social networks Playground observations Friendships Social skills Index. décimale : PER Périodiques Résumé : Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success. En ligne : http://dx.doi.org/10.1007/s10803-010-1076-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121
in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.533-544[article] Social Networks and Friendships at School: Comparing Children With and Without ASD [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Jill LOCKE, Auteur ; Amanda C. GULSRUD, Auteur ; Erin ROTHERAM-FULLER, Auteur . - 2011 . - p.533-544.
Open Access
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-5 (May 2011) . - p.533-544
Mots-clés : Social networks Playground observations Friendships Social skills Index. décimale : PER Périodiques Résumé : Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success. En ligne : http://dx.doi.org/10.1007/s10803-010-1076-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121