Literaturnachweis - Detailanzeige
Autor/inn/en | Azad, Gazi F.; Locke, Jill; Kasari, Connie; Mandell, David S. |
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Titel | Race, Disability, and Grade: Social Relationships in Children with Autism Spectrum Disorders |
Quelle | In: Autism: The International Journal of Research and Practice, 21 (2017) 1, S.92-99 (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1362-3613 |
DOI | 10.1177/1362361315627792 |
Schlagwörter | Autism; Pervasive Developmental Disorders; Racial Differences; Ethnic Groups; African American Students; Hispanic American Students; Asian American Students; White Students; Age Differences; Elementary School Students; Friendship; Social Networks; Comparative Analysis; Interaction; Urban Schools; Student Surveys; Coding; Social Isolation; At Risk Students Autismus; Rassenunterschied; Ethnie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Age; Difference; Age difference; Altersunterschied; Freundschaft; Social network; Soziales Netzwerk; Interaktion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerbefragung; Codierung; Programmierung; Soziale Isolation |
Abstract | Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically developing) and grade (grades K-2 or 3-5) affects friendships and social networks. The sample comprises 85 children with autism spectrum disorders and 85 typically developing controls matched on race, gender, age/grade, and classroom (wherever possible). Race, disability, and grade each had an independent effect on friendship nominations, and there was an interaction among the three variables. Specifically, children with autism spectrum disorders who were African American or Latino in the upper elementary grades received fewer friendship nominations than typically developing White children in the lower elementary grades. Only the presence of autism spectrum disorders was associated with social network centrality. Our results also suggested that Latino children with autism spectrum disorders in the upper elementary grades were at the highest risk of social isolation. Implications for re-conceptualizing social skills interventions are discussed. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |