An Examination of the Social Networks of Children with Autism in the Inclusive Classroom

Autor/in	Power, Peggy
Titel	An Examination of the Social Networks of Children with Autism in the Inclusive Classroom
Quelle	(2012), (248 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Illinois at Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-8580-4
Schlagwörter	Hochschulschrift; Dissertation; Autism; Pervasive Developmental Disorders; Children; Inclusion; Social Networks; Peer Relationship; Mainstreaming; Elementary School Students; Grade 3; Grade 4; Grade 5; Cognitive Mapping; Student Behavior; Interpersonal Competence; Behavior Problems; Social Cognition; Social Isolation; Rejection (Psychology); Antisocial Behavior; Friendship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Autismus; Child; Kind; Kinder; Inklusion; Social network; Soziales Netzwerk; Peer-Beziehungen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Student behaviour; Schülerverhalten; Interpersonale Kompetenz; Soziale Kognition; Soziale Isolation; Ablehnung; Freundschaft
Abstract	Including children with Autism Spectrum Disorders (ASD) in inclusive classroom settings has become more prevalent with the intention of enhancing academic and social development. However, little is known about how these children are faring. This study examined the social networks of children with ASD who spent more than 50 percent of their school day in inclusive classroom settings. The sample consisted of 20 students with ASD and their classmates in 14 third- through fifth-grade classes (N = 359) in a large Midwestern city. Through the administration of social cognitive mapping and peer behavioral assessments, data were gathered on four measures of social competence: peer relations, behavior problems, social skills and social cognition. Findings revealed that the majority of students with ASD were identified as social isolates and characterized as rejected by their peers. The few students with ASD who were able to gain entry into a peer group tended to have higher rates of externalizing antisocial behaviors (e.g., gets in trouble, disruptive) and affiliated in peer groups that were characterized as being shy, asks for help and sad. Interestingly, the majority of the students with ASD that were socially isolated tended to be perceived by their peers with these same traits. Social cognitive accuracy measures further revealed that children with ASD tended to be aware of the friendship networks within their classrooms but were not particularly aware of their own membership in their classroom's social network, regardless of their social status. Students with ASD also were not particularly aware of their antisocial externalizing behaviors when compared with peer consensus reports. The findings of this study suggest that social cognition may indeed be a mediating factor in developing peer relations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01