Loneliness, Friendship Quality and the Social Networks of Adolescents with High-Functioning Autism in an Inclusive School Setting

Autor/inn/en	Locke, Jill; Ishijima, Eric H.; Kasari, Connie; London, Nancy
Titel	Loneliness, Friendship Quality and the Social Networks of Adolescents with High-Functioning Autism in an Inclusive School Setting
Quelle	In: Journal of Research in Special Educational Needs, 10 (2010) 2, S.74-81 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
Schlagwörter	Social Problems; Inclusive Schools; Autism; Friendship; Social Structure; Adolescents; Classrooms; Social Networks; Psychological Patterns; Peer Relationship; High School Students; Intervention; California + Suchen Sie Ihr Suchwort? Social problem; Soziales Problem; Inclusive school; Integrative Schule; Autismus; Freundschaft; Sozialstruktur; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Classroom; Klassenraum; Social network; Soziales Netzwerk; Peer-Beziehungen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kalifornien
Abstract	By definition, children with autism have poor peer relationships despite age and ability. When children enter adolescence, social problems typically worsen and feelings of loneliness and isolation may emerge. Thus, the overarching goal of the current study is to examine the social-emotional relationships of adolescents with autism and their typically developing (TD) classmates. Participants included 20 adolescents, 7 adolescents with autism and 13 TD classmates. All participants were enrolled in a drama class at a regular education high school in the Los Angeles area. Results indicate that adolescents with autism experienced significantly more loneliness than their TD classmates, had significantly poorer friendship quality in companionship and helpfulness, and had significantly lower social network status than their TD classmates. In addition, 92.4% of TD adolescents had secondary or nuclear social network centrality, which means that those adolescents were significantly connected and recognised in their classroom social structure although 71.4% of the adolescents with autism were either isolated or peripheral in their classroom. These findings imply that although inclusion in regular classrooms may allow adolescents with autism to be involved in the social structure of their classroom, they experienced more loneliness, poorer friendship quality and social network status as compared with their classmates. These results suggest that, perhaps, more intensive social skills' interventions that focus on friendship development are needed in adolescents with autism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10