Literaturnachweis - Detailanzeige
| Autor/inn/en | Locke, Jill; Rotheram-Fuller, Erin; Kasari, Connie |
|---|---|
| Titel | Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder |
| Quelle | In: Journal of Autism and Developmental Disorders, 42 (2012) 9, S.1895-1905 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-011-1437-0 |
| Schlagwörter | Autism; Friendship; Social Networks; Peer Influence; Role Models; Social Development; Skill Development; Pervasive Developmental Disorders; Intervention; Elementary School Students; Social Isolation |
| Abstract | 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. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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