Social Network Analysis of Children with Autism Spectrum Disorder: Predictors of Fragmentation and Connectivity in Elementary School Classrooms

Autor/inn/en	Anderson, Ariana; Locke, Jill; Kretzmann, Mark; Kasari, Connie
Titel	Social Network Analysis of Children with Autism Spectrum Disorder: Predictors of Fragmentation and Connectivity in Elementary School Classrooms
Quelle	In: Autism: The International Journal of Research and Practice, 20 (2016) 6, S.700-709 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361315603568
Schlagwörter	Social Networks; Network Analysis; Elementary School Students; Autism; Pervasive Developmental Disorders; Predictor Variables; Peer Relationship; Models; Multivariate Analysis; Regression (Statistics); Age Differences; Gender Differences; Class Size; Clinical Diagnosis; Intelligence Quotient; Friendship; Student Surveys; Coding; Data Analysis + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Netzplantechnik; Autismus; Prädiktor; Peer-Beziehungen; Analogiemodell; Multivariate Analyse; Regression; Regressionsanalyse; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Klassengröße; Intelligenzquotient; Freundschaft; Schülerbefragung; Codierung; Programmierung; Auswertung
Abstract	Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5-12 years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. [Additional authorship and funding for this research study was provided by Autism Intervention Research-Behavioral (AIR-B) Network.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01