Social Networks and Friendships at School: Comparing Children With and Without ASD

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• 作者：Connie Kasari (1) kasari@gseis.ucla.edu
  Jill Locke (1)
  Amanda Gulsrud (1)
  Erin Rotheram-Fuller (2)
• 关键词：Social networks &#8211 ; Playground observations &#8211 ; Friendships &#8211 ; Social skills
• 刊名：Journal of Autism and Developmental Disorders
• 出版时间：May 2011
• 出版年：2011
• 期刊代码：14_01623257
• 类别：bus
• 卷：41
• 期：5
• 页码：533-544
• 数据来源：sp

摘要

Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success.