TY - JOUR
T1 - Social networks and friendships at school
T2 - Comparing children with and without ASD
AU - Kasari, Connie
AU - Locke, Jill
AU - Gulsrud, Amanda
AU - Rotheram-Fuller, Erin
N1 - Funding Information:
Acknowledgments This study was supported by NIMH grant 5-U54-MH-068172 and HRSA grant UA3MC11055. We thank the children, parents, schools and teachers who participated, and the individuals who contributed countless hours of assessments, intervention, and coding, Laudan Jahromi, Lisa Lee, Eric Ishijima, Kelly Goods, Nancy Huynh, Mark Kretzmann, Tracy Guiou and Steve Johnson. We especially appreciate the statistical support of Jeff Wood and Fiona Whalen from the UCLA Semel Institute Statistical Group and to Steven Kapp for feedback on earlier versions of the paper.
PY - 2011/5
Y1 - 2011/5
N2 - 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.
AB - 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.
KW - Friendships
KW - Playground observations
KW - Social networks
KW - Social skills
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U2 - 10.1007/s10803-010-1076-x
DO - 10.1007/s10803-010-1076-x
M3 - Article
C2 - 20676748
AN - SCOPUS:79955693915
SN - 0162-3257
VL - 41
SP - 533
EP - 544
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
IS - 5
ER -