Social networks and friendships at school: Comparing children with and without ASD

Connie Kasari, Jill Locke, Amanda Gulsrud, Erin Rotheram-Fuller

Research output: Contribution to journalArticlepeer-review

324 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)533-544
Number of pages12
JournalJournal of Autism and Developmental Disorders
Issue number5
StatePublished - May 2011
Externally publishedYes


  • Friendships
  • Playground observations
  • Social networks
  • Social skills

ASJC Scopus subject areas

  • Developmental and Educational Psychology


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