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.
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.
- Content Type Journal Article
- Category Original Paper
- Pages 1-11
- DOI 10.1007/s10803-011-1437-0
- Authors
- Jill Locke, School of Medicine, Center for Mental Health Policy and Services Research, University of Pennsylvania, Philadelphia, PA, USA
- Erin Rotheram-Fuller, Temple University, Philadelphia, PA, USA
- Connie Kasari, Graduate School of Education and Information Studies, University of California, Los Angeles, CA, USA
- Journal Journal of Autism and Developmental Disorders
- Online ISSN 1573-3432
- Print ISSN 0162-3257