Abstract
We conducted a small-scale exploratory study of how autistic children report on their loneliness and social (dis)satisfaction in the classroom, and whether child self-reports related to teacher-reported peer social integration or observed positive peer interactions. Child participants (n = 18) were in kindergarten through second grade, identified by their teachers (n = 18) as either having been diagnosed with or demonstrating the characteristics of autism. At three time points over roughly 4 months, teachers were surveyed about the peer social integration of their student, researchers observed student-peer interactions and students reported on their social satisfaction. Teacher reports of student social integration were positively correlated with observers’ positive peer social interaction scores. However, child-reported loneliness was not correlated with either teacher-reported social integration or observer ratings of peer interactions. Autistic children consistently reported less loneliness than teacher and researcher observations of their socializing might suggest. We conclude that these young students may be using different criteria to evaluate their social satisfaction. We also reflect on neuro-normative measurement of autistic sociality. In future studies, autistic student self-reports about social connectedness and peer relationships should be considered, and more research on self-report and adult measurement tools in autism research is needed.