title: Involvement or isolation? The social networks of children with autism in regular classrooms.
abstract: Including children with autism in regular classrooms has become prevalent; yet some evidence suggests such placements could increase the risk of isolation and rejection. In this study, we used social network methods to explore the involvement of children with autism in typical classrooms. Participants were 398 children (196 boys) in regular 2nd through 5th grade classes, including 17 children (14 boys) with high functioning autism or Asperger's syndrome. Children reported on friendship qualities, peer acceptance, loneliness, and classroom social networks. Despite involvement in networks, children with autism experienced lower centrality, acceptance, companionship, and reciprocity; yet they did not report greater loneliness. Future research is needed to help children with autism move from the periphery to more effective engagement with peers.
authors.affiliation: Graduate School of Education and Information Studies, University of California, Los Angeles, P.O. Box 951521, Los Angeles, CA 90095-1521, USA. brandt@pasadenachilddevelopment.org
authors.forename: Brandt
authors.initials: B
authors.lastname: Chamberlain
authors.forename: Connie
authors.initials: C
authors.lastname: Kasari
authors.forename: Erin
authors.initials: E
authors.lastname: Rotheram-Fuller
mesh_terms: D001321:Autistic Disorder / Q000523:psychology*; D002648:Child; D005260:Female; D033062:Friends; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D012574:Schools; D012649:Self Concept; D012934:Social Isolation; D012938:Social Perception; D012944:Social Support; D011795:Surveys and Questionnaires