title: Social networks and friendships at school: comparing children with and without ASD.
abstract: 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.
authors.affiliation: Semel Institute, University of California Los Angeles, 68-268, Los Angeles, CA 90095, USA. kasari@gseis.ucla.edu
authors.forename: Connie
authors.initials: C
authors.lastname: Kasari
authors.forename: Jill
authors.initials: J
authors.lastname: Locke
authors.forename: Amanda
authors.initials: A
authors.lastname: Gulsrud
authors.forename: Erin
authors.initials: E
authors.lastname: Rotheram-Fuller
mesh_terms: D002648:Child; D002659:Child Development Disorders, Pervasive / Q000523:psychology*; D005260:Female; D033062:Friends / Q000523:psychology*; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D010988:Play and Playthings; D012574:Schools; D012919:Social Behavior; D012931:Social Environment; D011795:Surveys and Questionnaires