Exploring the social impact of being a typical peer model for included children with autism spectrum disorder.
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.
School of Medicine, Center for Mental Health Policy and Services Research, University of Pennsylvania, Philadelphia, PA, USA. jlocke@upenn.edu
Jill
J
Locke
Erin
E
Rotheram-Fuller
Connie
C
Kasari
D002648:Child; D002659:Child Development Disorders, Pervasive / Q000523:psychology*; D004644:Emotions; D005260:Female; D033062:Friends; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D012574:Schools; D012919:Social Behavior; D013334:Students; D011795:Surveys and Questionnaires