The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD.
The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD.
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DOI：
10.1111/jcpp.12242
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发表时间：
2014-11
期刊：
影响因子：
--
通讯作者：
Harwood R
中科院分区：
文献类型：
--
作者：
Dean M;Kasari C;Shih W;Frankel F;Whitney R;Landa R;Lord C;Orlich F;King B;Harwood R
本研究探讨了高功能自闭症小学生的社会关系，重点是性别如何与社会偏好和接受，社会联系，互惠友谊和拒绝。同伴提名数据进行了分析，女孩和没有ASD（n=50）和男孩和没有ASD（n=50）。患有ASD的女孩和男孩在年龄，性别和智商方面相匹配。每个患有ASD的孩子都按照年龄和性别与一个典型的发展同学相匹配。与典型的发展人群一致，ASD儿童更喜欢，被同性朋友接受，主要与同性朋友交往。在提名和社会关系较少的情况下，患有ASD的女孩和男孩在社会上比同性对照组更相似。此外，患有ASD的女孩和男孩比他们通常发展的同龄人表现出更高的社会排斥率。然而，与ASD女孩相比，ASD男孩更明显地被社会排斥，ASD女孩似乎被忽视，而不是被拒绝。我们的数据表明，在学校自闭症儿童的社会关系中有一些有趣的发现。像典型的发展中人群一样，ASD儿童在社交和选择朋友时会认同自己的性别。但考虑到性别之间的社会差异，ASD女孩可能正在经历与ASD男孩不同的社会挑战。因此，性别是一个重要的环境因素时，考虑在学校规划社会技能干预。
This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Peer nomination data were analyzed for girls with and without ASD (n=50) and boys with and without ASD (n=50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school.
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