Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting
Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting
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DOI：
10.1111/j.1471-3802.2010.01148.x
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发表时间：
2010-06-01
影响因子：
1.5
通讯作者：
London, Nancy
中科院分区：
文献类型：
--
作者：
Locke, Jill;Ishijima, Eric H.;London, Nancy
根据定义，自闭症儿童的同伴关系很差，尽管年龄和能力。当儿童进入青春期时，社会问题通常会恶化，孤独和孤立的感觉可能会出现。因此，目前研究的首要目标是研究自闭症青少年及其典型发展（TD）同学的社会情感关系。参与者包括20名青少年，7名自闭症青少年和13名TD同学。所有的参与者都在洛杉矶地区的一所普通高中参加了戏剧班。结果表明，自闭症青少年经历了显着更多的孤独比他们的TD同学，有显着较差的友谊质量的陪伴和帮助，并有显着较低的社会网络地位比他们的TD同学。此外，92.4%的TD青少年有次要或核心的社会网络中心，这意味着这些青少年显着连接，并承认在他们的课堂社会结构，虽然71.4%的自闭症青少年要么孤立或外围在他们的课堂。这些研究结果表明，虽然纳入常规课堂可能会让自闭症青少年参与到他们的课堂社会结构，他们经历了更多的孤独，较差的友谊质量和社会网络状态相比，他们的同学。这些结果表明，也许，更密集的社会技能的干预，重点是友谊的发展是需要在青少年自闭症。
By definition, children with autism have poor peer relationships despite age and ability. When children enter adolescence, social problems typically worsen and feelings of loneliness and isolation may emerge. Thus, the overarching goal of the current study is to examine the social-emotional relationships of adolescents with autism and their typically developing (TD) classmates. Participants included 20 adolescents, 7 adolescents with autism and 13 TD classmates. All participants were enrolled in a drama class at a regular education high school in the Los Angeles area. Results indicate that adolescents with autism experienced significantly more loneliness than their TD classmates, had significantly poorer friendship quality in companionship and helpfulness, and had significantly lower social network status than their TD classmates. In addition, 92.4% of TD adolescents had secondary or nuclear social network centrality, which means that those adolescents were significantly connected and recognised in their classroom social structure although 71.4% of the adolescents with autism were either isolated or peripheral in their classroom. These findings imply that although inclusion in regular classrooms may allow adolescents with autism to be involved in the social structure of their classroom, they experienced more loneliness, poorer friendship quality and social network status as compared with their classmates. These results suggest that, perhaps, more intensive social skills' interventions that focus on friendship development are needed in adolescents with autism.