Involvement or isolation? The social networks of children with autism in regular classrooms
Involvement or isolation? The social networks of children with autism in regular classrooms
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DOI：
10.1007/s10803-006-0164-4
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发表时间：
2007-02-01
影响因子：
3.9
通讯作者：
Rotheram-Fuller, Erin
中科院分区：
文献类型：
--
作者：
Chamberlain, Brandt;Kasari, Connie;Rotheram-Fuller, Erin
将自闭症儿童纳入普通课堂已变得普遍；但一些证据表明，这种安置可能会增加孤立和拒绝的风险。在这项研究中，我们使用社交网络方法来探索自闭症儿童在典型课堂中的参与情况。参与者为 398 名二年级至五年级普通班儿童（196 名男孩），其中包括 17 名患有高功能自闭症或阿斯伯格综合症的儿童（14 名男孩）。孩子们报告了友谊品质、同伴接受度、孤独感和课堂社交网络。尽管参与网络，自闭症儿童的中心性、接受度、陪伴和互惠程度较低；但他们并没有表示更加孤独。未来的研究需要帮助自闭症儿童从边缘化走向与同龄人更有效的接触。
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.