Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms.
Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms.
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DOI：
10.1177/1362361315603568
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发表时间：
2016-08
期刊：
影响因子：
--
通讯作者：
AIR-B Network
中科院分区：
文献类型：
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作者：
Anderson A;Locke J;Kretzmann M;Kasari C;AIR-B Network
虽然自闭症谱系障碍的儿童经常被纳入主流课堂，但与正常发育的儿童相比，他们的社交网络如何变化，以及预测这种变化的因素是否可能是独特的，目前尚不清楚。本研究使用社会网络分析确定并比较了患有和不患有自闭症谱系障碍的儿童的社会联系预测因素。参与者包括182名自闭症谱系障碍儿童和152名非自闭症谱系障碍儿童，年龄在152个普通教育K-5教室中，年龄在5-12岁之间。一般线性模型被用来比较年龄、教室规模、性别、基线连接、诊断和智商如何预测社会连接（亲密度）的变化。性别和教室规模在预测自闭症谱系障碍儿童的最终社会连接和连接变化方面具有独特的相互作用;被安置在较大教室的男孩显示出社会网络碎片化增加。当男孩被安排在较大的教室时，这种分散性增加，在典型的发展中男孩中没有看到。这些结果对安置，干预目标和持续的学校支持，旨在增加自闭症谱系障碍儿童在公立学校的社会成功的影响。
Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12 years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools.