Abstract
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.
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Acknowledgments
This work was supported by a Research Training Grant from the Spencer Foundation, a Training Fellowship and grant 1U54MH068172 from the National Institute of Mental Health. The authors would like to thank the children who participated and their families, as well as participating teachers, principals, and inclusion facilitators. Kristen Robertson provided valuable assistance with data collection and analysis. The authors also wish to thank Robert M. Hodapp, Alison L. Bailey, and B. J. Freeman for their suggestions and advice during the planning and implementation of this study.
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Chamberlain, B., Kasari, C. & Rotheram-Fuller, E. Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms. J Autism Dev Disord 37, 230–242 (2007). https://doi.org/10.1007/s10803-006-0164-4
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DOI: https://doi.org/10.1007/s10803-006-0164-4