Exploring the social impact of being a typical peer model for included children with autism spectrum disorder

Jill Locke, Erin Rotheram-Fuller, Connie Kasari

Research output: Contribution to journalArticle

33 Scopus citations

Abstract

This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD. Results demonstrated that typical peer models had higher social network centrality, received friendships, friendship quality, and less loneliness than non-peer models. Peer models were also more likely to be connected with children with ASD than non-peer models at baseline and exit. These results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom.

Original languageEnglish (US)
Pages (from-to)1895-1905
Number of pages11
JournalJournal of Autism and Developmental Disorders
Volume42
Issue number9
DOIs
StatePublished - Sep 1 2012
Externally publishedYes

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Keywords

  • Autism
  • Peer models
  • Social networks

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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