Social networks and friendships at school

Comparing children with and without ASD

Connie Kasari, Jill Locke, Amanda Gulsrud, Erin Rotheram-Fuller

Research output: Contribution to journalArticle

161 Citations (Scopus)

Abstract

Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success.

Original languageEnglish (US)
Pages (from-to)533-544
Number of pages12
JournalJournal of Autism and Developmental Disorders
Volume41
Issue number5
DOIs
StatePublished - May 2011
Externally publishedYes

Fingerprint

Social Support
Social Behavior
Education

Keywords

  • Friendships
  • Playground observations
  • Social networks
  • Social skills

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Social networks and friendships at school : Comparing children with and without ASD. / Kasari, Connie; Locke, Jill; Gulsrud, Amanda; Rotheram-Fuller, Erin.

In: Journal of Autism and Developmental Disorders, Vol. 41, No. 5, 05.2011, p. 533-544.

Research output: Contribution to journalArticle

@article{7da509dffdef4d6986681338228d4636,
title = "Social networks and friendships at school: Comparing children with and without ASD",
abstract = "Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success.",
keywords = "Friendships, Playground observations, Social networks, Social skills",
author = "Connie Kasari and Jill Locke and Amanda Gulsrud and Erin Rotheram-Fuller",
year = "2011",
month = "5",
doi = "10.1007/s10803-010-1076-x",
language = "English (US)",
volume = "41",
pages = "533--544",
journal = "Journal of Autism and Developmental Disorders",
issn = "0162-3257",
publisher = "Springer New York",
number = "5",

}

TY - JOUR

T1 - Social networks and friendships at school

T2 - Comparing children with and without ASD

AU - Kasari, Connie

AU - Locke, Jill

AU - Gulsrud, Amanda

AU - Rotheram-Fuller, Erin

PY - 2011/5

Y1 - 2011/5

N2 - Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success.

AB - Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success.

KW - Friendships

KW - Playground observations

KW - Social networks

KW - Social skills

UR - http://www.scopus.com/inward/record.url?scp=79955693915&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79955693915&partnerID=8YFLogxK

U2 - 10.1007/s10803-010-1076-x

DO - 10.1007/s10803-010-1076-x

M3 - Article

VL - 41

SP - 533

EP - 544

JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

SN - 0162-3257

IS - 5

ER -