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


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.

SUBMITTER: Locke J 

PROVIDER: S-EPMC4188858 | biostudies-literature | 2012 Sep

REPOSITORIES: biostudies-literature

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

Locke Jill J   Rotheram-Fuller Erin E   Kasari Connie C  

Journal of autism and developmental disorders 20120901 9


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-pe  ...[more]

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