Journal of Autism and Developmental Disorders

, Volume 42, Issue 9, pp 1895–1905

Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder

Original Paper

DOI: 10.1007/s10803-011-1437-0

Cite this article as:
Locke, J., Rotheram-Fuller, E. & Kasari, C. J Autism Dev Disord (2012) 42: 1895. doi:10.1007/s10803-011-1437-0


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.


Peer modelsAutismSocial networks

Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  • Jill Locke
    • 1
    • 4
    • 5
  • Erin Rotheram-Fuller
    • 2
  • Connie Kasari
    • 3
  1. 1.School of Medicine, Center for Mental Health Policy and Services ResearchUniversity of PennsylvaniaPhiladelphiaUSA
  2. 2.Temple UniversityPhiladelphiaUSA
  3. 3.Graduate School of Education and Information StudiesUniversity of CaliforniaLos AngelesUSA
  4. 4.Center for Autism ResearchChildren’s Hospital of PhiladelphiaPhiladelphiaUSA
  5. 5.PhiladelphiaUSA