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

Authors

    • School of Medicine, Center for Mental Health Policy and Services ResearchUniversity of Pennsylvania
    • Center for Autism ResearchChildren’s Hospital of Philadelphia
  • Erin Rotheram-Fuller
    • Temple University
  • Connie Kasari
    • Graduate School of Education and Information StudiesUniversity of California
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

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.

Keywords

Peer modelsAutismSocial networks

Copyright information

© Springer Science+Business Media, LLC 2012