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.

Student voices on social exclusion in general primary schools

“…they want to be alone or play by themselves). This is in line with a study by Kasari et al (2011), where students with autism spectrum conditions preferred to isolate themselves or were ignored by their peers. The social inclusion of students with SEBD could thus benefit from support in learning how to play with peers during breaks.…”

Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review

“…For example, given that social difficulties are likely to become more apparent as children enter adolescence and social groupings become more complex (Locke et al 2010), it is questionable whether bullying would decrease with age in ASC, as found in the general bullying research field. Only three studies have explored this, with inconsistent findings (Little 2002;Reid and Batten 2006;Kasari et al 2011). Behaviour difficulties are also associated with being the victim of bullying in the broader literature, and children with ASC are recognised as having aboveaverage levels of such problems (Macintosh and Dissanayake 2006).…”

Mutual Liking, Enjoyment, and Shared Interactions in the Closest Relationships between Children with Developmental Disabilities and Peers in Inclusive School Settings

“…For example, friendship scales such as those developed by Parker and Asher (1993) and Bukowski et al (1994) have been used to describe the characteristics of friendships on the assumption that the relationship exists (Chamberlain, et al, 2007;Kasari, Locke, Gulsrud, & Rotheram-Fuller, 2011;Kuo, Orsmond, Cohn, & Coster, 2011;Wiener & Schneider, 2002;Wiener & Tardif, 2004). The assumption that nomination equates to actual friendship in typically developing children may well be reasonable.…”