The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms

Jing, Chen; Lin, Tzu‐Jung; Justice, Laura M.; Sawyer, Brook E.

doi:10.1007/s10803-017-3272-4

Cited by 57 publications

(51 citation statements)

References 70 publications

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“…The edge effect predicts the tendency for children to form ties in the network, which is included by default in every ERGM. Triangle-closing and multiple two-path effects represent different types of triangle shapes (see Chen et al, 2017;Robins, Lewis, & Wang, 2012). A positive effect of triangle-closing and a negative effect of multiple two-path altogether represent how likely children tend to expand their social networks (Papachristos, Hureau, & Braga, 2013).…”

Section: Exponential Random Graph Models (Ergms)mentioning

confidence: 99%

“…A recent study employing social network analysis examined the social networks of children with disabilities in ECSE classrooms featuring a 50:50 ratio of children with disabilities and typical peers (Chen, Lin, Justice, & Sawyer, ). Teacher report of each child's typical peer interactions within the ECSE setting indicated that children with disabilities had significantly smaller play networks relative to their typically developing classmates.…”

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confidence: 99%

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Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs

et al. 2018

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This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (Mage = 52.42 months, SD = 6.27) from 56 ECSE inclusive classrooms. Results of social network analysis showed that children with DLD had significantly smaller peer social networks and were more likely to be isolated. Children tended to interact with peers with the same DLD status. These effects of children's DLD status were above and beyond the effects of children's social pragmatics skills.

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Section: Exponential Random Graph Models (Ergms)mentioning

confidence: 99%

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confidence: 99%

Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs

et al. 2018

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“…Children's classrooms networks have been explored through expert coding (Schaefer et al, 2010) and teacher reports of peer preference (Chen, Lin, Justice, & Sawyer, 2017), but not through objective measures of affiliation. We illustrate construction of a classroom network based on each child's time in social contact with every other child.…”

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confidence: 99%

Continuous measurement of dynamic classroom social interactions

Messinger

Prince

Min

et al. 2019

International Journal of Behavioral Development

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Human observations can only capture a portion of ongoing classroom social activity, and are not ideal for understanding how children’s interactions are spatially structured. Here we demonstrate how social interaction can be investigated by modeling automated continuous measurements of children’s location and movement using a commercial system based on radio frequency identification. Continuous location data were obtained from 16 five-year-olds observed during three 1-h classroom free play observations. Illustrative coordinate mapping indicated that boys and girls tended to cluster in different physical locations in the classroom, but there was no suggestion of gender differences in children’s velocity (i.e., speed of movement). To detect social interaction, we present the radial distribution function, an index of when children were in social contact at greater than chance levels. Rank-order plots indicated that children were in social contact tens to hundreds of times more with some peers than others. We illustrate the use of social ties (higher than average levels of social contact) to visualize the classroom network. Analysis of the network suggests that transitivity is a potential lens through which to examine male, female, and mixed-sex cliques. The illustrative findings suggest the validity of the new measurement approach by re-examining well-established gender segregation findings from a new perspective.

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“…Social network data also allow developmental psychologists to identify peer groups and ask how peer group norms are associated with child and adolescent behavior (e.g., Birkett & Espelage, 2015). Additionally, social network data allow developmental psychologists to understand what predicts the presence of a positive (e.g., play) or negative (e.g., conflict) relationship between children or adolescents (e.g., Chen, Lin, Justice, & Sawyer, 2019). Finally, social network data allow developmental psychologists to longitudinally explore peer selection and influence processes (e.g., does behavior affect the selection of peer relationships and/or do peer relationships influence behavior?…”

Section: Introductionmentioning

confidence: 99%

A systematic review of social network methods in high impact developmental psychology journals

Neal

2020

Social Development

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Although researchers have collected social network data to characterize childhood and adolescent relationships since the 1930s, an expansion of social network analytic techniques has led to the rapid growth of social network data collection in the field of developmental psychology. Despite this growth, reflection on social network methods in developmental psychology has not kept pace. This systematic review aims to understand how articles published in the most visible journals in developmental psychology have collected and analyzed social network data with the goal of critically evaluating these methods to move the field forward. Specifically, after screening 787 articles drawn from a systematic search of the 30 journals with the highest impact factors in developmental psychology, 201 empirical articles employing social network analysis were reviewed. Findings focus on where social network data are collected, who social network data are collected on, what types of social network relationships are collected, and how social network data are collected and analyzed. Review results are used to highlight potential gaps in social network methods as well as the implications of these gaps for understanding developmental processes and to identify recommendations for future social network studies in developmental psychology.

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The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms

Cited by 57 publications

References 70 publications

Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs

Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs

Continuous measurement of dynamic classroom social interactions

A systematic review of social network methods in high impact developmental psychology journals

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