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首页> 外文期刊>School Mental Health >Social Network Changes Over the School Year Among Elementary School-Aged Children with and Without an Autism Spectrum Disorder
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Social Network Changes Over the School Year Among Elementary School-Aged Children with and Without an Autism Spectrum Disorder

机译：学龄期有和没有自闭症谱系障碍的学龄儿童的社交网络变化

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摘要

This study examined the stability of children’s social networks and friendship features over one academic school year. Differences in the social network salience between typically developing children, children with an autism spectrum disorder (ASD), and children with a non-ASD disability were explored. As a whole, social network salience increased for all students across the school year; however, children in the upper grades had higher social network salience as the school year progressed than those in the younger grades. Compared to children with a non-ASD disability and typically developing children, children with ASD had significantly lower social network salience and received significantly fewer friendship nominations and more non-preferred nominations across the school year. While these data suggest that children’s social networks and patterns of peer relationships are relatively stable over time, school-based interventions that foster social development and peer engagement are still needed for children with ASD.
机译：这项研究调查了在一学年内儿童社交网络的稳定性和友谊特征。研究了典型的发育中儿童，患有自闭症谱系障碍（ASD）的儿童和患有非ASD残疾的儿童之间的社交网络显着性差异。总体而言，整个学年中所有学生的社交网络显着性有所提高;但是，随着学年的发展，高年级的孩子比低年级的孩子具有更高的社交网络显着性。与非ASD残疾儿童（通常是发育中的儿童）相比，ASD儿童在整个学年内的社交网络显着性显着降低，获得的友谊提名和非优先提名明显减少。尽管这些数据表明，随着时间的流逝，儿童的社交网络和同伴关系的模式相对稳定，但ASD儿童仍需要基于学校的干预措施，以促进社会发展和同伴参与。

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