Characteristics of socially successful elementary school‐aged children with autism

Abstract

Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD.

Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

“…However, according to McClelland Cameron Ponitz, Messersmith, and Tominey (2010) social behaviours are organized into social competence, emotional competence, cognitive process, and self-regulation, because through these people can monitor their everyday lives and involvement in other activities that are Μπέλλα, Ευαγγελινού controlled forms of human interactions. Recent findings support view that there is a strong correlation between the difficulties which students with ASD face in terms of social skills and their s social isolation (El Achkar & Spence, 2015;Locke, Williams, Shih, & Kasari, 2017).…”

“…Recent findings support view that there is a strong correlation between the difficulties which students with ASD face in terms of social skills and their social isolation (El Achkar & Spence, 2015;Locke, Williams, Shih, & Kasari, 2017). These students do not perceive the power of communication, which directly or indirectly, can influence their behaviours and interactions in a social environment such as school.…”

Psychometric analysis of the repetitive behavior scale‐revised using confirmatory factor analysis in children with autism

“…An abbreviated IQ standard score was derived from the verbal and nonverbal routing tests of the SB‐5. The SB‐5 has been previously utilized in samples of children with ASD [e.g., Locke, Williams, Shih, & Kasari, ; MacDonald, Lord, & Ulrich, ; Samson, Hardan, Podell, Phillips, & Gross, ].…”

Experiências Acadêmicas de Estudantes Universitários com Transtornos do Espectro Autista: uma Análise Interpretativa dos Relatos

“…These factors corroborate the findings of this study, which focused on the difficulties with social interactions in Elementary School, remaining many of them until the higher level of education. However, the study conducted by Locke, Williams, Wendy, & Kasari (2017) highlighted that there are cases of children with ASD who are socially successful in schools (although most literature focuses on the other bias). Among the aspects that were associated with success in social relationships, the study mentioned the severity of symptoms and adult-mediated interaction, indicating the importance of specific interventions.…”