Perceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports

Abstract

Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the Loneliness and Social Dissatisfaction Questionnaire (LSDQ; Cassidy and Asher in Child Dev 63:250-365, 1992), the majority of children reported friendships, yet a considerable proportion also reported social difficulties. Factor analysis of the abbreviated LSDQ identified three factors, which were significantly associated with parent- and teacher-reported variables. Regression analyses revealed parent-reported social skills deficits and teacher-reported conflict in the student-teacher relationship to be associated with child-reported loneliness. Implications for practice are discussed.

"I m Not Trained for This " And Other Barriers to Evidence-Based Social Skills Interventions for Elementary Students with High Functioning Autism in Inclusion

“…Cook et al (2017) found that several adolescent girls try to conceal their autism characteristics to make friends. Teacher-student conflicts were found to exacerbate feelings of loneliness in students with HFA (Zeedyk et al, 2016). According to Zeedyk et al (2016): "Teachers may not be aware of the degree to which their behaviours and attitudes toward children with ASD impact both what the child with ASD thinks about him/herself, and possibly how peers view him/her" (p. 446).…”

“…The lack of educator practice guidelines and training in teacher programs have contributed to the lack of implementation of appropriate interventions (Lauderdale-Litten & Brennan, 2018;Marder & Fraser, 2012). Regular education teachers have been singled out as the inclusion educators most likely to experience burnout (Boujut, Dean, Grouselle, & Cappe, 2016), most likely in need of training (Lauderdale-Litten & Brennan, 2018) and, yet, potentially, the most critical to fostering the student's sense of belonging (Zeedyk et al, 2016). Public schools face a multitude of challenges in implementing appropriate evidence-based interventions such as: lack of funding, lack of knowledge, lack of training, lack of support, and lack of time (Grindle et al, 2009;Miller, 2017;Owens et al, 2014).…”

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

“…A number of studies have demonstrated that students with disabilities, such as mild intellectual disabilities, learning disabilities, and autism in inclusive settings reported more loneliness and less satisfaction in peer relationships compared to their typically developing peers (Heiman & Margalit, 1998;Jobe & White, 2007;Pavri & Luftig, 2001;Pavri & Monda-Amaya, 2000;Valas, 1999;Williams & Asher, 1992). However, a limited number of studies have examined the relationships between loneliness and self-concept (Fujiki, Brinton, & Todd, 1996), loneliness and social skills (Zeedyk, Cohen, Eisenhower, & Blacher, 2015), and loneliness and problem behaviors (Howell, Hauser-Cram, & Kersh, 2007). Moreover, only a few studies in Turkey have investigated the academic achievements and social and behavioral characteristics of SEN students in inclusive classrooms (Girli, 2013;Kanay & Girli, 2008;Sucuoglu & Ozokcu, 2005), and no studies have focused on the relationship of loneliness with self-concept, social skills, or problem behaviors of children with special needs except one study examined the relationship between the loneliness and social status of SEN students (Bakkaloglu, 2010).…”

Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?

“…I flere studier rapporterer barn og ungdommer med autisme større grad av ensomhet enn sine jevnaldrende (Bauminger & Kasari, 2000;Bauminger et al, 2003;Lasgaard, Nielsen, Eriksen & Goossens, 2010;Locke et al, 2010;Zeedyk, Cohen, Eisenhower & Blacher, 2016). I intervju med ungdommer med autisme fant Locke et al (2010) at de ofte bedømte seg selv negativt med tanke på egenskaper de trodde var nødvendige i et vennskap (for eksempel: 'for å vaere en god venn må man vaere tålmodig'.…”