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Social Characteristics of Students with Autism Spectrum Disorders Across Classroom Settings

Social Characteristics of Students with Autism Spectrum Disorders Across Classroom Settings

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Title: Social Characteristics of Students with Autism Spectrum Disorders Across Classroom Settings
Author: Lyons, Jennifer
Cappadocia, M. Catherine
Weiss, Jonathan A.
Abstract: Social Characteristics of Students with autism spectrum disorders across Classroom Settings The current study examined the differences in social characteristics between students with autism spectrum disorders (ASD) primarily educated in full inclusion and non full inclusion classrooms. One hundred and forty six parents of children with ASD completed a questionnaire regarding the social experiences of their child. Results indicate that after controlling for severity of disability and age, higher social competence was related to placement in full inclusion classrooms. Regression analyses indicate that ASD severity predicted social competence and quality of friendships, and age and problem behaviour predicted the number of friends outside school. Implications for future studies are discussed.
Subject: autism spectrum disorder
social development
friendships
classroom
Type: Article
Rights: Reprinted with permission from the Journal on Developmental Disabilities, year, vol. 17, no. 1, pages 77-82. Attribution-NonCommercial-NoDerivs 2.5 Canada
http://oadd.org/wp-content/uploads/2011/01/41009_JoDD_17-1_77-82_Lyons_et_al.pdf
http://oadd.org/
http://creativecommons.org/licenses/by-nc-nd/2.5/ca/
URI: http://hdl.handle.net/10315/33012
Published: Journal on Developmental Disabilities
Citation: Lyons, J., Cappadocia, M. C., & Weiss, J. A. (2011). Social characteristics of students with autism spectrum disorders across various classroom settings. Journal on Developmental Disabilities, 17(1), 77-82.
Date: 2011

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Reprinted with permission from the Journal on Developmental Disabilities, year, vol. 17, no. 1, pages 77-82. Except where otherwise noted, this item's license is described as Reprinted with permission from the Journal on Developmental Disabilities, year, vol. 17, no. 1, pages 77-82.