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dc.contributor.authorLyons, Jennifer
dc.contributor.authorCappadocia, M. Catherine
dc.contributor.authorWeiss, Jonathan A.
dc.date.accessioned2017-04-10T19:38:35Z
dc.date.available2017-04-10T19:38:35Z
dc.date.issued2011
dc.identifier.citationLyons, 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.
dc.identifier.urihttp://hdl.handle.net/10315/33012
dc.description.abstractSocial 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.en_US
dc.language.isoenen_US
dc.publisherJournal on Developmental Disabilitiesen_US
dc.rightsReprinted with permission from the Journal on Developmental Disabilities, year, vol. 17, no. 1, pages 77-82.en_US
dc.rightsAttribution-NonCommercial-NoDerivs 2.5 Canada*
dc.subjectautism spectrum disorderen_US
dc.subjectsocial developmenten_US
dc.subjectfriendshipsen_US
dc.subjectclassroomen_US
dc.titleSocial Characteristics of Students with Autism Spectrum Disorders Across Classroom Settings
dc.typeArticleen_US
dc.rights.publisherhttp://oadd.org/en_US
dc.rights.articlehttp://oadd.org/wp-content/uploads/2011/01/41009_JoDD_17-1_77-82_Lyons_et_al.pdf


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