Exploring the social impact of being a typical peer model for included children with autism spectrum disorder

Abstract

This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD. Results demonstrated that typical peer models had higher social network centrality, received friendships, friendship quality, and less loneliness than non-peer models. Peer models were also more likely to be connected with children with ASD than non-peer models at baseline and exit. These results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom.

Trial registration: ClinicalTrials.gov NCT00095420.

Figures

Figure 1. Sample social network map at baseline and exit of a classroom that received the peer-mediated treatment. ID numbers circled and starred denote children with ASD and ID numbers bolded in rectangular boxes denote peer models. The child’s ID is denoted by a letter and a number (i.e. H8), the number in parentheses next to the ID (e.g. H8 (7)) is that child’s individual centrality, and the number inside the clusters are the child’s group centrality (e.g. 7 for child H8)

Figure 2. Social network centrality classifications for peer models and non-peer models at baseline and exit