Department of Psychology, Goldsmiths College, University of London, London, UK.
J Autism Dev Disord. 2010 Sep;40(9):1094-103. doi: 10.1007/s10803-010-0957-3.
This study examined differential profiles of behavioural characteristics predictive of successful inclusion in mainstream education for children with autism spectrum disorders (ASD) and comparison students. Multiple regression analyses using behavioural ratings from parents, teachers and peers found some evidence for differential profiles predicting peer acceptance and rejection. High levels of peer-rated shyness significantly predicted social rejection in comparison students only. Parent-rated prosocial behaviour also differentially predicted social acceptance; high-levels of prosocial behaviour predicted acceptance in comparison students, but low-levels were predictive for students with ASD. These findings suggest that schools may seek to augment traditional social skills programmes with awareness raising about ASD among mainstream pupils to utilise peers' apparent willingness to discount characteristics such as 'shyness'.
本研究考察了预测自闭症谱系障碍（ASD）儿童和对照学生成功融入主流教育的行为特征的差异模式。使用来自家长、教师和同伴的行为评定进行的多元回归分析发现，一些预测同伴接受和拒绝的差异模式的证据。高同伴评定的害羞水平显著仅预测比较学生的社交拒绝。父母评定的亲社会行为也不同地预测社会接受；高水平的亲社会行为预测比较学生的接受，但低水平的亲社会行为预测 ASD 学生。这些发现表明，学校可能会寻求在主流学生中提高对 ASD 的认识，以增加传统的社交技能计划，以利用同伴们明显愿意忽视“害羞”等特征。
