School of Medicine, Center for Mental Health Policy and Services Research, University of Pennsylvania, Philadelphia, PA, USA.
J Autism Dev Disord. 2012 Sep;42(9):1895-905. doi: 10.1007/s10803-011-1437-0.
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.
本研究考察了作为自闭症谱系障碍（ASD）儿童社交技能干预一部分的典型同伴榜样的社会影响。参与者来自一项随机对照治疗试验，该试验考察了针对干预措施对 60 名学龄期 ASD 儿童社交网络的影响。结果表明，典型同伴榜样的社交网络中心度更高，获得了友谊、友谊质量，孤独感更低。与非同伴榜样相比，同伴榜样在基线和退出时也更有可能与 ASD 儿童建立联系。这些结果表明，典型同伴可以与 ASD 儿童以及其他同学建立社交联系，并在课堂上保持强大而积极的角色。
