Department of Special Education, University of Thessaly, Argonafton & Filellinon, 38221, Volos, Greece,
J Autism Dev Disord. 2014 Aug;44(8):1867-85. doi: 10.1007/s10803-014-2059-0.
This study aimed to measure the effects of contact with integrated students with autism spectrum disorders (ASD) on the knowledge, attitudes and empathy of children (n = 224) from grades 4-6. A comparison group of children (n = 251) who had no contact with classmates with ASD was also included. All participants completed self-report instruments. The implementation of multilevel modeling and moderation analysis indicated significant effects on all dependent variables as well as differences across gender and grades. Implications are discussed regarding the role of contact on peers' conceptions of autism and their attitudes towards children with ASD within inclusionary settings.
本研究旨在测量与自闭症谱系障碍（ASD）整合学生接触对 4-6 年级儿童（n=224）知识、态度和同理心的影响。还包括一个没有与 ASD 同学接触的对照组儿童（n=251）。所有参与者都完成了自我报告的工具。多层次建模和调节分析的实施表明，所有因变量以及性别和年级之间的差异都有显著影响。讨论了在包容环境中，接触对同伴对自闭症的看法以及对 ASD 儿童的态度的作用。
