Bottema-Beutel Kristen, Li Zhushan
Department of Teacher Education, Special Education, and Curriculum & Instruction, Lynch School of Education, Boston College, 140 Commonwealth Ave., Chestnut Hill, MA, 02467, USA,
J Autism Dev Disord. 2015 Jun;45(6):1873-86. doi: 10.1007/s10803-014-2348-7.
Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed.
患有自闭症谱系障碍的青少年往往无法参与关键的同伴社交活动。本研究考察了发育正常的青少年如何根据残疾状况评估不接纳同伴的决定，以及他们为这些决定所给出的理由。采用临床访谈方法来引出在四种情境下的判断和理由。我们发现，与公共情境相比，青少年更有可能认为在个人情境中不接纳同伴是可以接受的。通过逻辑回归分析，我们发现，与家庭、实验室小组和足球训练情境相比，青少年更有可能给出道德理由来解释为何在课堂情境中不接纳同伴是可以接受的。文中还讨论了干预的意义。
