Center for Transdisciplinary Research in Education, University of Valladolid, Paseo de Belén, 1, 47011, Valladolid, Spain.
Department of Pedagogy, Faculty of Education, University of Valladolid, Campus Miguel Delibes. Paseo de Belén, 1, 47011, Valladolid, Spain.
J Autism Dev Disord. 2018 Sep;48(9):2980-2994. doi: 10.1007/s10803-018-3575-0.
This mixed-methods study examined differences in social interaction patterns between a school-age boy with autism and his friends, non-reciprocal friends, and non-friends during recess time at a mainstream school (third grade of elementary school). Through a combination of observational methodology and social network analysis with an idiographic, follow-up and multidimensional design approach, we used lag sequential and polar coordinate analysis to ascertain the associations between various interactive behaviors as a function of type of friendship relation. After 40 sessions, we found that the non-reciprocal friendship relations of the boy with autism could have significantly greater potential than his reciprocal friendships to increase active engagement and reduce the time he spent alone during recess.
本混合方法研究考察了一名自闭症学龄男童与其朋友、非互惠朋友和非朋友在主流学校（小学三年级）课间休息时的社交互动模式差异。通过结合观察方法和社会网络分析，采用个体、后续和多维设计方法，我们使用滞后序列和极坐标分析来确定各种互动行为与友谊关系类型之间的关联。经过 40 次会话后，我们发现自闭症男孩的非互惠友谊关系可能比互惠友谊关系更有潜力增加他的积极参与度，并减少他在课间休息时独处的时间。
