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document
Exploring the social impact of being a typical peer model for included children with autism spectrum disorder . 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 .
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Intervention_Educational
typical peer model
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Intervention_Educational
social skills intervention
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Intervention_Educational
interventions
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Intervention_Educational
Peer models
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Outcome_Other
social impact
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Outcome_Other
social impact
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Outcome_Other
social networks
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Outcome_Mental
higher social network centrality , received friendships , friendship quality , and less loneliness
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Outcome_Mental
strong and positive role
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Participant_Condition
autism spectrum disorder
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Participant_Condition
autism spectrum disorder ( ASD )
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Participant_Sample-size
60
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Participant_Age
elementary-aged children
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Participant_Condition
ASD