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Journal of Autism and Developmental Disorders
Gepubliceerd in:

01-02-2009 | Original Paper

Teachers’ Peer Buddy Selections for Children with Autism: Social Characteristics and Relationship with Peer Nominations

Auteurs: Jennie N. Jackson, Jonathan M. Campbell

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2009

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Abstract

We examined social and behavioral characteristics of children selected by their teachers to serve as peer buddies for a child with autism. Thirty-one general education teachers and 576 children from five public elementary schools completed social status, behavioral, and peer buddy nomination measures. When compared to non-selected students, teacher selected buddies were: (a) more often boys, (b) popular, and (c) viewed as prosocial leaders by their peers. Agreement between teacher and peer nominations of social status and behavioral characteristics ranged from low to high; agreement between teacher and peer selected buddies was moderate.
vorige artikel Pleiotropic Effects of Neurotransmission during Development: Modulators of Modularity
volgende artikel Validation of DSM-IV Model of Psychiatric Syndromes in Children with Autism Spectrum Disorders
Literatuur
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Metagegevens
Titel
Teachers’ Peer Buddy Selections for Children with Autism: Social Characteristics and Relationship with Peer Nominations
Auteurs
Jennie N. Jackson
Jonathan M. Campbell
Publicatiedatum
01-02-2009
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 2/2009
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-008-0623-1

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