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Propinquity as a Barrier to Friendsh...

Williams, Belinda Lynette.

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Propinquity as a Barrier to Friendship Development for Children with Autism.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Propinquity as a Barrier to Friendship Development for Children with Autism./
作者:	Williams, Belinda Lynette.
面頁冊數:	47 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3722640
ISBN:	9781339048536

Propinquity as a Barrier to Friendship Development for Children with Autism.
Williams, Belinda Lynette.

Propinquity as a Barrier to Friendship Development for Children with Autism. - 47 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 2015.

Background. Children with autism spectrum disorders (ASD) often have difficulty establishing and maintaining friendships with peers. For highly verbal children with ASD in mainstream academic settings, these social difficulties may be exacerbated for those who also do not attend their neighborhood school. Propinquity, or proximity to peers, has been explored as a barrier for friendship development for typical children, but has not been extensively researched for children with ASD. This current study explores propinquity as distance from home to school as a potential barrier to friendship development for highly verbal children with ASD in mainstream classrooms.

ISBN: 9781339048536Subjects--Topical Terms:

516693
Special education.

Propinquity as a Barrier to Friendship Development for Children with Autism.
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100 1 $a Williams, Belinda Lynette. $3 2097893
245 1 0 $a Propinquity as a Barrier to Friendship Development for Children with Autism.
300 $a 47 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Adviser: Connie L. Kasari.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2015.
520 $a Background. Children with autism spectrum disorders (ASD) often have difficulty establishing and maintaining friendships with peers. For highly verbal children with ASD in mainstream academic settings, these social difficulties may be exacerbated for those who also do not attend their neighborhood school. Propinquity, or proximity to peers, has been explored as a barrier for friendship development for typical children, but has not been extensively researched for children with ASD. This current study explores propinquity as distance from home to school as a potential barrier to friendship development for highly verbal children with ASD in mainstream classrooms.
520 $a Methods. This study employs a mixed methods to design to explore the complexities of friendship development for children with ASD within their school environment. Correlations are used to explore associations between distance from home to school and observed peer engagement and social connections with classmates. Qualitative data is collected via a semi-structured interview to explore parent perceptions of the impact of propinquity on friendship development for their children with ASD.
520 $a Results. Quantitatively, associations between distance, peer engagement, social connections, and social rejections were not significant within the sample. Despite no differences in friendships, social nominations were significantly different for children who lived closer to school. Among parents, 5 central themes in regards to barriers for friendship development emerged: propinquity, attempts at social exposure, common social problems within ASD, siblings as a protective factor, and parent networks.
520 $a Discussion. This study used mixed methods to better understand the complexities of friendship development in children with ASD in their school environment. While it was hypothesized that one barrier to developing friendships might be attending a non-neighborhood school, this association was not strong in the sample. Findings might have been impacted by the lack of reported friendships overall and because most children in the sample did live close to their school. Both the quantitative and qualitative data suggested there were more significant challenges for children with ASD in developing friendships.
520 $a Keywords: autism spectrum disorders, propinquity, peer engagement, social connections, parent networks.
590 $a School code: 0031.
650 4 $a Special education. $3 516693
650 4 $a Speech therapy. $3 520446
650 4 $a Developmental psychology. $3 516948
650 4 $a Educational sociology. $3 519608
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710 2 $a University of California, Los Angeles. $b Education 0249. $3 2036364
773 0 $t Dissertation Abstracts International $g 77-02A(E).
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791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3722640