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Journal of Autism and Developmental Disorders
Gepubliceerd in:

01-09-2017 | Original Paper

The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms

Auteurs: Jing Chen, Tzu-Jung Lin, Laura Justice, Brook Sawyer

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2019

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Abstract

Interaction with peers is an important contributor to young children’s social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children’s peer interactions in inclusive classrooms and their relations with children’s disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers’ report of children’s social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children’s play and conflict networks were segregated by children’s disability status.
vorige artikel Impaired Recognition of Basic Emotions from Facial Expressions in Young People with Autism Spectrum Disorder: Assessing the Importance of Expression Intensity
volgende artikel The Therapeutic Relationship as Predictor of Change in Music Therapy with Young Children with Autism Spectrum Disorder
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Metagegevens
Titel
The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms
Auteurs
Jing Chen
Tzu-Jung Lin
Laura Justice
Brook Sawyer
Publicatiedatum
01-09-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 7/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-017-3272-4

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