caa a22 4500 463251210 CHVBK 20180405153340.0 cr unu---uuuuu 170326e20070201xx s 000 0 eng 10.1007/s10803-006-0164-4 doi (NATIONALLICENCE)springer-10.1007/s10803-006-0164-4 Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms [Elektronische Daten] [Brandt Chamberlain, Connie Kasari, Erin Rotheram-Fuller] Including children with autism in regular classrooms has become prevalent; yet some evidence suggests such placements could increase the risk of isolation and rejection. In this study, we used social network methods to explore the involvement of children with autism in typical classrooms. Participants were 398 children (196 boys) in regular 2nd through 5th grade classes, including 17 children (14 boys) with high functioning autism or Asperger's syndrome. Children reported on friendship qualities, peer acceptance, loneliness, and classroom social networks. Despite involvement in networks, children with autism experienced lower centrality, acceptance, companionship, and reciprocity; yet they did not report greater loneliness. Future research is needed to help children with autism move from the periphery to more effective engagement with peers. Springer Science+Business Media, Inc., 2006 Autism nationallicence Social networks nationallicence Peer acceptance nationallicence Friendship nationallicence Loneliness nationallicence Chamberlain Brandt Graduate School of Education and Information Studies, University of California, Los Angeles, P.O. Box 951521, 90095-1521, Los Angeles, CA, USA aut Kasari Connie Graduate School of Education and Information Studies, University of California, Los Angeles, P.O. Box 951521, 90095-1521, Los Angeles, CA, USA aut Rotheram-Fuller Erin Graduate School of Education and Information Studies, University of California, Los Angeles, P.O. Box 951521, 90095-1521, Los Angeles, CA, USA aut Journal of Autism and Developmental Disorders Kluwer Academic Publishers-Plenum Publishers; http://www.springer-ny.com 37/2(2007-02-01), 230-242 0162-3257 37:2<230 2007 37 10803 https://doi.org/10.1007/s10803-006-0164-4 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10803-006-0164-4 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Chamberlain Brandt Graduate School of Education and Information Studies, University of California, Los Angeles, P.O. Box 951521, 90095-1521, Los Angeles, CA, USA aut NATIONALLICENCE 700 1- Kasari Connie Graduate School of Education and Information Studies, University of California, Los Angeles, P.O. Box 951521, 90095-1521, Los Angeles, CA, USA aut NATIONALLICENCE 700 1- Rotheram-Fuller Erin Graduate School of Education and Information Studies, University of California, Los Angeles, P.O. Box 951521, 90095-1521, Los Angeles, CA, USA aut NATIONALLICENCE 773 0- Journal of Autism and Developmental Disorders Kluwer Academic Publishers-Plenum Publishers; http://www.springer-ny.com 37/2(2007-02-01), 230-242 0162-3257 37:2<230 2007 37 10803 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer