An Examination of the Social Relationships of High School Students with Autism in General Education Settings Using Peer Nomination Methods

Despite considerable research on school social experiences among younger children with autism spectrum disorder (ASD), little is known about the classroom social relationships of high school students with ASD without intellectual disability. Additional research in this area is necessary to refine an...

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Bibliographic Details
Published in:School mental health 2020-03, Vol.12 (1), p.88-98
Main Authors: Matthews, Nicole L., Rotheram-Fuller, Erin, Orr, Beatriz C., Warriner, Katrina, DeCarlo, Mary, Kogan, Jessica, Smith, Christopher J.
Format: Article
Language:English
Subjects:
Adolescents
Attention Deficit Hyperactivity Disorder
Autism
Behavioral Science and Psychology
Child and School Psychology
Clinical Psychology
Control Groups
Developmental Psychology
Education
Elementary School Students
Friendship
High School Students
Inclusion
Interpersonal Competence
Nominations
Original Paper
Peer Acceptance
Peer Relationship
Pervasive Developmental Disorders
Psychology
Social networks
Sociometric Techniques
Student Attitudes
Students with Disabilities
Teenagers
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Summary:Despite considerable research on school social experiences among younger children with autism spectrum disorder (ASD), little is known about the classroom social relationships of high school students with ASD without intellectual disability. Additional research in this area is necessary to refine and develop social skills interventions and outcome measures of social success for this age group. The current study compared peer nomination variables between 10 high school students with ASD and randomly selected gender-matched samples of their general education classmates at three time points over two academic years. All students attended schools in the Southwestern USA. Across all three time points, students with ASD were less accepted by their peers compared to their general education classmates. Among participants with ASD, social difficulties appeared to be most pervasive at the third time point. Findings suggest that some of the difficulties associated with establishing peer relationships documented among children and young adolescents with ASD are also present during high school. Feasibility of peer nomination methods in high school settings is discussed. Findings have implications for researchers, school psychologists, educators, and stakeholders, including individuals with ASD and their parents.
ISSN:1866-2625
1866-2633
DOI:10.1007/s12310-019-09330-4