His inner-self must be good

An ethnographic-vignette study of social interactions between children with autism spectrum disorder and typically developing peers

Dados Bibliográficos

ID2937682
AutoresH Yi (0000-0003-4724-5235, Saw Swee Hock School of Public Health, National University of Singapore and National University Health System, Singapore, autor correspondente), Queenie K Y Siu (0009-0006-1387-3531, Department of Clinical Psychology, Pamela Youde Nethersole Eastern Hospital, Hospital Authority, Chai Wan, Hong Kong SAR)
Ano2021
Volume38
Fascículo1
Páginas232-255
Data de publicação2021-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Social and Personal Relationships (JOURNAL)
Identificadores do periódicoISSN: 0265-4075 • E-ISSN: 1460-3608
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/0265407520959456
OpenAlexW3088370552
IdiomaEN
Citações recebidas5
Referências citadas72

Children with autism spectrum disorder (ASD) can benefit from greater social integration through positive peer relationships. The study aimed to understand children's views toward autism as well as experiences of interactions between children with ASD and typically developing (TD) peers. After ethnographic observations in a mainstream primary school educating diverse students, interviews were conducted with 10 students with ASD and ten of their TD peers using open-ended and vignette questions about three hypothetical scenarios set in varied contexts: a classroom, a birthday party, and a public setting. Narrative analysis focused on how the children constructed their experiences in response to these vignettes. Children with ASD frequently experienced isolation in peer interactions. While their TD peers favored interactions with those with ASD, believing that their behaviors of concern are extrinsic and their intentions must be good, their lack of understanding of ASD and of social skills that could be used to facilitate more positive interactions could result in unintended harm and exclusion. Early school-based intervention would assist in increasing the acceptance of neurodevelopmental differences and diversity

Autism · Autism spectrum disorder · Developmental psychology · Harm · Intervention (counseling · Mainstream · Narrative · Set (abstract data type · Typically developing · Vignette · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Family and Disability Support Research · Psychology · Social Psychology