His inner-self must be good

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

Datos 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 de correspondencia), Queenie K Y Siu (0009-0006-1387-3531, Department of Clinical Psychology, Pamela Youde Nethersole Eastern Hospital, Hospital Authority, Chai Wan, Hong Kong SAR)
Año2021
Volumen38
Número1
Páginas232-255
Fecha de publicación2021-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Social and Personal Relationships (JOURNAL)
Identificadores de la revistaISSN: 0265-4075 • E-ISSN: 1460-3608
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0265407520959456
OpenAlexW3088370552
IdiomaEN
Citas recibidas5
Referencias 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