Exploring interpersonal and environmental factors of autistic adolescents' peer engagement in integrated education.

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  • Author(s): Chen YL;Chen YL; Schneider M; Schneider M; Schneider M; Patten K; Patten K
  • Source:
    Autism : the international journal of research and practice [Autism] 2022 Jul; Vol. 26 (5), pp. 1255-1266. Date of Electronic Publication: 2021 Sep 18.
  • Publication Type:
    Journal Article; Research Support, U.S. Gov't, Non-P.H.S.
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Sage Publications In Association With The National Autistic Society Country of Publication: England NLM ID: 9713494 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1461-7005 (Electronic) Linking ISSN: 13623613 NLM ISO Abbreviation: Autism Subsets: MEDLINE
    • Publication Information:
      Publication: London : Sage Publications In Association With The National Autistic Society
      Original Publication: London ; Thousand Oaks, CA : Sage Publications in association with the National Autistic Society, c1997-
    • Subject Terms:
      Autism Spectrum Disorder* ; Autistic Disorder* ; Interpersonal Relations*; Adolescent ; Humans ; Peer Group ; Schools
    • Abstract:
      Lay Abstract: Peer engagement is essential but often challenging for autistic students in integrated education, especially for adolescents. Although peer engagement is bidirectional and context-dependent, research has largely focused on individual characteristics rather than the interpersonal and environmental factors affecting peer engagement. This mixed-methods study examined peer interactions over a school year among 17 adolescents (seven were autistic) in an inclusive school club at a public middle school in the Northeastern United States. The study began with a quantitative phase identifying sessions in which each student was socially engaged with peers more or less often than usual for them. We then qualitatively compared the social interactions and contexts between sessions where each participant experienced high and low peer engagement. Thematic analysis revealed four themes regarding contextual supports and barriers to autistic peer engagement: (1) peer engagement is a participatory process where a student and their peer(s) navigate mutual understanding, shaped by both student and peer social characteristics, openness, and involvement; (2) student-peer synchronicity, such as shared interests or compatibility of social styles, was essential to autistic peer engagement; (3) peer engagement can be supported by activities facilitating joint engagement and exploration of mutual interests; (4) classroom interventions emphasizing strengths can support peer engagement, while normative behavioral standards without peer education on individual differences and diversity can perpetuate peers' negative perceptions of autistic difficulties. The findings have implications for better inclusive practice to support autistic social participation by modifying the peer environments, activities, and classroom interventions.
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    • Contributed Indexing:
      Keywords: adolescents; double empathy problem; education services; environmental factors; inclusion; inclusive education; interpersonal factors; peer engagement; social cognition and social behavior; social participation
    • Publication Date:
      Date Created: 20210920 Date Completed: 20220729 Latest Revision: 20220812
    • Publication Date:
      20231215
    • Accession Number:
      PMC9340126
    • Accession Number:
      10.1177/13623613211046158
    • Accession Number:
      34541934