Social Network Changes Over the School Year Among Elementary School-Aged Children with and Without an Autism Spectrum Disorder

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: American Psychiatric Association.

Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71, 447–456.

Boutot, A. E., & Bryant, D. P. (2005). Social integration of students with autism in inclusive settings. Education and Training in Developmental Disabilities, 40, 14–23.

Cairns, R., & Cairns, B. (1994). Lifelines and risks: Pathways of youth in our time. New York: Cambridge University Press.

Cairns, R. B., Cairns, B. D., Neckerman, H. J., Gest, S. D., & Gariépy, J.-L. (1988). Social networks and aggressive behavior: Peer support or peer rejection? Developmental Psychology, 24, 815–823.

Carr, E. G., & Darcy, M. (1990). Setting generality of peer modeling in children with autism. Journal of Autism and Developmental Disorders, 20(1), 45–59.

Cartledge, G. (2005). Learning disabilities and social skills: Reflections. Learning Disability Quarterly, 28, 179–181.

Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37, 230–242.

Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T. W., & Rodkin, P. C. (2008). Peer groups, popularity, and social preference: Trajectories of social functioning among students with and without learning disabilities. Journal of Learning Disabilities, 41(1), 5–14.

Farmer, T. W., & Farmer, E. M. Z. (1996). Social relationships of students with exceptionalities in mainstream classrooms: Social networks and homophily. Exceptional Children, 62, 431–450.

Frederickson, N. L., & Furnham, A. F. (2001). The long-term stability of sociometric status classification: A longitudinal study of included pupils who have moderate learning difficulties and their mainstream peers. Journal of Child Psychology and Psychiatry and Allied Disciplines, 42, 581–592.

Gest, S. D., Graham-Bermann, S. A., & Hartup, W. W. (2001). Peer experience: Common and unique features of number of friendships, social network centrality, and sociometric status. Social Development, 10, 23–40.

Humphrey, N., & Symes, W. (2010a). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25, 77–91.

Humphrey, N., & Symes, W. (2010b). Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: A qualitative study. Journal of Research in Special Educational Needs, 10, 82–90.

Kasari, C., Locke, J., Gulsrud, A., & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without autism. Journal of Autism and Developmental Disorders, 41, 533–544.

Kasari, C., & Rotheram-Fuller, E. (2007). Peer relationships of children with autism: Challenges and interventions. In E. Hollander & E. Anagnostou (Eds.), Clinical manual for the treatment of autism (pp. 235–257). Washington, DC: American Psychiatric Publishing, Inc.

Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry,. doi: 10.1111/j.1469-7610.2011.02493.x .

Locke, J., Ishijima, E., Kasari, C., & London, N. (2010). Loneliness, friendship quality, and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10, 74–81.

MacMillan, D. L., Gresham, F. M., & Forness, S. R. (1996). Full inclusion: An empirical perspective. Behavioral Disorders, 21, 145–159.

Mayeux, L., Bellmore, A., & Cillessen, A. (2007). Predicting changes in adjustment using repeated measures of sociometric status. The Journal of Genetic Psychology, 168(4), 401–424.

Ochs, E., Kremer-Sadlik, T., Solomon, O., & Sirota, K. G. (2001). Inclusion as social practice: Views of children with autism. Social Development, 10(3), 399–419.

Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers’ relationships with included students with autism. Journal of Autism and Developmental Disorders, 33(2), 123–130.

Rodkin, P. C., Farmer, T. W., Van Acker, R., Pearl, R., Thompson, J. H., & Fedora, P. (2006). Who do students with mild disabilities nominate as cool in inclusive general education classrooms? Journal of School Psychology, 44, 67–84.

Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Grade related changes in the social inclusion of children with autism in general education classrooms. Journal of Child Psychology and Psychiatry, 51, 1227–1234.

Sale, P., & Carey, D. M. (1995). The sociometric status of students with disabilities in a full-inclusion school. Exceptional Children, 62(1), 6–19.

San Miguel, S., Forness, S., & Kavale, K. A. (1996). Social skills deficits in learning disabilities: The psychiatric comorbidity hypothesis. Learning Disability Quarterly, 19, 252–261.

Tantam, T. (2000). Psychological disorder in adolescents and adults with Asperger syndrome. Autism, 4, 47–62.

Webster, A. A., & Carter, M. (2007). Social relationships and friendships of children with developmental disabilities: Implications for inclusive settings. A systematic review. Journal of Intellectual and Developmental Disability, 32, 200–213.