María Valcárcel Jiménez, Melike Yumus, Tina Schiele, Anna Mues, Frank Niklas
Preschool emergent literacy skills as predictors of reading and spelling in Grade 2 and the role of migration background in Germany
Journal of experimental child psychology
children autism spectrum disorders asd increasingly included general education classrooms effort improve social involvement seventynine children asd 79 randomly selected gendermatched peers 886 male 75 early k1 middle 2nd3rd late 4th5th elementary classrooms across 30 schools completed social network surveys examining childs reciprocal friendships peer rejection acceptance social involvement across grade levels peers less frequently reciprocated friendships children asd students matched sample children asd likely rejected peers less accepted fewer reciprocal friendships matched peers grade level although 481 children asd involved social networks classrooms children asd likely isolated peripheral social relationships within classroom across grade levels difference even dramatic later elementary grades inclusive classrooms children asd involved peers social relationships half time appear even less connected increasing grade level promoting children asds skills popular activities share peers early childhood may key preventive intervention protect social relationships late elementary school grades