Wainscot et al. How do students 57 students aged Semi-structured interview Students with AS/HFA had (2008) with AS/HFA between 11-18 years (55 at the end of the school social interactions the school day, in male, 2 female) (30 day Students with AS/HFA and out of class? AS/HFA, 27 controls) Participants wore preferred to spend recess do students pedometers for the day to and lunch in quiet areas with AS/HFA spend track physical activity with adult supervision recess and lunch? Students with AS/HFA How much do reported having students with friends, and were more AS/HFA enjoy likely to be bullied lessons and school, Students with AS/HFA and is this reflected were less physically active in attendance? Students with AS/HFA had How do students good attendence with AS/HFA perceive their friendships, and do they feel they are bullied?
Wainscot et al. (2008) How do students with AS/HFA the school day, in and out of class? do students with AS/HFA spend recess and lunch? How much do students with AS/HFA enjoy lessons and school, and is this reflected in attendance? How do students with AS/HFA perceive their friendships, and do they feel they are bullied? 57 students aged between 11-18 years (55 male, 2 female) (30 AS/HFA, 27 controls) Semi-structured interview at the end of the school day Participants wore pedometers for the day to track physical activity Students with AS/HFA had social interactions Students with AS/HFA preferred to spend recess and lunch in quiet areas with adult supervision Students with AS/HFA reported having friends, and were more likely to be bullied Students with AS/HFA were less physically active Students with AS/HFA had good attendence
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