Relationship between the social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms
Main Article Content
Abstract
Researchers claim that a lack of social skills might be the main reason why pupils with special educational needs (SEN) in inclusive classrooms often experience difficulties in social participation. However, studies that support this assumption are scarce, and none include pupils with intellectual disability (ID). This article seeks to make an important contribution to this discussion. The social skills and social participation of pupils with ID and their typically developing (TD) peers in 38 general education classrooms were assessed with multidimensional instruments. The analyses indicate that the majority of pupils with ID were not popular but were socially accepted and had friends. Additionally, no significant relationship was found between social skills and the social participation of pupils with ID, although such pupils had lower levels of social skills compared with their TD peers. Thus, it appears that pupils with ID do not require high levels of social skills to be befriended or accepted by classmates. In contrast, social skills were associated with popularity and social acceptance within the group of TD pupils. In fact, popular TD pupils had the highest level of social skills. These findings support the assumption that in addition to low levels of social skills, there must be other mechanisms that influence the social participation of pupils with an ID in inclusive classrooms.
Article Details
How to Cite
Garrote, A. (2017). Relationship between the social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms. Frontline Learning Research, 5(1), 1–15. https://doi.org/10.14786/flr.v5i1.266
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References
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Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153–162. doi:10.1177/07419325070280030401
Borgatti, S. P., Everett, M. G., & Freeman, S. F. (2002). UCINET 6 for Windows: Software for Social Network Analysis. Natick: Analytic Technologies, Inc.
Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2013). Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 17(1), 60–79. doi:10.1080/13603116.2011.580464
Camargo, S., Rispoli, M., Ganz, J., Hong, E., Davis, H., & Mason, R. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Developmental Disorders, 44(9), 2096-2116. doi:10.1007/s10803-014-2060-7
Chang, L. (2004). The role of classroom norms in contextualizing the relations of children's social behaviors to peer acceptance. Developmental Psychology, 40(5), 691–702.
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. doi:10.1177/0022219407310993
Fabes, R. A., Martin, C. L., & Hanish, L. D. (2009). Children's behaviors and interactions with peers. In K. H. Rubin, W. M. Bukowski, & B. P. Laursen (Eds.), Social, emotional, and personality development in context. Handbook of peer interactions, relationships, and groups (pp. 45–62). New York: Guilford Press.
Feldman, R., Carter, E. W., Asmus, J., & Brock, M. E. (2015). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82(2), 192–208. doi:10.1177/0014402915585481
Festinger, L. (1957). A theory of cognitive dissonance. Stanford, California: Stanford University Press.
Frederickson, N., & Turner, J. (2003). Utilizing the classroom peer group to adress children's social needs: An evaluation of the circle of friends intervention approach. The Journal of Special Education, 36(4), 234–245.
Frostad, P., Mjaavatn, P. E., & Pijl, S. J. (2011). The stability of social relations among adolescents with special educational needs (SEN) in regular schools in Norway. London Review of Education, 9(1), 83–94. doi:10.1080/14748460.2011.550438
Frostad, P., & Pijl, S. J. (2007). Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22(1), 15–30. doi:10.1080/08856250601082224
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Martinez, E. A. (2002). Preliminary evidence on the social standing of students with learning disabilities in PALS and no–PALS classrooms. Learning Disabilities Research & Practice, 17(4), 205–215. doi:10.1111/1540-5826.00046
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(1), 23–40. doi:10.1111/1467-9507.00146
Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology, 41(4), 235–284. doi:10.1016/S0022-4405(03)00048-7
Goldstein, H., English, K., Shafer, K., & Kaczmarek, L. (1997). Interaction among preschoolers with and without disabilities: effects of across-the-day peer intervention. Journal of Speech, Language & Hearing Research, 40(1), 33–48. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=1998076502&site=ehost-live
Gresham, F. M., & MacMillan, D. L. (1997). Social competence and affective characteristics of students with mild disabilities. Review of Educational Research, 67(4), 377–415. Retrieved from http://www.jstor.org/stable/1170514
Groeben, M., Perren, S., Stadelmann, S., & Klitzing, K. (2011). Emotional symptoms from kindergarten to middle childhood: Associations with self- and other-oriented social skills. European Child & Adolescent Psychiatry, 20(1), 3-15. doi:10.1007/s00787-010-0139-z
Grütter, J., Meyer, B., & Glenz, A. (2015). Sozialer Ausschluss in Integrationsklassen: Ansichtssache? Psychologie in Erziehung und Unterricht, 62(1), 65. doi:10.2378/peu2015.art05d
Henricsson, L., & Rydell, A.-M. (2006). Children with behaviour problems: The influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of school. Infant and Child Development, 15(4), 347–366. doi:10.1002/icd.448
Huber, C. (2006). Soziale Integration in der Schule?!: Eine empirische Untersuchung zur sozialen Integration von Schülern mit sonderpädagogischem Förderbedarf im Gemeinsamen Unterricht. Marburg: Tectum-Verlag.
Huber, C., & Wilbert, J. (2012). Soziale Ausgrenzung von Schülern mit sonderpädagogischem Förderbedarf und niedrigen Schulleistungen im gemeinsamen Unterricht. Empirische Sonderpädagogik, (2), 147–165.
Huisman, M., & Steglich, C. (2008). Treatment of non-response in longitudinal network studies. Social Networks, 30(4), 297–308. doi:10.1016/j.socnet.2008.04.004
Hymel, S., Vaillancourt, T., McDougall, P., & Renshaw, P. (2004). Peer acceptance and rejection in childhood. In P. K. Smith & C. H. Hart (Eds.), Blackwell handbook of childhood social development. Oxford, UK: Blackwell Publishing Ltd.
Jacques, N., Wilton, K., & Townsend, M. (1998). Cooperative learning and social acceptance of children with mild intellectual disability. Journal of Intellectual Disability Research, 42(1), 29–36. doi:10.1046/j.1365-2788.1998.00098.x
Kamps, D., Royer, J., Dugan, E., Kravits, T., Gonzalez-Lopez, A., Garcia, J., . . . Garrison Kane, L. (2002). Peer training to facilitate social interaction for elementary students with autism and theirs peers. Council for Exceptional Children, 68(2), 173–187.
Kavale, K. A., & Forness, S. R. (1996). Social skill deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29(3), 226–237. doi:10.1177/002221949602900301
Koster, M., Nakken, H., Pijl, S. J., & van Houten, E. (2009). Being part of the peer group: A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 13(2), 117–140. doi:10.1080/13603110701284680
Koster, M., Pijl, S. J., Nakken, H., & van Houten, E. (2010). Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability, Development and Education, 57(1), 59–75. doi:10.1080/10349120903537905
Krull, J., Wilbert, J., & Hennemann, T. (2014). Soziale Ausgrenzung von Erstklässlerinnen und Erstklässlern mit sonderpädagogischem Förderbedarf im Gemeinsamen Unterricht. Empirische Sonderpädagogik, 6(1), 59–75.
Malti, T., & Perren, S. (Eds.). (2016). Soziale Kompetenz bei Kindern und Jugendlichen: Entwicklungsprozesse und Förderungsmöglichkeiten (2nd ed.). Stuttgart: Kohlhammer.
Monchy, M. de, Pijl, S. J., & Zandberg, T. (2004). Discrepancies in judging social inclusion and bullying of pupils with behaviour problems. European Journal of Special Needs Education, 19(3), 317–330. doi:10.1080/0885625042000262488
Murray, C., & Greenberg, M. T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. The Journal of Special Education, 39(4), 220–233. doi:10.1177/00224669060390040301
Nepi, L. D., Fioravanti, J., Nannini, P., & Peru, A. (2015). Social acceptance and the choosing of favourite classmates: a comparison between students with special educational needs and typically developing students in a context of full inclusion. British Journal of Special Education, n/a. doi:10.1111/1467-8578.12096
Nesdale, D. (2011). Social groups and children's intergroup prejudice: Just how influential are social group norms? Anales de Psicología, 27(3), 600–610. Retrieved from http://revistas.um.es/analesps/article/view/135091
Perren, S., Argention-Groeben, M., Stadelmann, S., & Klitzing, K. von. (2016). Selbst- und fremdbezogene soziale Kompetenzen: Auswirkungen auf das emotionale Befinden. In T. Malti & S. Perren (Eds.), Soziale Kompetenz bei Kindern und Jugendlichen. Entwicklungsprozesse und Förderungsmöglichkeiten (2nd ed., pp. 91–110). Stuttgart: Kohlhammer.
Perren, S., Forrester-Knauss, C., & Alsaker, F. D. (2012). Self- and other-oriented social skills: Differential associations with children’s mental health and bullying roles. Journal for Educational Research Online / Journal für Bildungsforschung Online; Vol 4, No 1 (2012): Assessment and development of social competence, (1), 99–123. Retrieved from http://www.j-e-r-o.com/index.php/jero/article/view/306
Pijl, S. J., & Frostad, P. (2010). Peer acceptance and self‐concept of students with disabilities in regular education. European Journal of Special Needs Education, 25(1), 93–105. doi:10.1080/08856250903450947
Pijl, S. J., Frostad, P., & Flem, A. (2008). The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research, 52(4), 387–405. doi:10.1080/00313830802184558
Robins, G., Pattison, P., & Woolcock, J. (2004). Missing data in networks: exponential random graph (p∗) models for networks with non-respondents. Social Networks, 26(3), 257–283. doi:10.1016/j.socnet.2004.05.001
Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6(1), 111–135. doi:10.1111/j.1467-9507.1997.tb00097.x
Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, 51(11), 1227–1234. doi:10.1111/j.1469-7610.2010.02289.x
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), Handbook of child psychology (6th ed., pp. 571–645). Hoboken, N.J: John Wiley & Sons.
Ruijs, N. M., & Peetsma, T. T. D. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67–79. doi:10.1016/j.edurev.2009.02.002
Schwab, S. (2015). Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria. Research in Developmental Disabilities, 43-44, 72–79. doi:10.1016/j.ridd.2015.06.005
Schwab, S., Gebhardt, M., Krammer, M., & Gasteiger-Klicpera, B. (2015). Linking self-rated social inclusion to social behaviour. An empirical study of students with and without special education needs in secondary schools. European Journal of Special Needs Education, 30(1), 1–14. doi:10.1080/08856257.2014.933550
Sebanc, A. M. (2003). The friendship features of preschool children: Links with prosocial behavior and aggression. Social Development, 12(2), 249–268. doi:10.1111/1467-9507.00232
United Nations (2006). Convention on the rights of persons with disabilities and optional protocol. New York: United Nations.
Whalon, K. J., Conroy, M. A., Martinez, J. R., & Werch, B. L. (2015). School-based peer-related social competence interventions for children with autism spectrum disorder: A meta-analysis and descriptive review of single case research design studies. Journal of Autism and Developmental Disorders, 45(6), 1513–1531. doi:10.1007/s10803-015-2373-1
Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153–162. doi:10.1177/07419325070280030401
Borgatti, S. P., Everett, M. G., & Freeman, S. F. (2002). UCINET 6 for Windows: Software for Social Network Analysis. Natick: Analytic Technologies, Inc.
Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2013). Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 17(1), 60–79. doi:10.1080/13603116.2011.580464
Camargo, S., Rispoli, M., Ganz, J., Hong, E., Davis, H., & Mason, R. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Developmental Disorders, 44(9), 2096-2116. doi:10.1007/s10803-014-2060-7
Chang, L. (2004). The role of classroom norms in contextualizing the relations of children's social behaviors to peer acceptance. Developmental Psychology, 40(5), 691–702.
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. doi:10.1177/0022219407310993
Fabes, R. A., Martin, C. L., & Hanish, L. D. (2009). Children's behaviors and interactions with peers. In K. H. Rubin, W. M. Bukowski, & B. P. Laursen (Eds.), Social, emotional, and personality development in context. Handbook of peer interactions, relationships, and groups (pp. 45–62). New York: Guilford Press.
Feldman, R., Carter, E. W., Asmus, J., & Brock, M. E. (2015). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82(2), 192–208. doi:10.1177/0014402915585481
Festinger, L. (1957). A theory of cognitive dissonance. Stanford, California: Stanford University Press.
Frederickson, N., & Turner, J. (2003). Utilizing the classroom peer group to adress children's social needs: An evaluation of the circle of friends intervention approach. The Journal of Special Education, 36(4), 234–245.
Frostad, P., Mjaavatn, P. E., & Pijl, S. J. (2011). The stability of social relations among adolescents with special educational needs (SEN) in regular schools in Norway. London Review of Education, 9(1), 83–94. doi:10.1080/14748460.2011.550438
Frostad, P., & Pijl, S. J. (2007). Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22(1), 15–30. doi:10.1080/08856250601082224
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Martinez, E. A. (2002). Preliminary evidence on the social standing of students with learning disabilities in PALS and no–PALS classrooms. Learning Disabilities Research & Practice, 17(4), 205–215. doi:10.1111/1540-5826.00046
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(1), 23–40. doi:10.1111/1467-9507.00146
Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology, 41(4), 235–284. doi:10.1016/S0022-4405(03)00048-7
Goldstein, H., English, K., Shafer, K., & Kaczmarek, L. (1997). Interaction among preschoolers with and without disabilities: effects of across-the-day peer intervention. Journal of Speech, Language & Hearing Research, 40(1), 33–48. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=1998076502&site=ehost-live
Gresham, F. M., & MacMillan, D. L. (1997). Social competence and affective characteristics of students with mild disabilities. Review of Educational Research, 67(4), 377–415. Retrieved from http://www.jstor.org/stable/1170514
Groeben, M., Perren, S., Stadelmann, S., & Klitzing, K. (2011). Emotional symptoms from kindergarten to middle childhood: Associations with self- and other-oriented social skills. European Child & Adolescent Psychiatry, 20(1), 3-15. doi:10.1007/s00787-010-0139-z
Grütter, J., Meyer, B., & Glenz, A. (2015). Sozialer Ausschluss in Integrationsklassen: Ansichtssache? Psychologie in Erziehung und Unterricht, 62(1), 65. doi:10.2378/peu2015.art05d
Henricsson, L., & Rydell, A.-M. (2006). Children with behaviour problems: The influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of school. Infant and Child Development, 15(4), 347–366. doi:10.1002/icd.448
Huber, C. (2006). Soziale Integration in der Schule?!: Eine empirische Untersuchung zur sozialen Integration von Schülern mit sonderpädagogischem Förderbedarf im Gemeinsamen Unterricht. Marburg: Tectum-Verlag.
Huber, C., & Wilbert, J. (2012). Soziale Ausgrenzung von Schülern mit sonderpädagogischem Förderbedarf und niedrigen Schulleistungen im gemeinsamen Unterricht. Empirische Sonderpädagogik, (2), 147–165.
Huisman, M., & Steglich, C. (2008). Treatment of non-response in longitudinal network studies. Social Networks, 30(4), 297–308. doi:10.1016/j.socnet.2008.04.004
Hymel, S., Vaillancourt, T., McDougall, P., & Renshaw, P. (2004). Peer acceptance and rejection in childhood. In P. K. Smith & C. H. Hart (Eds.), Blackwell handbook of childhood social development. Oxford, UK: Blackwell Publishing Ltd.
Jacques, N., Wilton, K., & Townsend, M. (1998). Cooperative learning and social acceptance of children with mild intellectual disability. Journal of Intellectual Disability Research, 42(1), 29–36. doi:10.1046/j.1365-2788.1998.00098.x
Kamps, D., Royer, J., Dugan, E., Kravits, T., Gonzalez-Lopez, A., Garcia, J., . . . Garrison Kane, L. (2002). Peer training to facilitate social interaction for elementary students with autism and theirs peers. Council for Exceptional Children, 68(2), 173–187.
Kavale, K. A., & Forness, S. R. (1996). Social skill deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29(3), 226–237. doi:10.1177/002221949602900301
Koster, M., Nakken, H., Pijl, S. J., & van Houten, E. (2009). Being part of the peer group: A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 13(2), 117–140. doi:10.1080/13603110701284680
Koster, M., Pijl, S. J., Nakken, H., & van Houten, E. (2010). Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability, Development and Education, 57(1), 59–75. doi:10.1080/10349120903537905
Krull, J., Wilbert, J., & Hennemann, T. (2014). Soziale Ausgrenzung von Erstklässlerinnen und Erstklässlern mit sonderpädagogischem Förderbedarf im Gemeinsamen Unterricht. Empirische Sonderpädagogik, 6(1), 59–75.
Malti, T., & Perren, S. (Eds.). (2016). Soziale Kompetenz bei Kindern und Jugendlichen: Entwicklungsprozesse und Förderungsmöglichkeiten (2nd ed.). Stuttgart: Kohlhammer.
Monchy, M. de, Pijl, S. J., & Zandberg, T. (2004). Discrepancies in judging social inclusion and bullying of pupils with behaviour problems. European Journal of Special Needs Education, 19(3), 317–330. doi:10.1080/0885625042000262488
Murray, C., & Greenberg, M. T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. The Journal of Special Education, 39(4), 220–233. doi:10.1177/00224669060390040301
Nepi, L. D., Fioravanti, J., Nannini, P., & Peru, A. (2015). Social acceptance and the choosing of favourite classmates: a comparison between students with special educational needs and typically developing students in a context of full inclusion. British Journal of Special Education, n/a. doi:10.1111/1467-8578.12096
Nesdale, D. (2011). Social groups and children's intergroup prejudice: Just how influential are social group norms? Anales de Psicología, 27(3), 600–610. Retrieved from http://revistas.um.es/analesps/article/view/135091
Perren, S., Argention-Groeben, M., Stadelmann, S., & Klitzing, K. von. (2016). Selbst- und fremdbezogene soziale Kompetenzen: Auswirkungen auf das emotionale Befinden. In T. Malti & S. Perren (Eds.), Soziale Kompetenz bei Kindern und Jugendlichen. Entwicklungsprozesse und Förderungsmöglichkeiten (2nd ed., pp. 91–110). Stuttgart: Kohlhammer.
Perren, S., Forrester-Knauss, C., & Alsaker, F. D. (2012). Self- and other-oriented social skills: Differential associations with children’s mental health and bullying roles. Journal for Educational Research Online / Journal für Bildungsforschung Online; Vol 4, No 1 (2012): Assessment and development of social competence, (1), 99–123. Retrieved from http://www.j-e-r-o.com/index.php/jero/article/view/306
Pijl, S. J., & Frostad, P. (2010). Peer acceptance and self‐concept of students with disabilities in regular education. European Journal of Special Needs Education, 25(1), 93–105. doi:10.1080/08856250903450947
Pijl, S. J., Frostad, P., & Flem, A. (2008). The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research, 52(4), 387–405. doi:10.1080/00313830802184558
Robins, G., Pattison, P., & Woolcock, J. (2004). Missing data in networks: exponential random graph (p∗) models for networks with non-respondents. Social Networks, 26(3), 257–283. doi:10.1016/j.socnet.2004.05.001
Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6(1), 111–135. doi:10.1111/j.1467-9507.1997.tb00097.x
Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, 51(11), 1227–1234. doi:10.1111/j.1469-7610.2010.02289.x
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), Handbook of child psychology (6th ed., pp. 571–645). Hoboken, N.J: John Wiley & Sons.
Ruijs, N. M., & Peetsma, T. T. D. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67–79. doi:10.1016/j.edurev.2009.02.002
Schwab, S. (2015). Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria. Research in Developmental Disabilities, 43-44, 72–79. doi:10.1016/j.ridd.2015.06.005
Schwab, S., Gebhardt, M., Krammer, M., & Gasteiger-Klicpera, B. (2015). Linking self-rated social inclusion to social behaviour. An empirical study of students with and without special education needs in secondary schools. European Journal of Special Needs Education, 30(1), 1–14. doi:10.1080/08856257.2014.933550
Sebanc, A. M. (2003). The friendship features of preschool children: Links with prosocial behavior and aggression. Social Development, 12(2), 249–268. doi:10.1111/1467-9507.00232
United Nations (2006). Convention on the rights of persons with disabilities and optional protocol. New York: United Nations.
Whalon, K. J., Conroy, M. A., Martinez, J. R., & Werch, B. L. (2015). School-based peer-related social competence interventions for children with autism spectrum disorder: A meta-analysis and descriptive review of single case research design studies. Journal of Autism and Developmental Disorders, 45(6), 1513–1531. doi:10.1007/s10803-015-2373-1