Relationships with peers and use of the school environment of mainstream secondary school pupils with Asperger Syndrome (high-functioning autism): a case-control study

• Autores: Jennifer J. Wainscot, Paul Naylor, Paul Sutcliffe, Digby Tantam, Jenna V. Williams
• Localización: International journal of psychology and psychological therapy, ISSN 1577-7057, Vol. 8, Nº. 1, 2008, págs. 25-38
• Idioma: inglés
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• Resumen

  • This study is of the in-school social relationships with peers of mainstream secondary school pupils with Asperger syndrome/high-functioning autism (AS/HFA) and of matched controls. Fifty-seven pupils participated in the study (30 with AS/HFA and 27 controls), ranging from school years 7-13 (age 11-18 years). By comparison with controls, pupils with AS/HFA engaged in fewer social interactions during the school day, both in and out of lessons, spent break and lunch times inside in quieter more closely adult supervised areas of the school, reported having fewer friends, were less physically active, were more likely to be the targets of bullying but had equally good school attendance records.

    Implications for further research are discussed.