Knowledge of Autism and Attitudes of Children Towards Their Partially Integrated Peers with Autism Spectrum Disorders

被引：47

作者：

Mavropoulou, Sophia ^{[1
]}

Sideridis, Georgios D. ^{[2
]}

机构：

[1] Univ Thessaly, Dept Special Educ, Volos 38221, Greece

[2] Harvard Univ, Childrens Hosp, Clin Res Ctr, Sch Med, Boston, MA USA

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2014年 / 44卷 / 08期

关键词：

Autism; Peers; Partial integration; Knowledge; Attitudes; Empathy; COOPERATIVE LEARNING GROUPS; BEHAVIORAL INTENTIONS; STUDENTS ATTITUDES; GENERAL-EDUCATION; SEVERE DISABILITIES; EMPATHY; INCLUSION; PLACEMENT; QUESTIONNAIRE; STRATEGY;

D O I：

10.1007/s10803-014-2059-0

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

This study aimed to measure the effects of contact with integrated students with autism spectrum disorders (ASD) on the knowledge, attitudes and empathy of children (n = 224) from grades 4-6. A comparison group of children (n = 251) who had no contact with classmates with ASD was also included. All participants completed self-report instruments. The implementation of multilevel modeling and moderation analysis indicated significant effects on all dependent variables as well as differences across gender and grades. Implications are discussed regarding the role of contact on peers' conceptions of autism and their attitudes towards children with ASD within inclusionary settings.

引用

页码：1867 / 1885

页数：19

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