Peer and Teacher-Selected Peer Buddies for Adolescents With Autism Spectrum Disorders: The Role of Social, Emotional, and Mentalizing Abilities

ABSTRACT

This study examined mentalizing abilities, social behavior, and social impact of adolescents who expressed the willingness to become peer buddies for adolescents with Autism Spectrum Disorders, and adolescents selected by their teachers and peers. Twenty-seven teachers and 395 adolescents from public high schools completed mentalizing abilities, social status, behavioral, and peer buddy nomination measures. Findings suggest that social status and preference play a significant role in the selection of peer buddies by both teachers and classmates. Furthermore, more advanced Theory of Mind (ToM) abilities and the engagement in prosocial behaviors differentiated peers selected as buddies from other classmates. When compared with nonparticipating students, adolescents who expressed willingness to participate were more often girls, and were more prosocial. Agreement between teacher and peer nominations of best peer was moderate.

Keywords:

• Autism Spectrum Disorders
• mentalizing abilities
• peer mediated intervention
• peer nominations
• teacher nominations

Author Notes

Fiorenzo Laghi is an associate professor of developmental psychology and a director of Master in Autism Spectrum Disorders at the Sapienza, University of Rome. His current research interests are protective and risk factors in the identity development, social use of the theory of mind, and peer-mediated intervention for adolescents with ASDs.

Francesca Federico is an assistant professor of developmental psychology at Sapienza, University of Rome. Her current research interests are social cognition and typical and atypical development.

Antonia Lonigro is a clinical psychologist and PhD in developmental psychology. Her current research interests are social use of the theory of mind in school-aged children and children's socioemotional development.

Simona Levanto is a coordinator of specialized assistants for adolescents with ASDs at ITA G. Garibaldi.

Maurizio Ferraro is a president of Cooperativa G. Garibaldi that is composed by adolescents with ASDs and their parents.

Emma Baumgartner is a full professor of developmental psychology at the Sapienza, University of Rome. Her current research interests are children's socioemotional development, self-regulation, and emotional reactivity.

Roberto Baiocco is an associate professor of developmental psychology at the Sapienza, University of Rome. His current research interests are sexual orientation, gender identity, and personality development.

Acknowledgments

Special thanks to the adolescents who were involved in this study and to the Principals and the teachers of the high schools in Rome where the participants were recruited. The authors also thank Dr. Robert Brumarescu, Dr. Benedetta Contu, Dr. Federica Costigliola, Dr. Jacopo Cultrera, Dr. Silvia Fratini, Dr. Graziana Marziano, Dr. Manuel Michienzi, Dr. Barbara Pecci, and Dr. Giuliana Sansone for invaluable assistance, and providing various research supports for peer buddies' recruitment.