Quality of Reciprocated Friendships of Students with Special Educational Needs in Mainstream Seventh Grade

REFERENCES

• Baird, G., Simonoff, E., Pickles, A., Chandler, S., Loucas, T., Meldrum, D., (2006). Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: The Special Needs and Autism Project (SNAP). The Lancet, 368, 210–215. doi:10.1016/S0140-6736(06)69041-7.
   PubMed Web of Science ®Google Scholar
• Bauminger, N. & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71, 447–456. doi:0009-3920/2000/7102-0014.
   PubMed Web of Science ®Google Scholar
• Bauminger, N., Shulman, C., & Agam, G. (2004). The link between perceptions of self and of social relationships in high-functioning children with autism. Journal of Developmental and Physical Disabilities, 16, 193–214. doi:10.1023/B:JODD.0000026616.24896.c8.
   Web of Science ®Google Scholar
• Bauminger, N., Solomon, M., Aviezer, A., Heung, K., Gazit, L., Brown, J., (2008a). Children with autism and their friends: A multidimensional study of friendship in high-functioning autism spectrum disorder. Journal of Abnormal Child Psychology, 36, 135–150. doi:10.1007/s10802-007-9156-x.
   PubMed Web of Science ®Google Scholar
• Bauminger, N., Solomon, M., Aviezer, A., Heung, K., Brown, J., & Rogers, S. J. (2008b). Friendship in high-functioning children with Autism Spectrum Disorder: Mixed and non-mixed dyads. Journal of Autism and Developmental Disorders, 38, 1211–1229. doi:10.1007/s10803-007-0501-2.
   PubMed Web of Science ®Google Scholar
• Bauminger, N., Solomon, M., & Rogers, S. J. (2010). Predicting friendship quality in Autism Spectrum Disorders and typical development. Journal of Autism and Developmental Disorders, 40, 751–761. doi:10.1007/s10803-009-0928-8.
   PubMed Web of Science ®Google Scholar
• Berndt, T. J. & McCandless, M. A. (2009). Methods for investigating children's relationships with friends. In K. H. Rubin (Series Ed.), W. M. Bukowski, & B. Laursen (Vol. Eds.), Social, emotional, and personality development in context: Handbook of peer interactions, relationships, and groups (pp. 63–81). New York: The Guilford Press.
   Google Scholar
• Bowker, A. (2004). Predicting friendship stability during early adolescence. The Journal of Early Adolescence, 24, 85–112. doi:10.1177/0272431603262666.
   Web of Science ®Google Scholar
• Brendgen, M., Little, T. D., & Krappmann, L. (2000). Rejected children and their friends: A shard evaluation of friendship quality? Merrill-Palmer Quarterly, 46, 45–70.
   Web of Science ®Google Scholar
• Brown, B. B. & Klute, C. (2003). Friendships, cliques, and crowds. In G. R. Adams, & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 330–349). Malden, MA: Blackwell.
   Google Scholar
• Bukowski, W. M., Motzoi, C., & Meyer, F. (2009). Friendship as process, function, and outcome. In K. H. Rubin (Series Ed.), W. M. Bukowski, & B. Laursen (Vol. Eds.), Social, emotional, and personality development in context: Handbook of peer interactions, relationships, and groups (pp. 217–232). New York: The Guilford Press.
   Google Scholar
• Chamberlain, B., Kasari, C., & Rotherham-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37, 230–242. doi:10.1007/s10803-006-0164-4.
   PubMed Web of Science ®Google Scholar
• Chambers, S. M. & Kay, R. W. (1992). Research on social integration: What are the problems? International Journal of Disability, Development and Education, 39, 47–59. doi:10.1080/0156655920390106.
   Google Scholar
• Chan, A. & Poulin, F. (2007). Monthly changes in the composition of friendship networks in early adolescence. Merrill-Palmer Quarterly-Journal of Developmental Psychology, 53, 578–602. doi:10.1353/mpq.2008.0000.
   Web of Science ®Google Scholar
• Crick, N. R. & Ladd, G. W. (1989). Nominator attrition: Does it affect the accuracy of children's sociometric classifications? Merrill-Palmer Quarterly, 35, 197–207.
   Web of Science ®Google Scholar
• Degirmencioglu, S. M., Urberg, K. A., Tolson, J. M., & Richard, P. (1998). Adolescent friendship networks: Continuity and change of the school year. Merrill-Palmer Quarterly—Journal of Developmental Psychology, 44, 313–337.
   Web of Science ®Google Scholar
• 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, 83–94. doi:10.1080/14748460.2011.550438.
   Google Scholar
• Gifford-Smith, M. E. & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology, 41, 235–284. doi:10.1016/S0022-4405(03)00048-7.
   Web of Science ®Google Scholar
• Hardy, C. L., Bukowski, W. M., & Sippola, L. K. (2002). Stability and change in peer relationships during the transition to middle level school. Journal of Early Adolescence, 22, 117–142. doi:10.1177/0272431602022002001.
   Web of Science ®Google Scholar
• Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67, 1–13. doi:10.1111/j.1467-8624.1996.tb01714.x.
   PubMed Web of Science ®Google Scholar
• Hobson, P. (2005). Autism and emotion. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (pp. 406–422). Hoboken, NJ: Wiley.
   Google Scholar
• Hox, J. J. (2010). Multilevel analysis. Techniques and applications (2nd ed.). New York: Routledge.
   Google Scholar
• Humphrey, N., & Ainscow, M. (2006). Transition club: Facilitating learning, participation and psychological adjustment during the transition to secondary school. European Journal of Psychology of Education, 21, 319–331. doi:10.1007/BF03173419.
   Web of Science ®Google Scholar
• Humphrey, N. & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25, 77–91. doi:10.1080/08856250903450855.
   Google Scholar
• Humphrey, N. & Symes, W. (2011). Peer interaction patterns among adolescents with autistic spectrum disorders (ASD) in mainstream school settings. Autism, 15, 397–419. doi:10.1177/1362361310387804.
   PubMed Web of Science ®Google Scholar
• IBM (2012). IBM SPSS statistics. Version 19. IBM.
   Google Scholar
• Kasari, C., Locke, J., Gulsrud, A., & Rotherham-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders, 41, 533–544. doi:10.1007/s10803-010-1076-x.
   PubMed Web of Science ®Google Scholar
• Lifshitz, H., Hen, I., & Weisse, I. (2007). Self-concept, adjustment to blindness, and quality of friendship among adolescents with visual impairments. Journal of Visual Impairment & Blindness, 101, 96–107.
   Web of Science ®Google Scholar
• Locke, J., Ishijima, E. H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social network of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10, 74–81. doi:10.1111/j.1471-3802.2010.01148.x.
   Google Scholar
• Malcolm, K. T., Jensen-Campbell, L. A., Rex-Lear, M., & Waldrip, A. M. (2006). Divided we fall: Children's friendships and peer victimization. Journal of Social and Personal Relationships, 23, 721–740. doi:10.1177/0265407506068260.
   Google Scholar
• McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27, 415–444.
   Web of Science ®Google Scholar
• Parker, J. G. & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611–621.
   Web of Science ®Google Scholar
• 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, 387–405. doi:10.1080/00313830802184558.
   Web of Science ®Google Scholar
• Pijl, S. J., Frostad, P., & Mjaavatn, P.-E. (2011). Segregation in the classroom: What does it take to be accepted as a friend? Social Psychology of Education, 14, 41–55. doi:10.1007/s11218-010-9135-x.
   Google Scholar
• Pijl, S. J., Meijer, C. J., & Hegarty, S. (1997). Inclusive education: A global agenda. London: Routledge.
   Google Scholar
• Pijl, S. J., Skaalvik, E. M., & Skaalvik, S. (2010). Students with special needs and the composition of their peer group. Irish Educational Studies, 29, 57–70. doi:10.1080/03323310903522693.
   Web of Science ®Google Scholar
• Rasbash, J., Browne, W., Healy, M., Cameron, B., & Charlton, C. (2012). MLwiN Version 2.25. Bristol: Centre for Multilevel Modeling, University of Bristol.
   Google Scholar
• Richards, W. D. (1995). Negopy 4.30. manual and user's guide. Burnaby, BC: Simon Fraser University.
   Google Scholar
• Romitti, P., Puzhankara, S., Mathews, K., Zamba, G., Cunniff, C., Andrews, J. (2009). Prevalence of Duchenne/Becker Muscular Dystrophy among males ages 5–24 years—four states, 2007. Morbidity & Mortality Weekly Report, 58, 1119–1122.
   PubMedGoogle Scholar
• Rubin, K. H., Bukowski, W., & Parker, J. G. (2006). Peer interactions, relationships and groups. In N. Eisenberg (Ed.), Social, emotional and personal development (6th ed., pp. 571–645). New York, NY: John Wiley & Sons.
   Google Scholar
• Scheys, M. (2011). Statistisch jaarboek van het Vlaamse onderwijs [Statistical Year Book of the Flemish Education System]. Brussels: Vlaams Ministerie van Onderwijs en Vorming. Retrieved from http://www.ond.vlaanderen.be/onderwijsstatistieken/2009-2010/statistisch%20jaarboek%202099-2010/Statistisch_Jaarboek_2009-2010_Pagina_001-023.pdf.
   Google Scholar
• Solomon, M., Bauminger, N., & Rogers, S. J. (2011). Abstract reasoning and friendship in high functioning preadolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 41, 32–43. doi:10.1007/s10803-010-1017-8.
   PubMed Web of Science ®Google Scholar
• Symes, W. & Humphrey, N. (2010). Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study. School Psychology International, 31, 478–494. doi:10.1177/0143034310382496.
   Web of Science ®Google Scholar
• Symes, W. & Humphrey, N. (2011). The deployment, training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools. British Journal of Special Education, 38, 57–64. doi:10.1111/j.1467-8578.2011.00499.x.
   Google Scholar
• United Nations (2006). Convention on the rights of persons with disabilities and optional protocol. New York: United Nations.
   Google Scholar
• Volkmar, F. R., Szatmari, P., & Sparrow, S. S. (1993). Sex differences in pervasive developmental disorders. Journal of Autism and Developmental Disorders, 23, 579–591. doi:10.1007/BF01046103.
   PubMed Web of Science ®Google Scholar
• Waldrip, A. M., Malcolm, K. T., & Jensen-Campbell, L. A. (2008). With a little help from your friends: The importance of high-quality friendships on early adolescent adjustment. Social Development, 17, 832–852. doi:10.1111/j.1467-9507.2008.00476.x.
   Web of Science ®Google Scholar
• Webster, A. A., & Carter, M. (2010). Characteristics of the closest relationships between children with developmental disabilities and peers in inclusive settings. Australasian Journal of Special Education, 34, 61–78. doi:10.1375/ajse.34.1.61.
   Google Scholar
• Whitehouse, A. J. O., Durkin, K., Jaquet, E., & Ziatas, K. (2009). Friendship, loneliness and depression in adolescents with Asperger's syndrome. Journal of Adolescence, 32, 309–322. doi:10.1016/j.adolescence.2008.03.004.
   PubMed Web of Science ®Google Scholar