{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,8]],"date-time":"2026-10-08T04:12:31Z","timestamp":1791432751156,"version":"4.3.3"},"reference-count":56,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[2011,3,31]],"date-time":"2011-03-31T00:00:00Z","timestamp":1301529600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Autism"],"published-print":{"date-parts":[[2011,7]]},"abstract":"<jats:p>The aim of the current study was to document the peer interaction patterns of students with autistic spectrum disorders in mainstream settings. Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched comparison groups of 35 adolescents with dyslexia and 38 with no identified special educational needs (the ASD and dyslexia groups were also matched on SEN provision). Frequency and duration of peer interaction behaviours were coded. In terms of duration, multivariate analyses of variance (MANOVAs) indicated that participants with ASD spent more time engaged in solitary behaviours, less time engaged in co-operative interaction with peers, and more time engaging in reactive aggression towards peers than either comparison group. In terms of frequency, similar patterns emerged, but additionally participants with ASD engaged in fewer instances of rough\/vigorous play, and were subject to more instances of social initiation and instrumental verbal aggression by peers than either comparison group. The findings of the current study support the authors\u2019 theoretical model of peer group interaction processes for individuals with ASD, and have implications for both social skills training and the development of peer awareness and sensitivity. Limitations are noted.<\/jats:p>","DOI":"10.1177\/1362361310387804","type":"journal-article","created":{"date-parts":[[2011,3,31]],"date-time":"2011-03-31T23:37:32Z","timestamp":1301614652000},"page":"397-419","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":183,"title":["Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings"],"prefix":"10.1177","volume":"15","author":[{"given":"Neil","family":"Humphrey","sequence":"first","affiliation":[{"name":"School of Education, University of Manchester, Manchester, UK,"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Wendy","family":"Symes","sequence":"additional","affiliation":[{"name":"School of Education, University of Manchester, Manchester, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2011,3,31]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.2307\/2112807"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.1177\/1362361304045216"},{"key":"atypb3","volume-title":"Autism in Schools: Crisis or Challenge?","author":"Barnard, J.","year":"2002"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1023\/A:1016378718278"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1111\/1467-8624.00156"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.1023\/A:1025827427901"},{"key":"atypb7","volume-title":"Peer Rejection: Developmental Processes and Intervention Strategies","author":"Bierman, K.L.","year":"2005"},{"key":"atypb8","doi-asserted-by":"publisher","DOI":"10.1177\/02711214070270030401"},{"key":"atypb9","first-page":"14","volume":"40","author":"Boutot, A.","year":"2005","journal-title":"Education and Training in Developmental Disabilities"},{"key":"atypb10","volume-title":"Revised Ethical Guidelines for Educational Research","author":"British Educational Research Association","year":"2004"},{"key":"atypb11","author":"British Psychological Society","year":"1999","journal-title":"Report of a Working Party of the Division of Educational and Child Psychology"},{"key":"atypb12","volume-title":"Code of Conduct, Ethical Principles and Guidelines","author":"British Psychological Society","year":"2004"},{"key":"atypb13","volume-title":"Lifelines and Risks: Pathways of Youth in Our Time","author":"Cairns, R.B.","year":"1994"},{"key":"atypb14","doi-asserted-by":"publisher","DOI":"10.1016\/j.ridd.2004.01.005"},{"key":"atypb15","doi-asserted-by":"publisher","DOI":"10.1352\/2008.113:479-494"},{"key":"atypb16","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-006-0164-4"},{"key":"atypb17","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.112.1.155"},{"key":"atypb18","volume-title":"Children with Special Educational Needs 2009: An Analysis","author":"Department for Children, Schools and Families","year":"2009"},{"key":"atypb19","volume-title":"Special Educational Needs: Code of Practice","author":"Department for Education and Skills","year":"2001"},{"key":"atypb20","unstructured":"Downing, J. ( 1996) \u2018The Process of Including Elementary Students with Autism and Intellectual Impairments in their Typical Classrooms\u2019, paper presented at the Annual Convention of the Council for Exceptional Children , Orlando, FL: April 1996."},{"key":"atypb21","first-page":"42","volume":"4","author":"Dybvik, A.C.","year":"2004","journal-title":"Education Next"},{"key":"atypb22","volume-title":"What is Dyslexia?","author":"Dyslexia Action","year":"2009"},{"key":"atypb23","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8578.2007.00463.x"},{"key":"atypb24","volume-title":"Mental Health of Children and Young People in Great Britain","author":"Green, H.","year":"2005"},{"key":"atypb25","doi-asserted-by":"publisher","DOI":"10.1080\/713666109"},{"key":"atypb26","volume-title":"Supporting Pupils with Emotional and Behavioural Difficulties (EBD) in Mainstream Primary Schools: A Systematic Review of Recent Research on Strategy Effectiveness","author":"Harden, A.","year":"2003"},{"key":"atypb27","doi-asserted-by":"publisher","DOI":"10.1007\/BF02178189"},{"key":"atypb28","volume-title":"Children with Autism and Asperger Syndrome","author":"Howlin, P.","year":"1998"},{"key":"atypb29","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9604.2007.00367.x"},{"key":"atypb30","doi-asserted-by":"crossref","first-page":"39","DOI":"10.1177\/1362361307085267","volume":"12","author":"Humphrey, N.","year":"2008","journal-title":"Autism: An International Journal of Research and Practice"},{"key":"atypb31","doi-asserted-by":"publisher","DOI":"10.1111\/j.1471-3802.2006.00062.x"},{"key":"atypb32","doi-asserted-by":"publisher","DOI":"10.1080\/08856250903450855"},{"key":"atypb33","first-page":"1","volume":"10","author":"Humphrey, N.","journal-title":"Journal of Research in Special Educational Needs"},{"key":"atypb34","unstructured":"Jordan, R. ( 2005) \u2018Autistic Spectrum Disorders\u2019, in Lewis, A. & Norwich, B. (eds) Special Teaching for Special Children? Buckingham: Open University Press, 110-22."},{"key":"atypb35","unstructured":"Kasari, C., Chamberlain, B. & Bauminger, N. ( 2001) \u2018Social Emotions and Social Relationships: Can Children with Autism Compensate?\u2019, in Burack, J. & Charman, T. (eds) The Development of Autism: Perspectives from Theory and Research. Mahwah, NJ: Lawrence Erlbaum Associates, 309-23."},{"key":"atypb36","doi-asserted-by":"crossref","unstructured":"Kasari, C. & Rotheram-Fuller, E. ( 2007) \u2018Peer Relationships of Children with Autism: Challenges and Interventions\u2019, in Hollander, E. & Anagnostou, E. (eds) Clinical Manual for the Treatment of Autism. Arlington, VA: American Psychiatric Publishing, 235-58.","DOI":"10.1176\/appi.books.9781615377633.lg11"},{"key":"atypb37","doi-asserted-by":"publisher","DOI":"10.1177\/1362361304040637"},{"key":"atypb38","volume-title":"Special Teaching for Special Children?","author":"Lewis, A.","year":"2005"},{"key":"atypb39","doi-asserted-by":"publisher","DOI":"10.1017\/S095457940000674X"},{"key":"atypb40","doi-asserted-by":"crossref","first-page":"39","DOI":"10.53841\/bpsper.2006.30.1.39","volume":"30","author":"Mitsopoulou, E.","year":"2006","journal-title":"Psychology of Education Review"},{"key":"atypb41","unstructured":"Moore, C. ( 2007) \u2018Speaking as a Parent: Thoughts about Educational Inclusion for Autistic Children\u2019, in Cigman, R. (ed.) Included or Excluded? The Challenge of Mainstream for some SEN Children. London: Routledge, 34-41."},{"key":"atypb42","volume-title":"B is for Bullied","author":"National Autistic Society","year":"2006"},{"key":"atypb43","doi-asserted-by":"publisher","DOI":"10.1111\/1467-9507.00172"},{"key":"atypb44","volume-title":"The Equalities Review: Issues Paper on 5-19 Age Group","author":"Office for Public Management","year":"2006"},{"key":"atypb45","doi-asserted-by":"publisher","DOI":"10.1177\/1088357608314370"},{"key":"atypb46","doi-asserted-by":"publisher","DOI":"10.3102\/00028312037003699"},{"key":"atypb47","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-006-0086-1"},{"key":"atypb48","doi-asserted-by":"publisher","DOI":"10.1023\/A:1022979108096"},{"key":"atypb49","volume-title":"\u2018Age-Related Changes in the Social Inclusion of Children with Autism in General Education Classrooms\u2019, unpublished thesis","author":"Rotherham-Fuller, E.J.","year":"2005"},{"key":"atypb50","doi-asserted-by":"publisher","DOI":"10.1111\/1467-8527.t01-1-00094"},{"key":"atypb51","doi-asserted-by":"publisher","DOI":"10.1007\/BF02216051"},{"key":"atypb52","doi-asserted-by":"publisher","DOI":"10.1177\/0143034310382496"},{"key":"atypb53","doi-asserted-by":"publisher","DOI":"10.1046\/j.0021-9630.2003.00305.x"},{"key":"atypb54","first-page":"25","volume":"8","author":"Wainscot, J.J.","year":"2008","journal-title":"International Journal of Psychology and Psychological Therapy"},{"key":"atypb55","doi-asserted-by":"crossref","unstructured":"Wing, L. ( 1988) \u2018The Continuum of Autistic Disorders\u2019, in Schopler, E. & Mesihov, G.M. (eds) Diagnosis and Assessment In Autism. New York, NY: Plenum, 91-110.","DOI":"10.1007\/978-1-4899-0792-9_7"},{"key":"atypb56","unstructured":"Woods, K.A. ( 2002) \u2018What Do We Mean When We Say Dyslexia and What Difference Does It Make Anyway?\u2019, In Ainscow, M. & Farrell, P. (eds) Making Special Education Inclusive. London: Fulton, 139-50."}],"container-title":["Autism"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/1362361310387804","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/1362361310387804","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,4,28]],"date-time":"2026-04-28T12:44:29Z","timestamp":1777380269000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/1362361310387804"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2011,3,31]]},"references-count":56,"journal-issue":{"issue":"4","published-print":{"date-parts":[[2011,7]]}},"alternative-id":["10.1177\/1362361310387804"],"URL":"https:\/\/doi.org\/10.1177\/1362361310387804","relation":{},"ISSN":["1362-3613","1461-7005"],"issn-type":[{"value":"1362-3613","type":"print"},{"value":"1461-7005","type":"electronic"}],"subject":[],"published":{"date-parts":[[2011,3,31]]}}}