Multi-informant predictors of social inclusion for students with autism spectrum disorders attending mainstream school

Abstract

This study examined differential profiles of behavioural characteristics predictive of successful inclusion in mainstream education for children with autism spectrum disorders (ASD) and comparison students. Multiple regression analyses using behavioural ratings from parents, teachers and peers found some evidence for differential profiles predicting peer acceptance and rejection. High levels of peer-rated shyness significantly predicted social rejection in comparison students only. Parent-rated prosocial behaviour also differentially predicted social acceptance; high-levels of prosocial behaviour predicted acceptance in comparison students, but low-levels were predictive for students with ASD. These findings suggest that schools may seek to augment traditional social skills programmes with awareness raising about ASD among mainstream pupils to utilise peers' apparent willingness to discount characteristics such as 'shyness'.