Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms

Abstract

Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5-12 years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools.

Trial registration: ClinicalTrials.gov NCT00095420.

Keywords: autism; elementary schools; peer relationships; social networks.

Figure 1

Each classroom forms a social network, where children are connected if they were nominated as a friend. Here, student “James” lost many direct and indirect friendships between Time 1 and Time 2, an example of social network fragmentation.

Figure 2

Overall, increasing IQ was associated with higher social connectivity at baseline. When broken down by gender, this effect was more prominent for female students.

Figure 3

A child’s class size and gender better predicted their social connectivity at the end of the school year over age and IQ since gender and classroom size predicted the change. Males performed better in smaller classes, while females performed better in larger classes.