{"title":"简要报告：基础教育环境中自闭症学生的结构化和非结构化社会机会。","authors":"Daina M Tagavi, Emily S Kim, Jill Locke","doi":"10.1007/s10803-025-06916-7","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>This study explored the structured and unstructured social opportunities available to autistic students in public elementary schools. Specifically, it examined the amount and types of social opportunities provided by teachers, as well as the relationship between grade level and pull-out special education support on these opportunities.</p><p><strong>Methods: </strong>Participants included 27 autistic students from 12 public elementary schools. Teachers provided student school schedules, which were coded to quantify structured (e.g., small group work) and unstructured (e.g., recess) peer interaction opportunities. Descriptive analyses were conducted to determine the amount and types of social opportunities, and linear regressions examined whether grade level and pull-out special education support predicted teacher-reported time spent in these activities.</p><p><strong>Results: </strong>On average, teachers reported that students spent 62.4 min per day (~ 17% of the school day) in unstructured social activities and 114.8 min per day (~ 31% of the school day) in structured social activities. Grade level significantly predicted unstructured social time, with students in grades K-2 receiving more unstructured peer opportunities than those in grades 3-5. However, grade level did not predict structured social time, and pull-out special education support was not a significant predictor of either structured or unstructured social time.</p><p><strong>Conclusions: </strong>These findings underscore the importance of teacher-facilitated peer interactions during unstructured times in early elementary years and point to opportunities for embedding social supports within these naturalistic contexts. Given the substantial amount of structured social time teachers report planning for their students, interventions leveraging these interactions may also support social development. Future research should examine the quality of these social interactions and their long-term impact on autistic students' peer relationships and social outcomes.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Brief Report: Structured and Unstructured Social Opportunities for Autistic Students in Elementary Educational Settings.\",\"authors\":\"Daina M Tagavi, Emily S Kim, Jill Locke\",\"doi\":\"10.1007/s10803-025-06916-7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>This study explored the structured and unstructured social opportunities available to autistic students in public elementary schools. Specifically, it examined the amount and types of social opportunities provided by teachers, as well as the relationship between grade level and pull-out special education support on these opportunities.</p><p><strong>Methods: </strong>Participants included 27 autistic students from 12 public elementary schools. Teachers provided student school schedules, which were coded to quantify structured (e.g., small group work) and unstructured (e.g., recess) peer interaction opportunities. Descriptive analyses were conducted to determine the amount and types of social opportunities, and linear regressions examined whether grade level and pull-out special education support predicted teacher-reported time spent in these activities.</p><p><strong>Results: </strong>On average, teachers reported that students spent 62.4 min per day (~ 17% of the school day) in unstructured social activities and 114.8 min per day (~ 31% of the school day) in structured social activities. Grade level significantly predicted unstructured social time, with students in grades K-2 receiving more unstructured peer opportunities than those in grades 3-5. However, grade level did not predict structured social time, and pull-out special education support was not a significant predictor of either structured or unstructured social time.</p><p><strong>Conclusions: </strong>These findings underscore the importance of teacher-facilitated peer interactions during unstructured times in early elementary years and point to opportunities for embedding social supports within these naturalistic contexts. Given the substantial amount of structured social time teachers report planning for their students, interventions leveraging these interactions may also support social development. Future research should examine the quality of these social interactions and their long-term impact on autistic students' peer relationships and social outcomes.</p>\",\"PeriodicalId\":15148,\"journal\":{\"name\":\"Journal of Autism and Developmental Disorders\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2025-06-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Autism and Developmental Disorders\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10803-025-06916-7\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Autism and Developmental Disorders","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10803-025-06916-7","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Brief Report: Structured and Unstructured Social Opportunities for Autistic Students in Elementary Educational Settings.
Purpose: This study explored the structured and unstructured social opportunities available to autistic students in public elementary schools. Specifically, it examined the amount and types of social opportunities provided by teachers, as well as the relationship between grade level and pull-out special education support on these opportunities.
Methods: Participants included 27 autistic students from 12 public elementary schools. Teachers provided student school schedules, which were coded to quantify structured (e.g., small group work) and unstructured (e.g., recess) peer interaction opportunities. Descriptive analyses were conducted to determine the amount and types of social opportunities, and linear regressions examined whether grade level and pull-out special education support predicted teacher-reported time spent in these activities.
Results: On average, teachers reported that students spent 62.4 min per day (~ 17% of the school day) in unstructured social activities and 114.8 min per day (~ 31% of the school day) in structured social activities. Grade level significantly predicted unstructured social time, with students in grades K-2 receiving more unstructured peer opportunities than those in grades 3-5. However, grade level did not predict structured social time, and pull-out special education support was not a significant predictor of either structured or unstructured social time.
Conclusions: These findings underscore the importance of teacher-facilitated peer interactions during unstructured times in early elementary years and point to opportunities for embedding social supports within these naturalistic contexts. Given the substantial amount of structured social time teachers report planning for their students, interventions leveraging these interactions may also support social development. Future research should examine the quality of these social interactions and their long-term impact on autistic students' peer relationships and social outcomes.
期刊介绍：
The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
