This study examined mentalizing abilities, social behavior, and social impact of adolescents who expressed the willingness to become peer buddies for adolescents with Autism Spectrum Disorders, and adolescents selected by their teachers and peers. Twenty-seven teachers and 395 adolescents from public high schools completed mentalizing abilities, social status, behavioral, and peer buddy nomination measures. Findings suggest that social status and preference play a significant role in the selection of peer buddies by both teachers and classmates. Furthermore, more advanced Theory of Mind (ToM) abilities and the engagement in prosocial behaviors differentiated peers selected as buddies from other classmates. When compared with nonparticipating students, adolescents who expressed willingness to participate were more often girls, and were more prosocial. Agreement between teacher and peer nominations of best peer was moderate

Peer and teacher-selected peer buddies for adolescents with Autism Spectrum Disorders. The role of social, emotional and mentalizing abilities / Laghi, Fiorenzo; Baiocco, Roberto; Federico, Francesca; Lonigro, Antonia; Baumgartner, Emma; Levanto, Simona; Ferraro, M.. - In: JOURNAL OF PSYCHOLOGY. - ISSN 0022-3980. - STAMPA. - 4:150(2016), pp. 469-484. [10.1080/00223980.2015.1087375]

Peer and teacher-selected peer buddies for adolescents with Autism Spectrum Disorders. The role of social, emotional and mentalizing abilities

LAGHI, Fiorenzo;BAIOCCO, ROBERTO;FEDERICO, FRANCESCA;LONIGRO, ANTONIA;BAUMGARTNER, Emma;LEVANTO, SIMONA;
2016

Abstract

This study examined mentalizing abilities, social behavior, and social impact of adolescents who expressed the willingness to become peer buddies for adolescents with Autism Spectrum Disorders, and adolescents selected by their teachers and peers. Twenty-seven teachers and 395 adolescents from public high schools completed mentalizing abilities, social status, behavioral, and peer buddy nomination measures. Findings suggest that social status and preference play a significant role in the selection of peer buddies by both teachers and classmates. Furthermore, more advanced Theory of Mind (ToM) abilities and the engagement in prosocial behaviors differentiated peers selected as buddies from other classmates. When compared with nonparticipating students, adolescents who expressed willingness to participate were more often girls, and were more prosocial. Agreement between teacher and peer nominations of best peer was moderate
2016
Autism Spectrum Disorders; mentalizing abilities; peer mediated intervention; peer nominations; teacher nominations
01 Pubblicazione su rivista::01a Articolo in rivista
Peer and teacher-selected peer buddies for adolescents with Autism Spectrum Disorders. The role of social, emotional and mentalizing abilities / Laghi, Fiorenzo; Baiocco, Roberto; Federico, Francesca; Lonigro, Antonia; Baumgartner, Emma; Levanto, Simona; Ferraro, M.. - In: JOURNAL OF PSYCHOLOGY. - ISSN 0022-3980. - STAMPA. - 4:150(2016), pp. 469-484. [10.1080/00223980.2015.1087375]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/817179
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