Abstract
This study aimed to measure the effects of contact with integrated students with autism spectrum disorders (ASD) on the knowledge, attitudes and empathy of children (n = 224) from grades 4–6. A comparison group of children (n = 251) who had no contact with classmates with ASD was also included. All participants completed self-report instruments. The implementation of multilevel modeling and moderation analysis indicated significant effects on all dependent variables as well as differences across gender and grades. Implications are discussed regarding the role of contact on peers’ conceptions of autism and their attitudes towards children with ASD within inclusionary settings.
Similar content being viewed by others
References
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice Hall.
Allport, G. W. (1954). The nature of prejudice. Cambridge, MA: Addison-Wesley.
Amaral, D. G., Dawson, G., & Geschwind, D. H. (2011). Autism spectrum disorders. New York: Oxford University Press.
Anderson, A., Moore, D. W., Godfrey, R., & Fletcher-Flinn, C. M. (2004). Social skills assessment of some children with autism in free-play situations. Autism, 8, 369–385.
Antonak, R. F., & Livneh, H. (2000). Measurement of attitudes towards persons with disabilities. Disability and Rehabilitation, 22, 211–224.
Batson, C. D., Fultz, J., & Schoenrade, P. A. (1987). Adults’ emotional reactions to the distress of others. In N. Eisenberg & J. Strayer (Eds.), Empathy and its development (pp. 163–184). Cambridge: Cambridge University Press.
Bell, S. K., & Morgan, S. B. (2000). Children’s attitudes and behavioral intentions toward a peer presented as obese: Does a medical explanation for the obesity make a difference? Journal of Pediatric Psychology, 25, 137–145.
Bryant, B. K. (1982). An index of empathy for children and adolescents. Child Development, 53, 413–425.
Campbell, J. M. (2006). Changing children’s attitudes toward autism: A process of persuasive communication. Journal of Developmental and Physical Disabilities, 18, 251–272.
Campbell, J. M. (2007). Middle school students’ response to the self-introduction of a student with autism. Remedial and Special Education, 28, 163–173.
Campbell, J. M. (2008). Brief report: Reliability and validity of the Shared Activity Questionnaire as a measure of middle school students’ attitudes toward Autism. Journal of Autism and Developmental Disorders, 38, 1598–1604.
Campbell, J. M., & Barger, B. (2011). Middle school students’ knowledge of autism. Journal of Autism and Developmental Disorders, 41, 732–740.
Campbell, J. M., Ferguson, J. E., Herzinger, C. V., Jackson, J. N., & Marino, C. A. (2004). Combined descriptive and explanatory information improves peers’ perceptions of autism. Research in Developmental Disabilities, 25, 321–339.
Campbell, J. M., Ferguson, J. E., Herzinger, C. V., Jackson, J. N., & Marino, C. A. (2005). Peers’ attitudes toward autism differ across sociometric groups: An exploratory investigation. Journal of Developmental and Physical Disabilities, 17, 281–298.
Campbell, J. M., Morton, J. F., Roulston, K., & Barger, B. D. (2011). A descriptive analysis of middle school students’ conceptions of autism. Journal of Developmental and Physical Disabilities, 23, 377–397.
Clunies-Ross, G., & O’Meara, K. (1989). Changing attitudes of children towards peers with disabilities. Australian Psychologist, 24, 273–284.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Abingdon, Oxon: Routledge.
Cohen, D., & Strayer, J. (1996). Empathy in conduct-disordered and comparison youth. Developmental Psychology, 32, 988–998.
Darrick, D., & Farrington, D. P. (2006). Development and validation of the basic empathy scale. Journal of Adolescence, 29, 589–611.
D’Ambrosio, F., Olivier, M., Didon, D., & Besche, C. (2009). The basic empathy scale: A French validation of a measure of empathy in youth. Personality and Individual Diefferences, 46, 160–165.
deBoer, A., Pijl, S. P., & Minnaert, A. (2012a). Students’ attitudes towards peers with disabilities: A review of the literature. International Journal of Disability, Development and Education, 59, 379–392.
deBoer, A., Timmerman, M., Pijl, S. P., & Minnaert, A. (2012b). The psychometric evaluation of an instrument to measure attitudes towards inclusive education. European Journal of Psychology in Education, 27, 573–589.
Department for Children, Schools & Families. (2008). School census 2008. http://www.teachernet.gov.uk/management/ims/datacollections.
Diamond, K., & Hestenes, L. (1994). Preschool children’s understanding of disability: Experiences leading to the elaboration of the concept of hearing loss. Early Education and Development, 5, 301–309.
Diamond, K., Hestenes, L., Carpenter, E., & Innes, F. (1997). Relationships between enrollment in an inclusive class and preschool children’s ideas about people with disabilities. Topics in Early Childhood Special Education, 17, 520–536.
Dugan, E., Kamps, D., Leonard, B., Watkins, N., Rheinberger, A., & Stackhaus, J. (1995). Effects of cooperative learning groups during social studies for students with autism and fourthgrade peers. Journal of Applied Behavior Analysis, 28, 175–188.
Eagly, A. H., & Chaiken, S. (1993). The nature of attitudes. In A. H. Eagle & S. Chaitken (Eds.), The psychology of attitudes (pp. 1–21). Fort Worth, TX: Harcourt Brace Jovanovich.
Eaves, L. C., & Ho, H. H. (1997). School placement and academic achievement in children with autistic spectrum disorders. Journal of Developmental and Physical Disabilities, 9, 277–291.
Fisher, M., & Meyer, L. H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research and Practice for Persons with Severe Disabilities, 27, 165–174.
Fryxell, D., & Kennedy, C. H. (1995). Placement along the continuum of services and its impact on students’ social relationships. Journal of the Association for Persons with Severe Handicaps, 20, 259–269.
Godeau, E., Vignes, C., Sentenac, M., Ehlinger, V., Navarro, F., Grandjean, H., et al. (2010). Improving attitudes towards children with disabilities in a school context: A cluster randomized intervention study. Developmental Medicine and Child Neurology, 52, 236–242.
Gottlieb, J., & Gottlieb, B. W. (1977). Stereotypic attitudes and behavioral intentions toward handicapped children. American Journal of Mental Deficiency, 82, 65–71.
Gray, C. (2002). The sixth sense. Arlington, Texas: Future Horizons.
Harris, S. L., & Handleman, J. S. (1997). Helping children with autism enter the mainstream. In D. J. Cohen & F. R. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed., pp. 665–675). New York: Wiley.
Harris, S., Handleman, J. S., Kristoff, B., Bass, L., & Gordon, R. (1990). Changes in language development among autistic and peer children in segregated and integrated preschool settings. Journal of Autism and Developmental Disorders, 20, 23–31.
Harrower, J. K., & Dunlap, G. (2001). Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification, 25, 762–784.
Hogan, R. (1969). Development of an empathy scale. Journal of Consulting and Clinical Psychology, 33, 307–316.
Humphrey, N. (2008). Including pupils with autistic spectrum disorders in mainstream schools. Support for Learning, 23, 41–47.
Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L. (1994). Evaluating the effects of placement of students with severe disabilities in general education versus special classes. Journal of the Association for Persons With Severe Handicaps, 19, 200–214.
Hunt, P., & Goetz, L. (1997). Research on inclusive educational programs, practices, and outcomes for students with severe disabilities. Journal of Special Education, 31, 3–29.
Jordan, R. (2008). Autistic spectrum disorders: A challenge and a model for inclusion in education. British Journal of Special Education, 35, 11–15.
Kalyva, E., & Agaliotis, I. (2009). Can contact affect Greek children’s understanding of and attitudes towards peers with physical disabilities? European Journal of Special Needs Education, 24, 213–220.
Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49–61.
Kamps, D. M., Leonard, B., Potucek, J., & Garrison-Harrell, L. (1995). Cooperative learning groups in reading: An integration strategy for students with autism and general classroom peers. Behavioral Disorders, 21, 89–109.
Kasari, C., Locke, J., Gulsrud, A., & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders, 41, 533–544.
Kohler, F. W., Strain, P. S., & Shearer, D. D. (1996). Examining levels of social inclusion within an integrated preschool for children with autism. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 305–332). Baltimore: Paul H. Brookes.
Magiati, E., Dockrell, J. E., & Logotheti, A. (2002). Young children’s understanding of disabilities: The influence of development, context, and cognition. Applied Developmental Psychology, 23, 409–430.
Manetti, M., Schneider, B. H., & Siperstein, G. (2001). Social acceptance of children with mental retardation: Testing the contact hypothesis with an Italian sample. International Journal of Behavioral Development, 25, 279–286.
Matsagouras, I. G. (2006). Evelikti Zoni Diathematicon Proseggiseon: Mia ekpaideutiki kainotomia pou allazei to sholeio [in Greek]. Epitheorisi Ekpaideutikon Thematon, 11, 15–30.
Mesibov, G. B., & Shea, V. (1983). Full inclusion and students with autism. Journal of Autism and Developmental Disorders, 26, 337–346.
Morgan, S. B., Bieberich, A. A., Walker, M., & Schwerdtfeger, H. (1998). Children’s willingness to share activities with a physically handicapped peer: Am I more willing than my classmates? Journal of Pediatric Psychology, 23, 367–375.
Morton, J. F., & Campbell, J. M. (2007). Information source affects peers’ attitudes toward autism. Research in Developmental Disabilities, 29, 189–201.
Morton, J. F., & Campbell, J. M. (2008). Information source affects peers’ initial attitudes toward autism. Research in Developmental Disabilities, 29, 189–201.
Nowicki, E. A., & Sandieson, R. (2002). A meta-analysis of school-age children’s attitudes towards persons with physical or intellectual disabilities. International Journal of Disability, Development and Education, 49, 243–265.
Ochs, E., Kremer-Sadlik, T., Solomon, O., & Sirota, K. G. (2001). Inclusion as social practice: Views of children with autism. Social Development, 10, 399–419.
Odom, S. L., & Strain, P. S. (1986). A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers. Journal of Applied Behavior Analysis, 19, 59–71.
Roper, P. (1990). Changing perceptions through contact. Disability, Handicap and Society, 5, 243–255.
Rosenbaum, P. L., Armstrong, R. W., & King, S. M. (1986). Improving attitudes towards the disabled: A randomized controlled trial of direct contact versus Kids-on-the-Block. Developmental and Behavioral Pediatrics, 29, 327–336.
Ross, P., & Cuskelly, M. (2006). Adjustment, sibling problems and coping strategies of brothers and sisters with autistic spectrum disorder. Journal of Intellectual and Developmental Disability, 31, 77–86.
Schreibman, L. (2005). The science and the fiction of autism. Cambridge, MA: Harvard University Press.
Sciutto, M., Richwine, S., Mentrikoski, J., & Niedzwiecki, K. (2012). A qualitative analysis of the school experiences of students with Asperger Syndrome. Focus on Autism and Other Developmental Disabilities, 27, 177. doi:10.1177/1088357612450511.
Siperstein, G. N., Parker, R. C., Norins Bardon, J., & Widaman, K. F. (2007). A national study of youth attitudes toward the inclusion of students with intellectual disabilities. Exceptional Children, 73, 435–455.
Slininger, D., Sherrill, C., & Jankowski, C. M. (2000). Children’s attitudes toward classmates with severe disabilities: Revisiting contact theory. Adapted Physical Activity Quarterly, 17, 176–196.
Spybrook, J., Bloom, H., Congdon, R., Hill, C., Martinez, A., & Raudenbush, S. W. (2011). Optimal design plus empirical evidence: Documentation for the “optimal design” software version 3.0. www.wtgrantfoundation.org.
Swaim, K. F., & Morgan, S. B. (2001). Children’s attitudes and behavioral intentions toward a peer with autistic behaviors: Does a brief educational intervention have an effect? Journal of Autism and Developmental Disorders, 31, 195–205.
Townsend, M. A. R., Wilton, K. M., & Vakilirad, T. (1993). Children’s attitudes toward peers with intellectual disability. Journal of Intellectual Disability Research, 37, 405–411.
Triandis, H. C. (1971). Attitudes, measurement and methodology. In H. C. Triandis (Ed.), Attitudes and attitude change (pp. 26–59). New York: Wiley.
Tripp, A., French, R., & Sherill, C. (1995). Contact theory and attitudes of children in physical education programs toward peers with disabilities. Adapted Physical Activity Quarterly, 12, 323–332.
Vignes, C., Godeau, E., Sentenac, M., Coley, N., Navarro, F., Grandjean, H., et al. (2009). Determinants of students’ attitudes towards peers with disabilities. Developmental Medicine and Child Neurology, 51, 473–479.
Yeong, S., Ostrosky, M. M., & Fowler, S. A. (2012). Measuring young children’s attitudes toward peers with disabilities: Highlights from the research. Topics in Early Chidhood Special Education, 32, 132–142.
Yuker, H. E. (1988). The effects of contact on attitudes toward disabled persons: Some empirical generalizations. In H. E. Yuker (Ed.), Attitudes toward persons with disabilities (pp. 262–274). New York: Springer.
Acknowledgments
This project was funded by the European Union and the Greek Ministry of Education, Lifelong Education, Religious Affairs and Sports. Special thanks are extended to all the children who participated in this research as well the teachers and the principals who warmly supported this study. Also, the author wishes to express her appreciation to Elena Kaklamanaki (special education teacher) for her untiring assistance in the data entry.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Mavropoulou, S., Sideridis, G.D. Knowledge of Autism and Attitudes of Children Towards Their Partially Integrated Peers with Autism Spectrum Disorders. J Autism Dev Disord 44, 1867–1885 (2014). https://doi.org/10.1007/s10803-014-2059-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10803-014-2059-0