Teachers' Peer Buddy Selections for Children with Autism: SocialCharacteristics and Relationship with Peer Nominations

摘要

We examined social and behavioral character-istics of children selected by their teachers to serve aspeer buddies for a child with autism. Thirty-one generaleducation teachers and 576 children from five public ele-mentary schools completed social status, behavioral, andpeer buddy nomination measures. When compared to non-selected students, teacher selected buddies were: (a) moreoften boys, (b) popular, and (c) viewed as prosocial leadersby their peers. Agreement between teacher and peernominations of social status and behavioral characteristicsranged from low to high; agreement between teacher andpeer selected buddies was moderate.