Trial reportJournal of child psychology and psychiatry, and allied disciplines2017
Characteristics of socially successful elementary school-aged children with autism.
Trial report in Journal of child psychology and psychiatry, and allied disciplines, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
23 citing papers in PubMed, 1 synthesis or guideline pooled it, 59 citations in OpenAlex.
- Optimal dosage of group-based organized physical activity for enhancing social abilities in autistic children: insights from a multilevel meta-analysis.The international journal of behavioral nutrition and physical activity · 2025Pooled it
- 10-Year Outcome of Community-based Early Intensive Behavioral Intervention for Autistic Children.Research on child and adolescent psychopathology · 2026Article
- Effectiveness of Social Problem-Solving Interventions for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis.Behavioral sciences (Basel, Switzerland) · 2025Review
- Autism and ADHD traits, effortful control and mental health during the transition from elementary to junior high schools.Scientific reports · 2025Article
- Associations Among Demographic and Clinical Characteristics and Discrimination Experiences of Autistic Youth.Journal of autism and developmental disorders · 2025Article
- Brief Report: Structured and Unstructured Social Opportunities for Autistic Students in Elementary Educational Settings.Journal of autism and developmental disorders · 2025Article
- Longitudinal stability and Autism Diagnostic Observation Scale-2 predictors of the Childhood Joint Attention Rating Scale.Autism : the international journal of research and practice · 2025Article
- Friendship in Autism Spectrum Disorder Is Related to Diverse Developmental Changes Between Toddlerhood and Adolescence.Journal of autism and developmental disorders · 2025Article
- Paths to Common Ground in ASD.Autism research : official journal of the International Society for Autism Research · 2025Article
- Study protocol for a hybrid type 3 effectiveness-implementation trial of a team-based implementation strategy to support educators' use of a social engagement intervention.Implementation science : IS · 2025Article
- The Experiences of Motor Skill Development in Children with Autism Spectrum Disorder (ASD) Reflected through Parental Responses.Children (Basel, Switzerland) · 2024Article
- Tübinger Training for Autism Spectrum Disorders (TüTASS): a structured group intervention on self-perception and social skills of children with autism spectrum disorder (ASD).European archives of psychiatry and clinical neuroscience · 2023Article
- Evaluating the effectiveness of a reverse inclusion Social Skills intervention for children on the Autism Spectrum.Journal of autism and developmental disorders · 2023Article
- Visual Supports to Increase Conversation Engagement for Preschoolers With Autism Spectrum Disorder During Mealtimes: An Initial Investigation.Journal of early intervention · 2023Article
- Sex differences in social and emotional insight in youth with and without autism.Molecular autism · 2023Article
- Article
- Supporting the inclusion and retention of autistic students: Exploring teachers' and paraeducators' use of evidence-based practices in public elementary schools.Frontiers in psychiatry · 2022Article
- Sex differences in the first impressions made by girls and boys with autism.Molecular autism · 2020Article
- Psychometric analysis of the repetitive behavior scale-revised using confirmatory factor analysis in children with autism.Autism research : official journal of the International Society for Autism Research · 2019Article
- Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools.Research in autism spectrum disorders · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 2 institutions in 1 country.
Funding
Abstract
backgroundThe extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD.
methodsThis study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained.
resultsThe results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD.
conclusionsSchool-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD.
Indexed as
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.