Autism shapes social integration and reciprocity in elementary classrooms.

ABSTRACT: During childhood, schools are crucial environments for social interactions, making them ideal for evaluating the inclusion of students with special educational needs (SEN). In particular, autistic children often face challenges in peer relationships, yet the impact of autism on social dynamics in schools is not well understood. To address this issue, we examined social dynamics within elementary schools. We hypothesized that, compared to their non-autistic peers, autistic children occupy more peripheral positions in social networks and engage less in reciprocal relationships. To test these hypotheses, we introduced a novel ecological approach using experimental game theory to quantify social integration and reciprocity among autistic children. Social networks were constructed for each clas

SUBMITTER: Soto-Icaza P 

PROVIDER: S-EPMC12627470 | biostudies-literature | 2025 Nov

REPOSITORIES: biostudies-literature