CCAP College 7

Question 1

equity

Answer 1

everyone is provided with what they need

Question 2

Emotion Regulation Task (Wieferink et al., 2013)

Answer 2

autists, DLD (= language disorder) and deaf children score lower than TP (typically developing)
- related to more social problems and psychopathology

Question 3

challenges in communication for hard-hearing

Answer 3

1: interaction
2: communication
3: observing
4: overhearing
- limited opportunities for incidental learning

social participation->

emotional intelligence
-> mental health
-> social functioning
-> …

Question 4

what is needed for Emotional Intelligence?

Answer 4

• parent-child interactions
• peer interactions

Question 5

peer interactions in deaf children

Answer 5

• often ignored, lacking content, short
• group interactions more challenging
• often use visual means, which hearing peers may not share
  this all leads to less positive friendship qualities, more negative friendship qualities (unrelated to degree of hearing loss/social skills/ER)

Question 6

literature on autistic pupils in mainstream schools

Answer 6

• less connected with (allistic) peers
• fewer social interactions, fewer joint activities, more solo activities
  is this not because of a lack of motivation? NO, because there’s high rates of loneliness in schools for autists

Question 7

traditional approach of autism

Answer 7

‘fix’ the child: make it fit in
- social skills training, ER training

Question 8

new approach of autism

Answer 8

1: changing views ‘clinical’
- they don’t need to be fixed
- involvement stakeholders: not about, but with
2: focus on environment
- Krieger et al., 2018: centering the child’s needs
- social level, peers, community, parents
- policy/cultural level

Question 9

Supporting and Hindering Environments for Participation of Adolescents Diagnosed with Autism Spectrum Disorder: A Scoping Review (Krieger et al., 2018)

Answer 9

‘coming out’ or not? often stigmatized and patronized
having to prove you’re smart, and less involved in decision-making

Question 10

Social Connectedness and Loneliness in School for Autistic and Allistic Children (Tsou et al., 2025)

Answer 10

measures social connectedness and loneliness
methods:
- sensor data and GPS, and assessments
results:
- in special eduction, there’s no group differences
- in mainstream schools, there are group differences:
-> more interactions: less lonely, but NOT FOR AUTISTIC CHILDREN
-> for autistic children, the only thing that mattered was how well liked they are by their peers

Question 11

friendship in autistic children

Answer 11

focus in friendships lies on shared interests, instead of intimacy
less connectedness, yet autistic pupils don’t feel lonely in primary school; they do in high school

Question 12

Autistic Youth in High School (Mainstream) (Rieffe et al., 2021)

Answer 12

overall: no sense of belonging (no friends, stress arising sunday nights, uncomfortable alone)
- what is the problem? the BUILT ENVIRONMENT
-> no place to sit, too crowded
-> way to school can already be too overstimulating, so there’s no energy left to socialize

200 parents asked about school participation of their autistic children
-> only school factors (barriers social/physical environment) had significant effect on participation, not family factors or pupils factors