Satisfaction sociale auto-déclarée des enfants autistes : comparaison avec les perspectives rapportées par les observateurs et les enseignants

Titre original en anglais : Autistic Children's self‐reported social satisfaction: Comparison with observer‐ and teacher‐reported perspectives

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Hoffman, A., O'Brien, K., Eisenhower, A., Hamsho, N., & Blacher, J. (2026). Autistic Children's self‐reported social satisfaction: Comparison with observer‐ and teacher‐reported perspectives. Journal of Research in Special Educational Needs, 26(4). https://doi.org/10.1111/1471-3802.70162

Date de publication: 31/08/2026 Ajout dans AutiHub: 02/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
1 / 5 (20,0 %)
  1. Amy Hoffman
  2. Katharine O'Brien *
  3. Abbey Eisenhower
  4. Narmene Hamsho
  5. Jan Blacher

Résumé

Résumé Nous avons mené une étude exploratoire à petite échelle sur la manière dont les enfants autistes rendent compte de leur solitude et de leur (in)satisfaction sociale en classe, et sur la question de savoir si les auto-évaluations des enfants étaient liées à l'intégration sociale parmi les pairs rapportée par les enseignants ou aux interactions positives observées avec les pairs. Les enfants participants (n = 18) étaient de la maternelle à la deuxième année, identifiés par leurs enseignants (n = 18) comme ayant soit reçu un diagnostic d'autisme, soit présentant les caractéristiques de l'autisme. À trois moments sur une période d'environ 4 mois, les enseignants ont été interrogés sur l'intégration sociale parmi les pairs de leur élève, les chercheurs ont observé les interactions entre les élèves et leurs pairs, et les élèves ont rendu compte de leur satisfaction sociale. Les rapports des enseignants sur l'intégration sociale des élèves étaient positivement corrélés aux scores des observateurs concernant les interactions sociales positives avec les pairs. Toutefois, la solitude rapportée par les enfants n'était corrélée ni à l'intégration sociale rapportée par les enseignants ni aux évaluations par les observateurs des interactions avec les pairs. Les enfants autistes ont systématiquement rapporté moins de solitude que ne pourraient le suggérer les observations des enseignants et des chercheurs concernant leur socialisation. Nous concluons que ces jeunes élèves peuvent utiliser des critères différents pour évaluer leur satisfaction sociale. Nous réfléchissons également à la mesure neuro-normative de la socialité autistique. Dans de futures études, les auto-évaluations des élèves autistes concernant le sentiment de connexion sociale et les relations avec les pairs devraient être prises en considération, et davantage de recherches sur les outils d'auto-évaluation et de mesure par les adultes dans la recherche sur l'autisme sont nécessaires.

Abstract We conducted a small‐scale exploratory study of how autistic children report on their loneliness and social (dis)satisfaction in the classroom, and whether child self‐reports related to teacher‐reported peer social integration or observed positive peer interactions. Child participants (n = 18) were in kindergarten through second grade, identified by their teachers (n = 18) as either having been diagnosed with or demonstrating the characteristics of autism. At three time points over roughly 4 months, teachers were surveyed about the peer social integration of their student, researchers observed student‐peer interactions and students reported on their social satisfaction. Teacher reports of student social integration were positively correlated with observers' positive peer social interaction scores. However, child‐reported loneliness was not correlated with either teacher‐reported social integration or observer ratings of peer interactions. Autistic children consistently reported less loneliness than teacher and researcher observations of their socializing might suggest. We conclude that these young students may be using different criteria to evaluate their social satisfaction. We also reflect on neuro‐normative measurement of autistic sociality. In future studies, autistic student self‐reports about social connectedness and peer relationships should be considered, and more research on self‐report and adult measurement tools in autism research is needed.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 12/09/2026 17:55.

Références citées
75
Avec un DOI
71
Sans DOI, à partir du texte brut de la bibliographie
4
12 / 75 (16,0 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
0 / 75 (0,0 %)
Références avec noms d’auteurices détectés
75 / 75 (100,0 %)
Sans nom d’auteurice détecté
0
Sans titre structuré
0
Sans identifiant stable
4
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
1
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
335
À partir du DOI ou de métadonnées externes
335
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
0
109 / 335 (32,5 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 226 / 335 (67,5 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
46 / 335 (13,7 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 46 / 109 (42,2 %). Personnes distinctes identifiées comme autistes : 42 / 308 (13,6 %).
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