Autism shapes social integration and reciprocity in elementary classrooms
Image credit: CRiSS-LABResumen
This study examines social dynamics in elementary classrooms using experimental game theory and social network analysis. Across 26 classrooms and 625 students, the analysis shows that autistic children and children with special educational needs are less central and less involved in reciprocal peer relationships than students without special educational needs, highlighting the importance of evidence-based approaches to social inclusion.
Publicación
Scientific Reports, 15, 40473
Melanie Oyarzún
Investigadora postdoctoral, Corvinus University of Budapest
Cristian Candia
Profesor Asociado y Director de CRiSS-LAB, Facultad de Ingeniería y Facultad de Gobierno, Universidad del Desarrollo, Chile.
Mis intereses de investigación incluyen IA aplicada, ciencias sociales computacionales, ciencia de redes, inteligencia colectiva, convivencia escolar, inteligencia de decisiones y analítica de negocios.
