Autism shapes social integration and reciprocity in elementary classrooms

Abstract

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.

Melanie Oyarzún

Postdoctoral Fellow, Corvinus University of Budapest

Cristian Candia

Associate Professor and Head of CRiSS-LAB, School of Engineering and School of Government, Universidad del Desarrollo, Chile.

My research interests include collective behavior, collective and artificial intelligence, network science, and business analytics.

Carlos Rodriguez-Sickert

Research Center for Social Complexity (CICS), Government School, Universidad del Desarrollo.