Laws, Bates, Feuerstein, Mason-Apps, and White reported peer rejection more common for children with profiles consistent with autistic spectrum disorder than for children with specific language impairment, and peer acceptance was significantly associated with social communication abilities. Children with clearer speech and more mature syntax also had more positive peer relationships. Language and communication appeared to be more important for peer acceptance than classroom behavior. Changing children’s principal placements from the language resource to the mainstream classes had some beneficial effect; peer rejection was reduced and most children were more tolerated.
Child Language Teaching and Therapy, 2012, 28, 73-86