This study examined the natural social interest of 193 (95 boys, 98 girls) typically developing preschoolers aged 41 to 77 months (M = 61.71 years, SD = 8.48 years) toward their included peers with autism spectrum disorder (ASD; N = 16, M = 66.8, SD = 8.80). A hierarchical linear model examined the role of endogenous (within-child) and exogenous (environmental) variables in explaining typically developing children’s natural social behaviors. Results indicated the significant contribution of three variables: (a) typically developing children’s prosocial behaviors, (b) teachers’ attitudes about their training regarding inclusion, and (c) areas of inclusion support needed by the specific child with ASD. Discussion highlighted possible interactions among these variables within the social–ecological theoretical framework, for explaining peer relations of typically developing children with peers with ASD in regular preschools.

这项研究调查了193名年龄在41至77个月（M = 61.71岁，SD = 8.48岁）的典型学龄前儿童对自闭症谱系障碍（ASD；N = 16 ）的自然社会兴趣。M = 66.8，标清= 8.80）。分层线性模型检查了内生变量（儿童内）和外生变量（环境）在解释通常发展儿童的自然社会行为中的作用。结果表明了三个变量的显着贡献：（a）通常发展儿童的亲社会行为，（b）老师对他们的包容性培训的态度，以及（c）患有ASD的特定孩子需要的包容性支持领域。讨论强调了在社会生态理论框架内这些变量之间可能的相互作用，以解释通常发展中的儿童与普通学前班与ASD同伴的同伴关系。