一齊玩唔係理所當然：研究整理自閉孩子同青少年喺同儕之間嘅位置同互動 Playing Together Is Not a Given: What Research Says About Peer Position and Interaction for Autistic Children and Teens

作者 Byline：周Sir／chausir.com

本文由 AI 協助整理公開資料。 This article summarises public research with AI assistance.

1. 呢份研究做咗啲咩 ｜ What the study looked at

中文

以色列同瑞士團隊 Yardeni-Stern、Schneider 同 Bauminger-Zviely，2026 年 8 月喺《Research in Developmental Disabilities》發表一篇系統性回顧，整理自閉孩子同青少年嘅同儕互動文獻。團隊搜尋 2014 至 2024 年文獻，並輔以手動期刊搜尋，只納入聚焦同儕互動、唔以支援方案本身為主題嘅量化同混合方法研究。[1]

English

An Israel-Switzerland team (Yardeni-Stern, Schneider and Bauminger-Zviely) published a systematic review in August 2026 in Research in Developmental Disabilities. It gathers research on peer interactions among autistic children and adolescents. The team searched the literature from 2014 to 2024 and added a hand search of journals. They only included quantitative and mixed-methods studies that focused on peer interaction itself, rather than studies whose main topic was a support programme. [1]

2. 研究見到啲咩 ｜ What the review found

中文

研究發現，最終納入 29 項研究；用歸納主題分析整理出四個主軸：同儕參與同社交網絡位置、互動質素、互動對象類型，以及個人差異。整體嚟講，同非自閉同齡人比較，自閉孩子同青少年嘅同儕參與較少，較常處於社交網絡邊緣或較孤立嘅位置，被接納程度亦較低。同時，結果差異好大，同年齡、自閉相關表現、社交技巧、認知能力、情緒因素，以及互動對象係邊一類人都有關聯。

作者提醒，需要持續、以同儕為本嘅支援安排，促進更豐富嘅互動、減少孤立，並同時重視「混合同儕」同「同為自閉同儕」兩種相處；未來研究要用更一致、貼近日常場景嘅量度，同埋更多元嘅樣本。以上係對現有研究嘅整理，唔代表每個孩子一定會經歷同一種同儕處境，亦唔係講因果。[1]

English

The review included 29 studies. Using inductive thematic analysis, the authors organised four main themes: peer participation and social network position, quality of interaction, types of interaction partners, and individual differences. Overall, compared with non-autistic peers of the same age, autistic children and adolescents took part less often with peers, were more often on the edge of social networks or in more isolated positions, and were accepted less often. At the same time, the findings varied widely and were associated with age, autism-related presentation, social skills, cognitive ability, emotional factors, and who the interaction partners were.

The authors note the need for ongoing, peer-based support arrangements that make richer interaction more possible and reduce isolation, and they highlight both mixed peer groups and autistic peer groups. Future research, they say, needs more consistent measures that are closer to everyday settings, and more diverse samples. This is a summary of existing research. It does not mean every child will have the same peer experience, and it is not about cause and effect. [1]

3. 讀研究時要留意 ｜ Reading the findings with care

中文

呢篇係系統性回顧，整理現有量化同混合方法研究點樣描述同儕互動，唔係比較邊種做法「邊樣比較好」，亦唔係證明邊樣安排一定帶來某一結果。納入研究多數來自外國校園制度，香港課室人多、休息時間短、社交文化亦唔同，只可以作參考。[1]

English

This is a systematic review. It maps how existing quantitative and mixed-methods studies describe peer interaction. It does not compare which approach is "better", and it does not prove that any one arrangement always leads to any one result. Most included studies come from school systems outside Hong Kong, where class size, break time and social culture differ, so the findings are a reference only. [1]

4. 香港家長可以點留意 ｜ Small things Hong Kong parents can notice

中文

香港課室人多、休息時間短，有特殊需要孩子嘅家長成日會聽到「佢喺學校好似冇朋友」或者「一個人坐喺角落」。呢篇回顧提醒：同儕困難唔一定等於孩子「唔想交朋友」；文獻入面見到嘅，好多時係參與機會少、位置被邊緣化、互動質素同對象類型唔同，而結果因人而異。

日常可以試吓：同學校傾清楚休息時段有冇結構化、可預知嘅小組活動；問吓孩子「邊個一齊玩會舒服啲」（可以係一兩個熟悉同學，唔一定要大班）；約同樣處境家庭做短時間、主題清楚嘅聚會（例如一齊砌模型），減低嘈雜同即興社交壓力；留意「被孤立」同「自己揀靜一靜」要分開睇。

喺 CRP（Communication, Relationship, Parenting）嘅角度，同儕相處本身就係溝通同關係：孩子揀得舒服嘅對象同節奏，大人喺旁陪伴同協調，而唔係逼佢一次過「融入大班」。研究只係參考，每個家庭同學校節奏唔同，唔使怪自己或者怪孩子。

English

Hong Kong classrooms are crowded and break times are short. Parents of children with special needs often hear that "it seems they have no friends at school" or that "they sit alone in a corner". This review is a reminder that peer difficulty does not always mean a child "does not want friends". What the literature often shows is fewer chances to take part, more marginal positions in the network, and differences in interaction quality and partner type, and the picture varies from child to child.

In everyday life, you could talk with the school about whether break times include structured, predictable small-group activities. Ask your child who feels comfortable to play with (it can be one or two familiar classmates, not a large group). Arrange short, theme-clear meet-ups with families in a similar situation, such as building models together, to lower noise and the pressure of sudden social play. Keep "being left out" and "choosing a quiet moment" as two different things.

From a CRP (Communication, Relationship, Parenting) point of view, peer time is itself communication and relationship: the child picks partners and a pace that feel manageable, and the adult stays alongside and helps coordinate, rather than pushing for "fitting into the big group" all at once. The research is a reference only. Every family and school has its own pace, and there is no need to blame yourself or your child.

資料來源 ｜ Sources

1. Yardeni-Stern, M., Schneider, M., & Bauminger-Zviely, N. (2026). Peer interactions in autistic children and adolescents: A systematic review. Research in Developmental Disabilities, 176, 105366. https://doi.org/10.1016/j.ridd.2026.105366

免責聲明 ｜ Disclaimer

教育資訊，非診斷或醫療建議。 Educational information, not a diagnosis or medical advice.

周Sir 嘅講座同文章屬家長教育，不提供診斷、評估或治療，亦不提供醫療或用藥建議；如有需要，請諮詢合資格專業人士。

Chau Sir's talks and articles are parent education. They do not provide diagnosis, assessment or treatment, and do not provide medical or medication advice. If needed, please consult a qualified professional.