Increasing Social Interactions of Preschool Children with Autism through Cooperative Outdoor Play

Autor/inn/en	Ziegler, Sonja M. T.; Morrier, Michael J.
Titel	Increasing Social Interactions of Preschool Children with Autism through Cooperative Outdoor Play
Quelle	In: Journal of Special Education, 56 (2022) 1, S.49-60 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ziegler, Sonja M. T.) ORCID (Morrier, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669211032556
Schlagwörter	Preschool Children; Autism; Pervasive Developmental Disorders; Interaction; Peer Relationship; Play; Peer Influence; Imitation; Singing; Proximity; Social Behavior; Recess Breaks; Preschool Education; Games; Program Effectiveness; Inclusion; Georgia; Autism Diagnostic Observation Schedule; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Interaktion; Peer-Beziehungen; Spiel; Gesang; Lebensnähe; Social behaviour; Soziales Verhalten; Aktive Pause; Game; Spiele; Inklusion
Abstract	Unstructured activity periods are central components of early childhood education programs. Deficits in social communication and social interaction presented by children with autism spectrum disorder (ASD) become apparent in these settings during unstructured activities, such as outdoor recess. Thirty-two preschool-age children with and without ASD participated in the "Buddy Game," a structured, cooperative play curriculum that focused on natural peer-peer modeling and imitation. The "Buddy Game" used familiar songs to promote peer proximity and discrete social bids between peers during outside time. A multiple baseline design across three classrooms was used to study curriculum effects on discrete social bids of children with ASD. Results demonstrated increased social bids from children with ASD to their peers with neurotypical development (NTD) across classrooms. In one classroom, effects maintained after intervention stopped and generalized to other times of the day. Implications for integrated educational settings and early childhood curricula are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01