Examining Playground Engagement between Elementary School Children with and without Autism Spectrum Disorder

Autor/inn/en	Locke, Jill; Shih, Wendy; Kretzmann, Mark; Kasari, Connie
Titel	Examining Playground Engagement between Elementary School Children with and without Autism Spectrum Disorder
Quelle	In: Autism: The International Journal of Research and Practice, 20 (2016) 6, S.653-662 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361315599468
Schlagwörter	Autism; Pervasive Developmental Disorders; Playgrounds; Elementary School Students; Social Behavior; Recess Breaks; Peer Relationship; Observation; Randomized Controlled Trials; Regression (Statistics); California (Los Angeles) + Suchen Sie Ihr Suchwort? Autismus; Playground; Spielplatz; Social behaviour; Soziales Verhalten; Aktive Pause; Peer-Beziehungen; Beobachtung; Regression; Regressionsanalyse
Abstract	Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01