Conceptual Clarification of the Playful Engagement in Social Interaction of Preschool-Aged Children with Autism Spectrum Disorder (ASD)

Autor/inn/en	Godin, Julie; Freeman, Andrew; Rigby, Patty
Titel	Conceptual Clarification of the Playful Engagement in Social Interaction of Preschool-Aged Children with Autism Spectrum Disorder (ASD)
Quelle	In: Early Child Development and Care, 189 (2019) 3, S.430-440 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Godin, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1324437
Schlagwörter	Preschool Children; Play; Autism; Pervasive Developmental Disorders; Interaction; Interpersonal Competence; Child Behavior; Affective Behavior; Cues; Nonverbal Communication + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Autismus; Interaktion; Interpersonale Kompetenz; Affective disturbance; Active behaviour; Affektive Störung; Stichwort; Non-verbal communication; Nonverbale Kommunikation
Abstract	Children with autism spectrum disorder (ASD) demonstrate limited playfulness. Their difficulty engaging in meaningful interaction with others renders playful engagement in social interactions a challenge. Although little direct evidence exists regarding the promotion of these children's playful engagement, links can be established with many traits cited in play and social interaction studies. This paper presents the results of a conceptual clarification exercise regarding the key behaviours associated with the construct of playful engagement in preschool-aged children with ASD. Behaviours were identified based on hallmark deficits in early social interactions and play of children with ASD. The analysis revealed the following behaviours: positive affect, engagement, imitation, joint attention, initiation of social interaction, social responsiveness, flexibility, child's laughter in funny situations and giving and reading non-verbal cues. In conclusion, a conceptually coherent stage has been set for exploring the literature regarding interventions to promote the playful engagement of preschool-aged children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01