Evaluating the social behavior of preschool children with autism in an inclusive playground setting

Anibal Gutierrez, Melissa N. Hale, Krista Gossens-Archuleta, Victoria Sobrino-Sanchez

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

Abstract

Including children with autism alongside typically developing peers is commonly done in school settings to provide social opportunities and social experiences. However, there is limited research describing the naturally occurring interactions between children with autism and their peers as a result of such placements. We examined the naturally occurring social interactions of 3 students with autism when placed in a playground setting with typically developing peers. Results show that participants rarely engaged in social behavior with peers during inclusive experiences and adult staff rarely facilitated social interactions between children with autism and typically developing peers. This study provides additional evidence that mere exposure to typically developing children is not the mechanism by which students with autism gain meaningful social experiences. Creating inclusive experiences that result in social interactions likely require additional, systematic interventions designed to facilitate those interactions.

Original languageEnglish (US)
Pages (from-to)26-30
Number of pages5
JournalInternational Journal of Special Education
Volume22
Issue number3
StatePublished - Dec 1 2007

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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