Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers with Autism Spectrum Disorder in China

Autor/inn/en	Lee, Gabrielle T.; He, Li; Xu, Sheng
Titel	Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers with Autism Spectrum Disorder in China
Quelle	In: Journal of Positive Behavior Interventions, 24 (2022) 3, S.236-249 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Gabrielle T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007211035135
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Physical Activities; Cooperation; Interaction; Preschool Children; Males; Peer Relationship; Group Activities; Contingency Management; Incidence; Play; Behavior Problems; Intervention; Physical Education; Preschool Education; Students with Disabilities; Inclusion; China; Wechsler Preschool and Primary Scale of Intelligence; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Ausland; Autismus; Co-operation; Kooperation; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Male; Männliches Geschlecht; Peer-Beziehungen; Gruppenaktivität; Krisenbewältigung; Vorkommen; Spiel; Körpererziehung; Sportunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion
Abstract	The purpose of the study was to evaluate the effects of cooperative physical activities on social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took place during inclusive physical education (PE) classes. Generalization of interactions with peers was evaluated during free play. Three preschool boys (ages 4-5 yrs) with ASD participated in the study, which used a multiple baseline design across the participants. Results indicated that the procedure effectively increased the frequency of appropriate peer interactions for all three children in the PE and free play settings. Although the frequency of inappropriate interactions increased after the intervention in both settings, the proportion of inappropriate interactions relative to appropriate interactions decreased for two children in the PE setting and for all three children in the free play setting. (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