Evaluating the Social Behavior of Preschool Children with Autism in an Inclusive Playground Setting

Autor/inn/en	Gutierrez, Anibal, Jr.; Hale, Melissa N.; Gossens-Archuleta, Krista; Sobrino-Sanchez, Victoria
Titel	Evaluating the Social Behavior of Preschool Children with Autism in an Inclusive Playground Setting
Quelle	In: International Journal of Special Education, 22 (2007) 3, S.26-30 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Social Behavior; Autism; Preschool Children; Peer Relationship; Playgrounds; Student Behavior; Nonverbal Communication; Mainstreaming; Inclusive Schools; Interaction; Interpersonal Competence; Intervention; Teacher Role + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Peer-Beziehungen; Playground; Spielplatz; Student behaviour; Schülerverhalten; Non-verbal communication; Nonverbale Kommunikation; Inclusive school; Integrative Schule; Interaktion; Interpersonale Kompetenz; Lehrerrolle
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. (Contains 2 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10