[article] 
inJournal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.1192-1196

Titre :	Brief Report: Designing a Playground for Children with Autistic Spectrum Disorders––Effects on Playful Peer Interactions
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Nicola YUILL, Auteur ; Sara STRIETH, Auteur ; Caroline ROAKE, Auteur ; Ruth ASPDEN, Auteur ; Brenda TODD, Auteur
Année de publication :	2007
Article en page(s) :	p.1192-1196
Langues :	Anglais (eng)
Mots-clés :	Autism Play Peer-interaction Playground-design
Index. décimale :	PER Périodiques
Résumé :	This study investigated possible changes in social play and initiations in eight boys (5 to 7-years-old) with autistic spectrum disorders (ASD) who were moving from an old to a new school playground that was designed specifically to enhance playful peer interaction. Each boy was observed for half an hour over three occasions in the old, then the new setting. The playgrounds differed in design, spatial density and identity of potential play partners. As hypothesised, frequency of group play and overall social initiations increased significantly in the new setting. We discuss how playgrounds with appropriate levels of physical challenge and support for both structured, imaginative play and solitary observation may support peer interactions in children with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-006-0241-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

[article] Brief Report: Designing a Playground for Children with Autistic Spectrum Disorders––Effects on Playful Peer Interactions [Texte imprimé et/ou numérique] / Nicola YUILL, Auteur ; Sara STRIETH, Auteur ; Caroline ROAKE, Auteur ; Ruth ASPDEN, Auteur ; Brenda TODD, Auteur . - 2007 . - p.1192-1196.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.1192-1196

Mots-clés :	Autism Play Peer-interaction Playground-design
Index. décimale :	PER Périodiques
Résumé :	This study investigated possible changes in social play and initiations in eight boys (5 to 7-years-old) with autistic spectrum disorders (ASD) who were moving from an old to a new school playground that was designed specifically to enhance playful peer interaction. Each boy was observed for half an hour over three occasions in the old, then the new setting. The playgrounds differed in design, spatial density and identity of potential play partners. As hypothesised, frequency of group play and overall social initiations increased significantly in the new setting. We discuss how playgrounds with appropriate levels of physical challenge and support for both structured, imaginative play and solitary observation may support peer interactions in children with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-006-0241-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155