Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders / Lupita SANTILLAN in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.91-96 Titre : Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Lupita SANTILLAN, Auteur ; Lindsay FREDERICK, Auteur ; Sean GILMORE, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.91-96 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  social network inclusion  friendships  school  playground engagement Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools. En ligne : http://dx.doi.org/10.1177/1088357619838275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders [texte imprimé] / Lupita SANTILLAN, Auteur ; Lindsay FREDERICK, Auteur ; Sean GILMORE, Auteur ; Jill LOCKE, Auteur . - p.91-96. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.91-96 Mots-clés : autism spectrum disorder  social network inclusion  friendships  school  playground engagement Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools. En ligne : http://dx.doi.org/10.1177/1088357619838275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

The games they play: Observations of children with autism spectrum disorder on the school playground / Sean GILMORE in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1343-1353 Titre : The games they play: Observations of children with autism spectrum disorder on the school playground Type de document : texte imprimé Auteurs : Sean GILMORE, Auteur ; Lindsay FREDERICK, Auteur ; Lupita SANTILLAN, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.1343-1353 Langues : Anglais (eng) Mots-clés : affect  autism spectrum disorder  peers  playground engagement  self-stimulatory behavior  social communication Index. décimale : PER Périodiques Résumé : The playground may be an important context to examine the social functioning of children with autism spectrum disorder. Previous literature on playground peer engagement has used quantitative methods, but there is limited research using qualitative observations to understand the nuances of playground behavior. Using a mixed-methods approach, 55 elementary school-aged children with autism spectrum disorder who are primarily included in general education settings were observed on the school playground using the Playground Observation of Peer Engagement. Quantitative and qualitative data were examined using a mixed-methods approach. The results showed that children with autism spectrum disorder: engage in solitary and peripheral activities; demonstrate appropriate initiations and responses to peers; display self-stimulatory, motoric behaviors most frequently during solitary activities; and often have neutral affect on the playground. These findings suggest that intervention and supports for children with autism spectrum disorder may be important to deliver at recess to address peer engagement. En ligne : http://dx.doi.org/10.1177/1362361318811987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] The games they play: Observations of children with autism spectrum disorder on the school playground [texte imprimé] / Sean GILMORE, Auteur ; Lindsay FREDERICK, Auteur ; Lupita SANTILLAN, Auteur ; Jill LOCKE, Auteur . - p.1343-1353. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1343-1353 Mots-clés : affect  autism spectrum disorder  peers  playground engagement  self-stimulatory behavior  social communication Index. décimale : PER Périodiques Résumé : The playground may be an important context to examine the social functioning of children with autism spectrum disorder. Previous literature on playground peer engagement has used quantitative methods, but there is limited research using qualitative observations to understand the nuances of playground behavior. Using a mixed-methods approach, 55 elementary school-aged children with autism spectrum disorder who are primarily included in general education settings were observed on the school playground using the Playground Observation of Peer Engagement. Quantitative and qualitative data were examined using a mixed-methods approach. The results showed that children with autism spectrum disorder: engage in solitary and peripheral activities; demonstrate appropriate initiations and responses to peers; display self-stimulatory, motoric behaviors most frequently during solitary activities; and often have neutral affect on the playground. These findings suggest that intervention and supports for children with autism spectrum disorder may be important to deliver at recess to address peer engagement. En ligne : http://dx.doi.org/10.1177/1362361318811987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

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