The games they play: Observations of children with autism spectrum disorder on the school playground / S. 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 et/ou numérique Auteurs : S. GILMORE, Auteur ; L. K. FREDERICK, Auteur ; L. SANTILLAN, Auteur ; J. 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 et/ou numérique] / S. GILMORE, Auteur ; L. K. FREDERICK, Auteur ; L. SANTILLAN, Auteur ; J. 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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