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ERIC Number: EJ1106090
Record Type: Journal
Publication Date: 2016-Aug
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1362-3613
Examining Playground Engagement between Elementary School Children with and without Autism Spectrum Disorder
Locke, Jill; Shih, Wendy; Kretzmann, Mark; Kasari, Connie
Autism: The International Journal of Research and Practice, v20 n6 p653-662 Aug 2016
Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Health Resources and Services Administration (DHHS); National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: California (Los Angeles)
Grant or Contract Numbers: UA3MC11055; K01MH100199