Interventions to Improve the Play of Children with Autism on the School Playground

被引：3

作者：

Garcia-Gomez, Andres ^{[1
]}

Ambrosio Bravo, Miriam ^{[1
]}

Gil Diaz, Lidia ^{[1
]}

机构：

[1] Univ Extremadura, Badajoz, Spain

来源：

ESTUDIOS SOBRE EDUCACION | 2020年 / 38期

关键词：

Autism; Playground; Recess; Symbolic play; Social play; RANDOMIZED CONTROLLED-TRIAL; SPECTRUM DISORDERS; SOCIAL-SKILLS; SYMBOLIC PLAY; PRESCHOOL-CHILDREN; TYPICAL PEERS; COMMUNICATION; RECESS; STUDENTS; BEHAVIOR;

D O I：

10.15581/004.38.253-278

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The aim of the current study was to examine the impact of adult and peer mediated intervention in the social and the symbolic play of a group of four children with autism in the school playground. To verify the effect of the intervention a reversal single case experimental design (ABACA) was used. The results of the study suggest that the peer and adult intervention resulted in increased social play, but only adult-mediated intervention increased symbolic play. This study concluded that to improve the isolation of children with autism, during school recess adult and peer mediated intervention are needed.

引用

页码：253 / 278

页数：26

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