Additionally, children with ASD frequently engage in solitary play, even in an environment rich with social opportunities (Anderson et al., 2004). For instance, children with ASD in general education classrooms are less accepted and have fewer reciprocal friendships than their typically developing classmates (Chamberlain et al., 2007 Rotheram-Fuller et al., 2010). Children with ASD are often included in general education settings to address social communication deficits through exposure to typically developing peers however, they may not engage with their peers without appropriate supports (Harrower & Dunlap, 2001 Lee et al., 2007). Results suggest that the FRIEND Playground Program produced meaningful increases in social engagement and social initiations from baseline among participants with ASD and other social challenges.Īreas for future research on the FRIEND Playground ProgramĪ defining feature of autism spectrum disorder (ASD) is impairment in social communication (American Psychiatric Association, 2013). Seven participants with ASD or other social challenges received 20 min of direct intervention from trained playground facilitators during school recess each day. The current research study employed a multiple baseline across participant design to systematically evaluate whether this intervention yields increased social engagement and initiations with peers during recess. The FRIEND Playground Program is a structured, play-based intervention aimed at improving social interactions of children with ASD and other social challenges during recess. The school playground provides an ideal opportunity for social inclusion however, children with autism spectrum disorder (ASD) often struggle to engage in appropriate social interactions in this unstructured environment.
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