Brief report: designing a playground for children with autistic spectrum disorders--effects on playful peer interactions.
This study investigated possible changes in social play and initiations in eight boys (5 to 7-years-old) with autistic spectrum disorders (ASD) who were moving from an old to a new school playground that was designed specifically to enhance playful peer interaction. Each boy was observed for half an hour over three occasions in the old, then the new setting. The playgrounds differed in design, spatial density and identity of potential play partners. As hypothesised, frequency of group play and overall social initiations increased significantly in the new setting. We discuss how playgrounds with appropriate levels of physical challenge and support for both structured, imaginative play and solitary observation may support peer interactions in children with ASD.
Yuill
Nicola
N
Department of Psychology, Centre for Research in Cognitive Science, University of Sussex, Brighton, BN1 9QH, UK. nicolay@sussex.ac.uk
Strieth
Sara
S
Roake
Caroline
C
Aspden
Ruth
R
Todd
Brenda
B
D001321:Autistic Disorder / Q000175:diagnosis / Q000523:psychology / Q000534:rehabilitation*; D002648:Child; D002675:Child, Preschool; D004519:Education, Special; D004779:Environment Design; D005260:Female; D006801:Humans; D007092:Imagination; D008297:Male; D009043:Motor Activity; D009048:Motor Skills; D010379:Peer Group; D010988:Play and Playthings; D012919:Social Behavior; D012933:Social Identification; D012951:Socialization