Examining playground engagement between elementary school children with and without autism spectrum disorder
Open accessAbstract
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.
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Social difficulties in ASD appear to reflect deficits in social knowledge that lead to social disengagement, isolation, and indifference to social cues.
“the social difficulties in ASD seem to reflect deficits in social knowledge10 that result in social disengagement, isolation, and indifference to social cues11,12”
From Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder (2024) · cites this paper as [12]
The Results (Social network centrality descriptive data; page unavailable) report more isolated or peripheral children in the ASD group, and the Discussion reports less joint playground engagement than among matched peers. The paper does not link these patterns to deficits in social knowledge or establish indifference to social cues; the Discussion instead reports frequent responses to peers. (LLM, conf=0.86)
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Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder
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“ADHD is characterized by symptoms of inattention and/or hyperactivity or impulsivity that must be present prior to age 12 years and are associated with impairment.”
- Authors
- Locke, J., Shih, W., Kretzmann, M., & Kasari, C.
- Affiliations
- University of Washington (US)
- University of California, Los Angeles (US)
- Corresponding author
- Locke, Jill
- Venue
- Autism
- Publisher
- SAGE Publications
- Published
- 2015-09-04
- Volume
- 20
- Issue
- 6
- Pages
- 653-662
- ISSN
- 1362-3613 (ISSN-L)
- 1461-7005
- PMC
- PMC4779076
- OpenAlex
- W2162881576
- Cited by
- 83
- References
- 37
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 9 · 2023: 10 · 2022: 8 · 2021: 14 · 2020: 6 · 2019: 11 · 2018: 8 · 2017: 3 · 2016: 2
- FWCI
- 2.60
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Autism (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Autism Science Foundation
- Health Resources and Services Administration
- National Institute of Mental Health (K01MH100199)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Health Sciences › Medicine › Psychiatry and Mental health › Child Nutrition and Feeding Issues
- Keywords
- autism spectrum disorder, recess, peer interaction, social behavior, inclusive education, elementary school students, solitary activities, peer modeling
- MeSH terms
- Autism Spectrum Disorder, Child, Child Behavior, Child, Preschool, Female, Humans, Interpersonal Relations, Male, Peer Group, Play and Playthings, Schools, Social Behavior, Students, Urban Population
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