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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-10-2012 | Original Paper

Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom

Auteurs: Connie Wong, Connie Kasari

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2012

Abstract

The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays. Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest the importance of educating teachers to target play and joint attention skills in their preschool special education classes, specifically for children with autism.

vorige artikel Do Adults with Autism Spectrum Disorders Compensate in Naturalistic Prospective Memory Tasks?

volgende artikel Validation of the Finnish Autism Spectrum Screening Questionnaire (ASSQ) for Clinical Settings and Total Population Screening

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Titel: Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom
Auteurs: Connie Wong
Connie Kasari
Publicatiedatum: 01-10-2012
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 10/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-012-1467-2

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