Increasing Engagement on the Playground for Students with Autism
If you are a school-based therapist, teacher, or parent you may be looking for suggestions and tips for increasing engagement on the playground for students with autism. It can be a struggle for some students to participate on the playground if they have deficits in motor skills, social skills or sensory processing. Many times, professionals and parents will wonder what can we do during recess or playground time to increase engagement. Recent research indicates that you may want to look at the dynamics in the classroom too!
What does the research say?
The Journal of Autism and Developmental Disabilities published research on increasing engagement on the playground for students with autism. What they found was quite interesting.
The study examined how social network inclusion in the classroom is associated with playground peer engagement for 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. To determine social network inclusion, friendship surveys were administered. Playground engagement was recorded.
Following data analysis, the researchers determined the following:
- an association between social network inclusion and playground engagement.
- the children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground.
Conclusion
The researchers concluded that it is important to support social interactions in multiple contexts throughout the school day in order to increase engagement on the playground for students with autism.
Resources to Help Support Social Interactions Throughout the School Day
The Making Friends Social Stories for Girls And/Or Boys digital download offers help for one of the most distressing problems that our students and children face which is the inability to make and maintain friendships. So often what happens between children is out of our direct view and we only hear about what is happening when there are problems. Created by school-based Occupational Therapist, Thia Triggs, the Making Friends Social Stories for Girls And/Or Boys digital resource gives us concrete skills to teach to children, the context to practice skills, and positive language and illustrations so children feel successful at every step of the way. Clear, consistent visual expectations, previously rehearsed scenarios, and specific accommodations help children easily make friends! Designed specifically for students on the spectrum, as well as for children with ADHD, anxiety disorder, and intellectual challenges, this product also has applications for the shy or new child within a given setting. FIND OUT MORE.
Reference:
Santillan, L., Frederick, L., Gilmore, S., & Locke, J. (2019). Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 1088357619838275.
Read more on increasing engagement and Friendship
Increasing Classroom Participation for Students with Delays
Gross Motor Skills and Social Skills in Boys with Autism
