کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
370642 | 621880 | 2011 | 10 صفحه PDF | دانلود رایگان |
School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met pre-determined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: (a) to evaluate and synthesize the evidence-base, (b) to inform and guide teachers interested in utilizing recess time for educational purposes, and (c) to stimulate and guide future research in this area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD.
► We analyzed 15 studies that utilized recess to implement interventions for students with ASD.
► Recess interventions have improved problem behavior, social skills, play, and communication.
► Interventions were peer training, altering playgrounds, and games that embedded instruction.
► This review demonstrate that children with ASD can make educational progress during recess.
► Directions for future research are offered.
Journal: Research in Autism Spectrum Disorders - Volume 5, Issue 4, October–December 2011, Pages 1296–1305