Social Engagement Behavior Study

I chose this article because it specifically targets the inclusion of autistic students in general education classrooms. The evidence shows that having a child read social stories and practice social interaction through role play causes an increase in a child’s social behavior thus helping him or her socialize better with classmates and teachers. This builds a better foundation for a child to express his or her wants and

By doing so, they were able to figure out how children preferred to engage in a series of different play-based activities. They had the opportunity to work alone or with another partner. They focused the study on “solitary play” vs “peer play”. If the child chose to play alone they considered it solitary play, whereas if the child chose to play with his/her peers they considered it to be peer play. The examiners expected the children that chose to play alone to be the students that had behavioral disorders or disabilities in social engagement with their peers. The next question for the examiners to focus on was whether or not the child was strictly shy, or if they were experiencing a preference to play by themselves, rather than with their

Asher and Cole (1990) suggest it is necessary for children to establish the common play themes within the group before initiating interaction. Findings by Brunder and Chen (2007) also highlight the importance of social relationships within play, and explain that it is a requirement to share and collaborate with peers to achieve a goal. The conflict arisen in these findings have similar results to research carried out by Koocher and Greca (2011), who propose that negative responses in play could be due to the difference in

Children with Autism, who later on develop Asperger’s Syndrome, have displayed numerous distinctiveness of character. They vary in many degrees of relentlessness. Many have difficulty with saying their own words, making them repeat someone else’s words. They also range from random outbursts of laughing or giggles to minimum contact with children of their age group. They may have acute forms of these characteristics. Children with Asperger’s Syndrome tend to put themselves into awkward postures and/or shows lack of empathy, etc. Children with autism may have these following characteristics: they may not want to embrace others, they choose to be alone, they avowal on similarity, repeat words or phrases, unsuitable reply or no reply at all. They also may have a challenging beginning or keeping a conversation going and display interest extremely few objects or hobbies and play with them in recurring ways. ("Inclusive Communities") ("Autism Society")

Sterkin (2012) stated, individuals speak with desire to be heard. Typically developing children naturally learn to listen to others and to engage in social interactions from early age as they contact reinforcement or punishment from their audiences (Catania, 2013; Skinner, 1957). They learn to engage in successful social interactions, such as engaging in social conversations and cooperating with other individuals as they contact mutual benefits (Cosmides, 1989). However, many children with autism spectrum disorder (ASD) or other developmental disabilities (DD) have shown deficits in the area of social communication and social reciprocity, which results in decreased opportunities to successfully interact with peers to establish friendship (Radley,

Play contributes to children’s “physical, emotional and social well-being” (Else, 2009, p.8) and through play, the child’s holistic development and well-being is being constantly accounted for as is it led by the individual. The child decides what s/he wants to do and does it; it is

A study by Orsmond, Krauss, and Seltzer in 2004 sought to examine the social lives of adolescents and adults with Autism. Specifically, they researched the participants’ peer relationships, the participants’ involvement in social activities, and what individual and environmental factors concerning the participants affect peer relationships and involvement in activities. They hypothesized that the participants with more developed verbal skills, fewer social impairments and fewer disruptive behaviors would have a greater number of social interactions. They also expected that participants in inclusive educational setting would have more social interactions and that a socially engaged mother would also cause more social interactions among the participants. Based on this study, the results were that the difficulty people with Autism have in participating developing and maintaining friendships begins at childhood and persists into adulthood. They also found that participants in segregated educational environments had the same amount of peer relationships as participants in inclusive educational environments; therefore in this study, forming peer relationships seems to be based purely on individual characteristics. However, participation in social and recreational activities seem to be based on both environmental--if the mother partook in similar activities-- and individual characteristics. These findings are important in the context of my study because it shows the peer

Supporting social interaction is an important piece of the student’s educational plan. Student’s with autism often have the desire to interact with others, but do not have the skills to engage appropriately or may be overwhelmed by the process. Some students are painfully aware of their social deficits and will avoid interactions even though they desperately want to connect with others. Others will engage in attention seeking behavior to connect with others until they build the skills they need to interact.

Individuals with Autistic Spectrum Disorder (ASD) experience difficulties with “social communication, social imagination and social interaction” (American Psychiatric Association, 2000), this is described as a ‘triad of impairments’ (Wing and Gould, 1979). In the most recent edition of the Diagnostic and Statistical Manual this ‘triad of impairments’ has been changed to just to two impairments,

Friendships are a basic and vital need people have throughout their lifetime. It is an essential bond that can influence their social development from early childhood until adulthood. Furthermore, friendships promote trust, increase feelings of belonging, and increase a person 's self-worth (Bauminger et al., 2008). Daniel and Billingsley (2010) stated that friendships are maintained through mutual interests, socialization, and cooperation and shared experiences. However, one key feature of autism spectrum disorders demonstrates a significant impairment in social interaction and communication (Volkmar & Wiesner, 2009). One could make assumptions that due to the lack of social engagement and communication with others that a person

There are countless opportunities for children to interact and play with one another. Peer interactions serve a variety of important roles

Social play allows for repeated practice of skills such as cooperation, adaptation and sharing, which leads to increased social competence (Newton & Jenvey 2011)

Autism is a neurodevelopmental biological disorder that is characterized by the deficits of communication, reciprocal social interaction and restricted and repetitive behavior patterns, interest, and activities. (D 'Elia, Valeri, Sonnino, Fontana, Mammone, & Vicari, S. 2014). To enhance these deficits several treatments were created. (D 'Elia, Valeri, Sonnino, Fontana, Mammone, & Vicari, S. 2014). Some of the interventions are highly structured and others take a social approach that focuses on the child’s interest while embedding their daily activities in a natural setting/environment. (D 'Elia, Valeri, Sonnino, Fontana, Mammone, and Vicari 2014). The main goal of educational interventions is to promote social responsibility and personal independence. (D 'Elia, Valeri, Sonnino, Fontana, Mammone, & Vicari 2014). The structure of this intervention are cognitive, behavioral, social and some areas of academic success. (D 'Elia, Valeri, Sonnino, Fontana, Mammone, & Vicari 2014). Two of the interventions that will be discussed in this study is TEACCH and ABA. Also, in the study, I will be referring to Autism using different terms such as Autism Spectrum Disorder(ASD),people on the spectrum, autistic people, and people with autism.

There were five children who were diagnosed with autism, 25 of their typically developing peers, and 5 teachers who participated. The five children with autism lacked social and interaction skills. These participants varied in ages and had distinct characteristics. The first participant named Alex

Two groups of children were compared for this study. The first group, SIB-A consisted of 14 girls and 23 boys: the second group, SIB-TD consisted of 17 girls and 30 boys. Participants were between the ages of 0 and 14 months old at the time of enrolment. All children had an older sibling diagnosed with Autistic