Participation of children on the autism spectrum in home, school, and community
Embargoed until: 2019-06-01
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Background: Children on the autism spectrum participate less frequently, and in a narrowerrange of activities, than their nonautistic peers, but little is known about exact participation pat-terns across contexts or how this is perceived by caregivers. This study aimed to document pat-terns of participation and caregiver views with regard to frequency and intensity of activities.Method: Caregivers of children on the spectrum aged 5 (n = 90) and 9–10 years ( n = 128)completed the Participation and Environment Measure for Children and Youth for home, school,and community. Caregivers reported on frequency of child's participation, level of involvement,and caregivers' desire for change in participation patterns.Results: Item‐level analyses revealed similar patterns of participation across home, school,and community for both cohorts with some small age‐appropriate differences. Caregivers gener-ally desired increased diversity, frequency, and involvement in activities but a decreased use ofelectronics (computers, games, TV, and DVDs).Conclusion: The possibility of autism‐specific participation patterns could inform futureinterventions aimed at enhancing social inclusion. This warrants further investigation throughmultiinformant designs that seek the perspectives of the child and caregivers.
Child: Care, Health and Development
© 2017 John Wiley & Sons Ltd. This is the peer reviewed version of the following article: Participation of children on the autism spectrum in home, school, and community, Child: Care, Health and Development, 2017 which has been published in final form at 10.1111/cch.12483. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-820227.html#terms)
This publication has been entered into Griffith Research Online as an Advanced Online Version.
Special Education and Disability