Behaviours of Children with Autism that Facilitate Social Play with Typically Developing Peers in an Early Childhood Setting

Abstract

Play is an integral component of child development, particularly in the development of social-communication skills. Although not a defining characteristic of autism, differences in the frequency and quality of play in children with autism are identified in the literature. However, in much of the research into play behaviours and social participation in young children with autism, engagement in play with adults or children with other disabilities is examined. There is little research examining play with typical peers. Furthermore, there is limited research examining play in a natural context, as opposed to a clinical setting. Given the social aspects of play, examination of play in a natural context with typically developing peers is necessary to gain an accurate and relevant description of play in children with autism. Therefore, this gap in the literature is addressed in this research project by identifying what play behaviours young children with autism display during play with their typically developing peers in an early childhood setting. Additionally, in this research project, the participants’ teacher’s perception of behaviours in young children with autism is described. In this study, the play of four children with autism (4-5 years old) with their typically developing peers is explored. The research was conducted in an inclusive early childhood setting.