Play and Friendship in Inclusive Autism Education

Conn, Carmel

doi:10.4324/9781315731810

Cited by 6 publications

(9 citation statements)

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“…Education of students with autism has been much influenced by a medical model, very focused on differences and deficits (Conn, 2016a), not sufficiently considering that peer group involvement can facilitate these individuals’ social integration at this formation stage and, at the same time, improve their classmates’ attitudes toward diversity (Koegel et al, 2011), an inclusive school environment seems appropriate for the development of socio-communicative skills in students with HFASD (De La Iglesia and Olivar, 2007; Conn, 2016b). This can help them to form a stable network of friends with whom to carry out activities even outside the school context, creating meaningful interpersonal ties that can be maintained over time (Koenig et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study

et al. 2016

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Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments.

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Section: Introductionmentioning

confidence: 99%

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study

et al. 2016

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“…Children and young people with particular conditions may not be able (or willing) to ask, or to ask in a way which might be regarded as a play cue by adults. In such circumstances adults may have to issue play cues and become involved in complex intervention without being asked (Conn, 2016). This contradicts Hughes's (2002) view that intervention is about being invited to play by the child but may result in a child becoming involved in a play cycle which would have not otherwise occurred.…”

Section: Discussionmentioning

confidence: 98%

Understanding the adult role in the Play Cycle—an empirical study

King

Newstead

2019

Child Care in Practice

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Twenty years ago, the 'Colorado Paper' (Sturrock & Else, 1998) developed a theoretical concept of the Play Cycle and described a hierarchy of four levels of intervention which playworkers might use to support the Play Cycle: play maintenance; simple intervention, medial intervention and complex intervention. This study of 157 playworkers from around the world is the first to investigate playworkers understanding of the Play Cycle and focuses on their views their role in relation to the four levels of hierarchy and whether playworkers feel that the Play Cycle theory has any impact on their practice. This paper describes how knowledge of the Play Cycle has had a positive impact on playwork practice for the majority of respondents in three key areas; underpinning theory, more observant and reflective intervention in children's play and re-evaluating children's behaviour focusing more on the play maintenance and simple intervention. This study also found that, whilst medial intervention is considered to be part of the role of the playworker, the role of complex intervention is rarely considered. This paper discusses potential reasons for this and develops ideas for future studies in this area.

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“…A literature review of playwork-related textbooks and training resources was undertaken on how the six components of the Play Cycle were explained. Nineteen sources were consulted, including separate papers by the original authors both before and after the ‘Colorado Paper’, training programmes, for example, Stobart (1998), playwork books supporting NVQ, for example, Farrow et al (2003), books supporting playwork practice such as Kamen (2005), books on play, for example, Else (2009, 2014); and Howard and McInness (2013), Kilvington and Wood’s (2010) book on ‘Reflective Playwork Practice’ and Conn’s (2016) textbook on ‘Play and Autism’. These texts contained 12 different explanations of the meta-lude, 16 for the play cue, 13 for the play return, 15 for the play frame, 15 for loop and flow and 10 for annihilation.…”

Section: Part 2: Playworkers’ Understanding Of the Play Cyclementioning

confidence: 99%

Re-defining the Play Cycle: An empirical study of playworkers’ understanding of playwork theory

King

Newstead²

2019

Journal of Early Childhood Research

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In 1998, Sturrock and Else introduced the Play Cycle which has been integrated into both playwork theory and practice. An online survey with 157 responses found that playworkers’ understanding Play Cycle varied to how they were first introduced to the theory. In addition, understandings of the six elements of the Play Cycle were significantly different from the original author’s definitions. To provide a more consistent use of the Play Cycle in both future research and practice, this article offers new definitions for each element of the Play Cycle based on the results from this study. This has implications for any childhood setting where the Play Cycle is used, including playgroups, nurseries and out of school provision catering for primary-aged children.

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Play and Friendship in Inclusive Autism Education

Cited by 6 publications

References 0 publications

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study

Understanding the adult role in the Play Cycle—an empirical study

Re-defining the Play Cycle: An empirical study of playworkers’ understanding of playwork theory

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