The Engagement and Interaction of Children With Autism Spectrum Disorder in Segregated and Inclusive Early Childhood Center-Based Settings

Abstract

The engagement and interaction of 12 children with autism spectrum disorder (ASD) were measured during free play in segregated and inclusive prior-to-school early childhood settings to compare the learning opportunities provided in each type of setting. Ratings of overall engagement and the frequency and quality of interaction were also compared across the two types of setting. Although a satisfactory level of engagement was found for segregated and inclusive settings, the children were, on average, slightly better engaged in the segregated settings. Adult interaction was significantly higher in the segregated settings, but the difference in the amount of peer interaction only marginally favored the inclusive settings. Variations in the engagement and interaction across individual children were identified. The implications of these findings for optimizing learning opportunities for children with ASD in early childhood center-based settings were discussed.

Social IEP Objectives, Teacher Talk, and Peer Interaction in Inclusive and Segregated Preschool Settings

“…Children in the segregated classrooms were more likely to interact with teachers than peers. These findings are consistent with previous research suggesting the potential benefits of inclusive programs with respect to opportunities and motivations for children to engage with their peers (Bronson et al 1997;Guralnick et al 1996;Kishida and Kemp 2009;Sontag 1997;Terpstra and Tamura 2008). A possible explanation for this finding is that inclusive classrooms have a more active or a more positive social atmosphere, in which peers with advanced social skills are more available.…”

“…Research has confirmed that children with mild disabilities exhibited higher levels of peer interaction in inclusive groups, when compared with segregated groups (Kishida and Kemp 2009). Children with disabilities in inclusive settings have also been observed to be more independent and less controlled by teachers (Bronson et al 1997;Kishida and Kemp 2009). They were also less often engaged in unoccupied play, and exhibited fewer inappropriate or self-abusive behaviors than children in segregated programs (Erwin 1993).…”

“…Other studies have highlighted differences when comparing inclusive and segregated settings (Kishida and Kemp 2009;Sontag 1997). In general, segregated classrooms had the following features: more homogeneous grouping, more specialized teachers, smaller class sizes, and higher adult-to-child ratio than inclusive programs.…”

“…In these programs, and teachers often try to foster peer interaction by modifying classroom environments and planning social activities. However, these indirect strategies may not entirely substitute for teachers providing direct guidance, such as prompting children to try certain behaviors or giving them directions about how to play with their peers (Kishida and Kemp 2009).…”

Improving Social Initiations of Children with Autism Using Video Self-Modeling with Video Feedback: A Case Study

“…Similarly, research based in social constructivism theory also emphasizes the critical role teachers play in encouraging typically developing children with ASD to interact with their peers (Walker & Berthelsen, 2008). Studies comparing children's interactions in segregated vs inclusive settings (Kishida & Kemp, 2009) emphasize the teacher's role in both modeling and serving as a bridge.…”