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Schipperijn J, Madsen CD, Toftager M, Johansen DN, Lousen I, Amholt TT, Pawlowski CS. The role of playgrounds in promoting children's health - a scoping review. Int J Behav Nutr Phys Act 2024; 21:72. [PMID: 38978019 PMCID: PMC11232259 DOI: 10.1186/s12966-024-01618-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2024] [Accepted: 06/16/2024] [Indexed: 07/10/2024] Open
Abstract
BACKGROUND Active outdoor play is important for children's health and development, and playgrounds provide good places for play. However, the importance of playground use for health and well-being is unclear. Our scoping review aims to create an overview of all research on playground use and health benefits for children. METHODS Scopus, Web of Science, SportDiscus, and PsycInfo were searched using two search blocks, focusing on 'playground' and 'children' respectively, for publications from 2000 to November 2023. The primary inclusion criterion was examining the relationship between playground use and positive physical, mental, or social health outcomes. Only papers published in English were reviewed. For each publication, we synthesized and condensed the results, categorizing them by playground setting, reported health outcome, participant age group, study design, methodologies, publication's country, year, and 'stage of evidence'. RESULTS Data from 247 studies were extracted and nearly 80% of these publications were descriptive or exploratory studies. Fifty-two were intervention studies. Adding playground markings to schoolyards led to increased physical activity. Greening schoolyards had mainly positive effects on social and mental health. In Early Childhood Education and Care, renewing play structures had a positive effect on physical activity in three publications. All Public Open Space interventions we found were different, with mixed effects on health outcomes. CONCLUSIONS The existing evidence provides good arguments for policy makers, city planners and school-leaders to invest in adding playground markings in schoolyards as this will likely result in more physical activity. The evidence for the health benefits of investing in new play structures indicated that tailoring the playground to local needs is important as 'one size does not fit all' and playgrounds need to be designed as engaging and interesting places for children's play if they are to generate health benefits. Investing in 'greening' playgrounds is likely to result in social and mental health benefits for children, but does not always result in more physical activity. The research field needs more efficacy and effectiveness studies, and in particular replication and scale-up studies to demonstrate which type of playground interventions are successful. PROTOCOL The review protocol was registered at Open Science Framework ( https://doi.org/10.17605/OSF.IO/UYN2V ).
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Affiliation(s)
- Jasper Schipperijn
- World Playground Research Institute, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark.
| | - Cathrine Damsbo Madsen
- World Playground Research Institute, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Mette Toftager
- World Playground Research Institute, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Danielle Nørager Johansen
- World Playground Research Institute, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Ida Lousen
- World Playground Research Institute, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Thea Toft Amholt
- Centre for Clinical Research and Prevention, Bispebjerg and Frederiksberg Hospital, Hovedvejen 5, 2000, Frederiksberg, Denmark
| | - Charlotte Skau Pawlowski
- World Playground Research Institute, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
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Coughlan M, Lynch H. "Can I Play Too?" A Qualitative Study of Outdoor Play and Participation Among Autistic Preschoolers. Am J Occup Ther 2024; 78:7804185130. [PMID: 38801677 DOI: 10.5014/ajot.2024.050732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/29/2024] Open
Abstract
IMPORTANCE Outdoor play in homes, schools, and communities provides children with unique opportunities to explore their worlds, develop fundamental life skills, and experience belonging. However, few studies have explored outdoor free play among autistic preschoolers in natural settings from a neurodivergent-informed perspective. OBJECTIVE To explore the play preferences, opportunities, and challenges in outdoor play for autistic preschoolers. DESIGN In this qualitative study, the authors used a multimethod approach to data collection using visual, verbal, and projective techniques and thematic analysis to identify and describe outdoor play occupation as expressed by autistic preschoolers. SETTING Home, community, and preschool environments in a city in Ireland. PARTICIPANTS Seven autistic children and their parents, from seven diverse preschool settings in Ireland. RESULTS Two overarching themes were identified: (1) outdoor play preferences and meaning and (2) the physical and social environments of outdoor play. The findings suggest that autistic preschoolers demonstrate distinctive play styles and preferences when playing freely outdoors, with physical and social barriers to outdoor play existing in community and educational contexts. CONCLUSIONS AND RELEVANCE The findings suggest that autistic preschoolers' outdoor play styles and preferences require support from adult advocates. Although the importance of relationships and social play cannot be overlooked, infrastructural accommodations for parents and schools are required if we are to create supportive and inclusive outdoor play environments and opportunities for freedom of expression for autistic children. Plain-Language Summary: This study explored the distinctive outdoor play preferences, opportunities, and challenges for autistic preschoolers. The findings show that autistic preschoolers face physical and social barriers to outdoor play and that they need parents, schools, and communities to create supportive and inclusive play environments and opportunities for freedom of expression.
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Affiliation(s)
- Maeve Coughlan
- Maeve Coughlan, MSc Research, BSc OT, is Senior Paediatric Occupational Therapist, Central Cork Children's Disability Network Team, Cope Foundation, Cork, Ireland
| | - Helen Lynch
- Helen Lynch, PhD, MSc, Dip COT, Dip Montessori, is Senior Lecturer and Graduate Studies Programme Director, P4play Coordinator, University College Cork, Cork, Ireland;
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Tsou YT, Nasri M, Li B, Blijd-Hoogewys EMA, Baratchi M, Koutamanis A, Rieffe C. Social connectedness and loneliness in school for autistic and allistic children. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613241259932. [PMID: 38888149 DOI: 10.1177/13623613241259932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/20/2024]
Abstract
LAY ABSTRACT Many previous studies reported that autistic children have fewer social connections. Yet, recent studies also show that autistic children more often feel lonely in school than allistic (i.e. non-autistic) children. This outcome seems to go against the traditional view that autistic children do not desire to have social connections. Therefore, this study aimed to find out how autistic and allistic children feel about their social connections. We included 47 autistic and 52 neurodiverse-allistic children from two special education primary schools (aged 8-13 years). We tested their social connections and loneliness in school, through a new approach. This new approach includes questionnaires, and sensors for tracking social contacts on playgrounds during school breaks. We found that allistic children felt more loneliness when they spent little time in social contacts during school breaks. Yet, autistic children felt more loneliness when their peers did not like to play with them. For these autistic children, feelings of loneliness may go beyond face-to-face contacts. Being liked as part of a peer group was key. Understanding differences in children's needs can lead to a more effective design for a welcoming school climate.
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Affiliation(s)
- Yung-Ting Tsou
- Leiden University, The Netherlands
- Vrije Universiteit Amsterdam, The Netherlands
| | | | - Boya Li
- Leiden University, The Netherlands
| | | | | | | | - Carolien Rieffe
- Leiden University, The Netherlands
- University of Twente, The Netherlands
- University College London, UK
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Benitah KC, Kavaliers M, Ossenkopp KP. The enteric metabolite, propionic acid, impairs social behavior and increases anxiety in a rodent ASD model: Examining sex differences and the influence of the estrous cycle. Pharmacol Biochem Behav 2023; 231:173630. [PMID: 37640163 DOI: 10.1016/j.pbb.2023.173630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Revised: 08/10/2023] [Accepted: 08/25/2023] [Indexed: 08/31/2023]
Abstract
Research suggests that certain gut and dietary factors may worsen behavioral features of autism spectrum disorder (ASD). Treatment with propionic acid (PPA) has been found to create both brain and behavioral responses in rats that are characteristic of ASD in humans. A consistent male bias in human ASD prevalence has been observed, and several sex-differential genetic and hormonal factors have been suggested to contribute to this bias. The majority of PPA studies in relation to ASD focus on male subjects; research examining the effects of PPA in females is scarce. The present study includes two experiments. Experiment 1 explored sex differences in the effects of systemic administration of PPA (500 mg/kg, ip) on adult rodent social behavior and anxiety (light-dark test). Experiment 2 investigated differential effects of systemic administration of PPA (500 mg/kg) on social behavior and anxiety in relation to fluctuating estrogen and progesterone levels during the adult rodent estrous cycle. PPA treatment impaired social behavior and increased anxiety in females to the same degree in comparison to PPA-treated males. As well, females treated with PPA in their diestrus phase did not differ significantly in comparison to females administered PPA in their proestrus phase, in terms of reduced social behavior and increased anxiety.
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Affiliation(s)
- Katie C Benitah
- Graduate Program in Neuroscience, University of Western Ontario, London, Ontario, Canada
| | - Martin Kavaliers
- Graduate Program in Neuroscience, University of Western Ontario, London, Ontario, Canada; Department of Psychology, University of Western Ontario, London, Ontario, Canada; Department of Psychology and Neuroscience Program, University of Guelph, Guelph, Ontario, Canada
| | - Klaus-Peter Ossenkopp
- Graduate Program in Neuroscience, University of Western Ontario, London, Ontario, Canada; Department of Psychology, University of Western Ontario, London, Ontario, Canada.
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Ellis N, Yi YJ. Systematic Review on Environmental Design for Adaptive and Problem Behaviors of People With Intellectual and Developmental Disabilities. HERD-HEALTH ENVIRONMENTS RESEARCH & DESIGN JOURNAL 2023; 16:213-239. [PMID: 37165644 DOI: 10.1177/19375867231173393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
OBJECTIVES The presented systematic review explores the empirical studies regarding environmental design strategies that support adaptive behaviors while improving problem behaviors of people with intellectual and developmental disabilities (IDD). BACKGROUND People with IDD perceive and interact with their environment differently from people without disabilities. Design research has not always considered these differences, and environmental design solutions are not commonly found. METHODS The review process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocols. The study reports the findings from the systematic review of 32 peer-reviewed studies published in EBSCO, ERIC, ProQuest, PsycINFO, MEDLINE CINAHL, Consumer Health Complete (EBSCOhost), and Psychology and Behavioral Sciences Collection between 1990 and 2020. In addition, quality assessment tools appraised the study's quality. RESULTS The review identified 26 design strategies. Five themes qualitatively organized these environmental attributes: coherence, affordance, control, stimulation, and restoration. CONCLUSION The evidence indicates that adequately designed physical environments can support the adaptive behaviors of people with IDD while alleviating behavioral problems. Design features not supported by strong empirical evidence should be further addressed in future studies.
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Affiliation(s)
- Natalie Ellis
- College of Visual Arts and Design, University of North Texas, Denton, TX, USA
| | - Ye Ji Yi
- Department of Interior Design, University of Oklahoma, Norman, OK, USA
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Lyu J, Yang H, Christie S. Mommy, Can I Play Outside? How Urban Design Influences Parental Attitudes on Play. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4909. [PMID: 36981816 PMCID: PMC10048976 DOI: 10.3390/ijerph20064909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 02/27/2023] [Accepted: 03/01/2023] [Indexed: 06/18/2023]
Abstract
Although play results in physical, social, and cognitive benefits, there is a consensus that children's opportunities to play have been reduced, particularly for those who live in urban environments. What are the barriers to play, and how can we mitigate them? This review examines a critical factor in play opportunities: parents as the decision-makers with regard to children's play. Using perspectives from psychology, urban design, and cognitive science, we analyze the relationships between the design of built environments, parental attitudes and beliefs, and parental decisions on allowing children to play. For example, can a new implementation of children-centered urban design change parents' skeptical attitude toward play? By drawing from global studies, we chart (1) the three key beliefs of parents regarding play and built environments: play should benefit learning, be safe, and match the child's competence and (2) the design principles that can foster these beliefs: learning, social, and progressive challenge designs. By making the link between parents, urban design, and play explicit, this paper aims to inform parents, educators, policymakers, urban planners, and architects on the evidence-based measures for creating and increasing opportunities to play.
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Affiliation(s)
- Jinyun Lyu
- Tsinghua Laboratory of Brain and Intelligence, Tsinghua University, Beijing 100084, China
- Department of Psychology, Tsinghua University, Beijing 100084, China
| | - Huiying Yang
- Tsinghua Laboratory of Brain and Intelligence, Tsinghua University, Beijing 100084, China
- Department of Psychology, Tsinghua University, Beijing 100084, China
| | - Stella Christie
- Tsinghua Laboratory of Brain and Intelligence, Tsinghua University, Beijing 100084, China
- Department of Psychology, Tsinghua University, Beijing 100084, China
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James ME, Jianopoulos E, Ross T, Buliung R, Arbour-Nicitopoulos KP. Children's Usage of Inclusive Playgrounds: A Naturalistic Observation Study of Play. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:13648. [PMID: 36294228 PMCID: PMC9602768 DOI: 10.3390/ijerph192013648] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Revised: 10/07/2022] [Accepted: 10/13/2022] [Indexed: 06/16/2023]
Abstract
Inclusive playgrounds that are designed to be physically accessible and welcoming to children with disabilities may provide equal and equitable access to play for all children. Using a naturalistic observational design, this study examines children's use of a playground designed to be accessible and inclusive for all ages and abilities. A modified version of the System for Observing Play and Recreation in Communities was used to collect child data on observed gender, age, play behaviour types, social interactions, and activity levels. A relatively equal number of female (52%) and male (48%) observations was made, and the majority (96%) of children observed appeared to be under 12 years of age. Most children (71%) were observed to be engaging in active play. Functional play (e.g., climbing, swinging, running) was the predominant play behaviour observed on the playground (88%), and the majority of social interactions were with peers (48%) or an adult (26%). These findings provide information on how children use a playground designed to be inclusive for children of all ages and abilities. This information can be used to help inform the design of inclusive play spaces as well as types of programming that may occur within such settings.
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Affiliation(s)
- Maeghan E. James
- Faculty of Kinesiology and Physical Education, Mental Health and Physical Activity Research Centre, University of Toronto, Toronto, ON M5S 1A4, Canada
| | - Emma Jianopoulos
- Faculty of Kinesiology and Physical Education, Mental Health and Physical Activity Research Centre, University of Toronto, Toronto, ON M5S 1A4, Canada
| | - Timothy Ross
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON M4G 1R8, Canada
- Department of Geography and Planning, University of Toronto, Toronto, ON M5S 1A4, Canada
- Rehabilitation Sciences Institute, University of Toronto, Toronto, ON M5S 1A4, Canada
| | - Ron Buliung
- Department of Geography, Geomatics and Environment, University of Toronto Mississauga, Mississauga, ON L5L 1C6, Canada
| | - Kelly P. Arbour-Nicitopoulos
- Faculty of Kinesiology and Physical Education, Mental Health and Physical Activity Research Centre, University of Toronto, Toronto, ON M5S 1A4, Canada
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Harris K, Rosinski P, Wood-Nartker J, Hill Renirie R. Developing Inclusive Playgrounds That Welcome All Children—Including Those with Autism. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00345-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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9
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Stanton-Chapman TL, Schmidt EL. How Do the Children Play? The Influence of Playground Type on Children's Play Styles. Front Psychol 2021; 12:703940. [PMID: 34721152 PMCID: PMC8549435 DOI: 10.3389/fpsyg.2021.703940] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Accepted: 09/06/2021] [Indexed: 11/23/2022] Open
Abstract
Using a mixed-method design, the aims of the current study were to develop an in-depth understanding of (1) children’s social play behaviors on school and community playgrounds, (2) the duration with which children play within varying social play categories, and (3) assessing children’s perspectives of playground activities, their peer relationships, and recommendations for new playgrounds. Six participants were observed for five 30-min observations on a school playground and for five 30-min observations on a community playground. Participants were also interviewed about their experiences and preferences on school and community playgrounds. The direct observation results support and extend previous work, indicating that children’s play skill competence varies by setting. Children demonstrated higher levels of associative and cooperative play on the school playground, but higher levels of solitary and parallel play on the community playground. This difference in play styles by playground appears to be a function of available play partners and is explained by the interview data, which found that children are not comfortable playing with children they do not know.
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Affiliation(s)
- Tina L Stanton-Chapman
- Early Childhood and Human Development School of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, OH, United States
| | - Eric L Schmidt
- Playground Equipment Services, Cincinnati, OH, United States
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10
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Moore A, Lynch H, Boyle B. Can universal design support outdoor play, social participation, and inclusion in public playgrounds? A scoping review. Disabil Rehabil 2020; 44:3304-3325. [PMID: 33300821 DOI: 10.1080/09638288.2020.1858353] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
PURPOSE To synthesize evidence regarding the physical design features and non-physical aspects of public playgrounds that facilitate/hinder outdoor play, social participation, and inclusion; identify design recommendations; and explore the current discourses and concepts around designing for outdoor play, social participation, and inclusion in public playgrounds in the context of Universal Design (UD). METHODS Published studies addressing public playgrounds, inclusion, and design, were identified via a systematic search of eleven databases from health, science, education, and humanities. RESULTS Fifteen documents met the inclusion criteria. Three main themes were identified concerning physical design features and non-physical aspects of public playgrounds that facilitate/hinder outdoor play, social participation, and inclusion, with associated design recommendations. Although UD is recognized to have the potential to support the design of public playgrounds, no studies examined UD solutions for playgrounds or tested them for effectiveness. CONCLUSION We cannot yet determine whether UD can support outdoor play, social participation, and inclusion in public playgrounds. Research to date has mostly focused on understanding users' perspectives; future research should continue to be informed by diverse users' perspectives to address gaps in knowledge concerning children's voice from migrants, lower socioeconomic communities, and intergenerational users with disabilities alongside researching design solutions for play.Implications for rehabilitationChildren, particularly children with disabilities and their families, continue to experience marginalization and exclusion in public playgrounds, despite a commitment to inclusion in international treaties.Universal design is recognized to have the potential to support the design of public playgrounds, however, the evidence is currently very sparse.While accessibility is an important consideration for playground design, it does not ensure that play occupations can take place.Extending knowledge on universal design as it applies explicitly to playgrounds and play occupation requires multi- and trans-disciplinary collaboration that includes a play-centered perspective.
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Affiliation(s)
- Alice Moore
- Department of Occupational Science and Occupational Therapy, University College Cork, Cork, Ireland
| | - Helen Lynch
- Department of Occupational Science and Occupational Therapy, University College Cork, Cork, Ireland
| | - Bryan Boyle
- Department of Occupational Science and Occupational Therapy, University College Cork, Cork, Ireland
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Fiscella NA, Case LK, Jung J, Yun J. Influence of Neighborhood Environment on Physical Activity Participation among Children with Autism Spectrum Disorder. Autism Res 2020; 14:560-570. [PMID: 33231917 DOI: 10.1002/aur.2445] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Revised: 10/26/2020] [Accepted: 11/10/2020] [Indexed: 01/11/2023]
Abstract
Despite the positive influence of environmental factors on physical activity (PA) levels of children, further investigation is necessary when considering the unique characteristics of children with autism spectrum disorder (ASD). The purpose of this study was to examine the relationship between neighborhood environment factors and PA among children with ASD by examining the extent to which (a) the built environment, (b) neighborhood safety, and (c) neighborhood support contributes to PA. A secondary data analysis using the 2016 and 2017 combined dataset of the National Survey of Children's Health was used. The total sample included 14,944 children between the ages of 6-17 years; of this, a sample of 494 children had a parent-reported diagnosis of ASD. Multivariate logistic regressions were conducted to explore the unique influences of the above three neighborhood environment factors on PA engagement. Among children with and without ASD, an association was found between feeling safe and engaging in PA, that is, the odds of engaging in PA are greater among children who were safe in their neighborhoods than children who were not in safe neighborhoods. Surprisingly, other neighborhood factors do not have a significant relationship with PA participation among children with ASD at this time. Future studies should consider how to incorporate the support of others and feeling of safety into the neighborhood along with how to improve accessibility of the built environment in order to increase PA for children with ASD. LAY SUMMARY: The results of this study showed that neighborhood factors influence physical activity (PA) among children with ASD differently compared to their peers without ASD. Children with ASD who live in safe neighborhoods are more likely to engage in PA, while other neighborhood factors, such as playgrounds and support, are not associated with an increased likelihood of engaging in PA at this time. Efforts should be made to improve neighborhood accessibility and design in order to increase PA among children with ASD.
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Affiliation(s)
- Nicole A Fiscella
- Kinesiology Program, School of Biological and Population Health Sciences, College of Public and Health Sciences, Oregon State University, Corvallis, Oregon, USA
| | - Layne K Case
- Kinesiology Program, School of Biological and Population Health Sciences, College of Public and Health Sciences, Oregon State University, Corvallis, Oregon, USA
| | - Jaehun Jung
- Department of Health and Human Performance, College of Education and Human Development, Northwestern State University of Louisiana, Natchitoches, Louisiana, USA
| | - Joonkoo Yun
- Department of Kinesiology, College of Health and Human Performance, East Carolina University, Greenville, North Carolina, USA
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Hume K, Sam A, Mokrova I, Reszka S, Boyd BA. Facilitating Social Interactions With Peers in Specialized
Early Childhood Settings for Young Children With ASD. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0134.v48-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Kara Hume
- University of North Carolina at Chapel Hill
| | - Ann Sam
- University of North Carolina at Chapel Hill
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13
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Exposure to nature for children with autism spectrum disorder: Benefits, caveats, and barriers. Health Place 2019; 55:71-79. [DOI: 10.1016/j.healthplace.2018.11.005] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2018] [Revised: 10/28/2018] [Accepted: 11/12/2018] [Indexed: 11/23/2022]
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Promoting Social Learning at Recess for Children with ASD and Related Social Challenges. Behav Anal Pract 2018; 11:19-33. [PMID: 29556445 DOI: 10.1007/s40617-017-0178-8] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
The school playground provides an ideal opportunity for social inclusion; however, children with autism spectrum disorder (ASD) often struggle to engage in appropriate social interactions in this unstructured environment. Thus, they may spend recess time alone. The FRIEND Playground Program is a structured, play-based intervention aimed at improving social interactions of children with ASD and other social challenges during recess. The current research study employed a multiple baseline across participant design to systematically evaluate whether this intervention yields increased social engagement and initiations with peers during recess. Seven participants with ASD or other social challenges received 20 min of direct intervention from trained playground facilitators during school recess each day. Results suggest that the FRIEND Playground Program produced meaningful increases in social engagement and social initiations from baseline among participants with ASD and other social challenges.
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Sterman JJ, Naughton GA, Bundy AC, Froude E, Villeneuve MA. Planning for outdoor play: Government and family decision-making. Scand J Occup Ther 2018. [DOI: 10.1080/11038128.2018.1447010] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Julia J. Sterman
- School of Allied Health, Australian Catholic University, North Sydney, NSW, Australia
| | | | - Anita C. Bundy
- Faculty of Health Science, The University of Sydney, Lidcombe, NSW, Australia
- Faculty of Occupational Therapy, Colorado State University, Fort Collins, CO, USA
| | - Elspeth Froude
- School of Allied Health, Australian Catholic University, North Sydney, NSW, Australia
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Hyter Y, Vogindroukas I, Chelas EN, Paparizos K, Kivrakidou E, Kaloudi V. Differentiating Autism from Typical Development: Preliminary Findings of Greek Versions of a Pragmatic Language and Social Communication Questionnaire. Folia Phoniatr Logop 2017; 69:20-26. [PMID: 29248927 DOI: 10.1159/000479277] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2017] [Accepted: 07/06/2017] [Indexed: 11/19/2022] Open
Abstract
OBJECTIVE A social pragmatic communication disorder is one of the primary characteristics of children with autism. Although several measures of pragmatics and social communication exist, many are not comprehensive, do not examine the quality of interactions across contexts and interlocutors, and cannot be easily administered and interpreted. The aim of this article is to report on preliminary data collected using the Greek version of comprehensive social communication and pragmatic language questionnaires completed by parents and teachers interacting with young children in different contexts. METHODS A Greek translation of the social communication and pragmatic language questionnaires was administered to parents and teachers of 31 children diagnosed with autism and of 51 typically developing children aged 3.0-6.0 years. Analysis and Results: The performance on the Greek versions of the social communication and pragmatic language questionnaires of typically developing children was compared with the performance of the children with autism using a series of independent t tests. Descriptive statistics were used to summarize participant characteristics and performances on the measure. Preliminary results showed that significant differences with moderate effect sizes were found between groups on 63% of the 30 test items. CONCLUSIONS The performance of children on questionnaires may lead to the development of easily administered and interpretable assessments for differentiating children with pragmatics and social communication impairments, such as children with autism, from typically developing children.
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Affiliation(s)
- Yvette Hyter
- Western Michigan University, Kalamazoo, Michigan, USA
| | | | | | | | - Eleni Kivrakidou
- Institute for Research and Education in Speech Therapy (IEEL), Ioannia, Greece
| | - Vasiliki Kaloudi
- Institute for Research and Education in Speech Therapy (IEEL), Ioannia, Greece
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Miller LJ, Schoen SA, Camarata SM, McConkey J, Kanics IM, Valdez A, Hampton S. Play in natural environments: A pilot study quantifying the behavior of children on playground equipment. JOURNAL OF OCCUPATIONAL THERAPY, SCHOOLS, & EARLY INTERVENTION 2017. [DOI: 10.1080/19411243.2017.1325818] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Affiliation(s)
- Lucy Jane Miller
- STAR Institute, Greenwood Village, Colorado
- Rocky Mountain University of Health Professions, Provo, Utah
- University of Colorado Denver, Denver, Colorado
| | - Sarah A. Schoen
- STAR Institute, Greenwood Village, Colorado
- Rocky Mountain University of Health Professions, Provo, Utah
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18
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Rodríguez-Medina J, Martín-Antón LJ, Carbonero MA, Ovejero A. Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study. Front Psychol 2016; 7:1986. [PMID: 28066303 PMCID: PMC5179565 DOI: 10.3389/fpsyg.2016.01986] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2016] [Accepted: 12/06/2016] [Indexed: 11/20/2022] Open
Abstract
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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Affiliation(s)
- Jairo Rodríguez-Medina
- Center for Transdisciplinary Research in Education, University of Valladolid Valladolid, Spain
| | - Luis J Martín-Antón
- Department of Psychology, Excellence Research Group GR179 Educational Psychology, University of Valladolid Valladolid, Spain
| | - Miguel A Carbonero
- Department of Psychology, Excellence Research Group GR179 Educational Psychology, University of Valladolid Valladolid, Spain
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Locke J, Wolk CB, Harker C, Olsen A, Shingledecker T, Barg F, Mandell D, Beidas R. Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2016; 21:985-994. [PMID: 28954537 DOI: 10.1177/1362361316664474] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Few evidence-based practices, defined as the use of empirically supported research and clinical expertise for children with autism, have been successfully implemented and sustained in schools. This study examined the perspectives of school personnel ( n = 39) on implementing a social engagement intervention for children with autism. Semi-structured interviews, informed by the Domitrovich et al. (2008) framework, were conducted. Participants were asked about (1) school factors that affect the general implementation of evidence-based practices, (2) their specific experiences implementing the social engagement intervention, and (3) barriers to and facilitators of implementing the social engagement intervention. Data were analyzed using an integrated approach. General (e.g. implementation process, leadership, support, and staff) and intervention-specific (e.g. staff, barriers, and facilitators) implementation themes were identified. These findings suggest that a variety of factors should be considered when implementing evidence-based practices in schools and that implementing social engagement interventions for children with autism may require additional specific support for implementation.
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Locke J, Shih W, Kretzmann M, Kasari C. Examining playground engagement between elementary school children with and without autism spectrum disorder. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2016; 20:653-62. [PMID: 26341991 PMCID: PMC4779076 DOI: 10.1177/1362361315599468] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Little is known about the social behavior of children with and without autism spectrum disorder during recess. This study documented the naturally occurring recess engagement and peer interaction behaviors of children with and without autism spectrum disorder in inclusive school settings. Participants included 51 children with autism spectrum disorder and 51 classmates without autism spectrum disorder who served as peer models matched on gender, classroom, grade, age, and ethnicity. Using a timed-interval behavior-coding system, children with autism spectrum disorder spent approximately 30% of their recess time engaged in solitary activities, whereas their classmates only spent approximately 9% of recess unengaged. In addition, children with autism spectrum disorder spent about 40% of the recess period jointly engaged with peers in a reciprocal activity, conversation, or game as compared to 70% for matched classmates. These findings provide a context for which to interpret intervention outcomes and gains for children with autism spectrum disorder in inclusive settings.
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Affiliation(s)
| | - Wendy Shih
- University of California, Los Angeles, USA
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21
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The Triad of Strengths: A Strengths-Based Approach for Designing with Autistic Adults with Additional Learning Disabilities. ACTA ACUST UNITED AC 2016. [DOI: 10.1007/978-3-319-40409-7_26] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
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22
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Schupp CW, Simon D, Corbett BA. Cortisol responsivity differences in children with autism spectrum disorders during free and cooperative play. J Autism Dev Disord 2014; 43:2405-17. [PMID: 23430177 DOI: 10.1007/s10803-013-1790-2] [Citation(s) in RCA: 51] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Children with autism spectrum disorder (ASD) demonstrate significant heterogeneity in their profiles of social interaction and stress responsivity. We evaluated behavior and stress response in 52 male children ages 8-12 in a naturalistic playground interaction paradigm involving a child with ASD, a typically developing peer, and a same-age confederate. Younger children in the ASD group engaged in 5.8 times more approach behavior and showed a lower cortisol response than their older peers. Those that verbally initiated with their peers also showed a higher cortisol response. Older children with ASD exhibited the highest stress responsivity, while younger children with ASD showed more willingness to approach others without apparent stress. Intervening early and often may contribute to improvements in social engagement in youth with ASD.
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Corbett BA, Swain DM, Newsom C, Wang L, Song Y, Edgerton D. Biobehavioral profiles of arousal and social motivation in autism spectrum disorders. J Child Psychol Psychiatry 2014; 55:924-34. [PMID: 24329926 PMCID: PMC4055549 DOI: 10.1111/jcpp.12184] [Citation(s) in RCA: 46] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/22/2013] [Indexed: 11/26/2022]
Abstract
BACKGROUND Children with autism spectrum disorder (ASD) are impaired in social communication and interaction with peers, which may reflect diminished social motivation. Many children with ASD show enhanced stress when playing with other children. This study investigated social and stress profiles of children with ASD during play. METHODS We utilized a peer interaction paradigm in a natural playground setting with 66 unmedicated, prepubertal, children aged 8-12 years [38 with ASD, 28 with typical development (TD)]. Salivary cortisol was collected before and after a 20-min playground interaction that was divided into periods of free and solicited play facilitated by a confederate child. Statistical analyses included Wilcoxon rank-sum tests, mixed effects models, and Spearman correlations to assess the between-group differences in social and stress functioning, identify stress responders, and explore associations between variables, respectively. RESULTS There were no differences between the groups during unsolicited free play; however, during solicited play by the confederate, significant differences emerged such that children with ASD engaged in fewer verbal interactions and more self-play than the TD group. Regarding physiological arousal, children with ASD as a group showed relatively higher cortisol in response to social play; however, there was a broad range of responses. Moreover, those with the highest cortisol levels engaged in less social communication. CONCLUSIONS The social interaction of children with ASD can be facilitated by peer solicitation; however, it may be accompanied by increased stress. The children with ASD that have the highest level of cortisol show less social motivation; yet, it is unclear if it reflects an underlying state of heightened arousal or enhanced reactivity to social engagement, or both.
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Affiliation(s)
- Blythe A. Corbett
- Vanderbilt University, Department of Psychiatry, Nashville, TN,
United States
- Vanderbilt University, Department of Psychology, Nashville, TN,
United States
- Vanderbilt University, Vanderbilt Kennedy Center, Nashville, TN,
United States
| | - Deanna M. Swain
- Vanderbilt University, Vanderbilt Kennedy Center, Nashville, TN,
United States
| | - Cassandra Newsom
- Vanderbilt University, Department of Psychiatry, Nashville, TN,
United States
- Vanderbilt University, Vanderbilt Kennedy Center, Nashville, TN,
United States
| | - Lily Wang
- Vanderbilt University, Vanderbilt Kennedy Center, Nashville, TN,
United States
- Vanderbilt University, Department of Biostatistics, Nashville, TN,
United States
| | - Yanna Song
- Vanderbilt University, Department of Biostatistics, Nashville, TN,
United States
| | - Dale Edgerton
- Vanderbilt University, Department of Molecular Physiology and
Biophysics, Nashville. TN, United States
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Anaby D, Hand C, Bradley L, DiRezze B, Forhan M, DiGiacomo A, Law M. The effect of the environment on participation of children and youth with disabilities: a scoping review. Disabil Rehabil 2013; 35:1589-98. [PMID: 23350759 DOI: 10.3109/09638288.2012.748840] [Citation(s) in RCA: 192] [Impact Index Per Article: 17.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE The study’s purpose was to identify and synthesize research evidence regarding the effect of the environment on community participation of children with disabilities. METHODS A scoping review of peer-reviewed studies published from 1990 to 2011 was performed. Two independent reviewers selected studies based on a systematic procedure. Inclusion criteria for studies were: participants with a disability, aged 5–21 years, whose environment was examined in relation to participation in out-of-school activities. Data were organized and synthesized based on environmental domains within the International Classification of Functioning, Disability and Health (ICF): Natural Environment/Products and Technology; Support and Relationships; Attitudes; and Services, Systems and Policies. RESULTS Searching identified 1232 articles and 31 met the inclusion criteria. Each domain of the environment within the ICF influenced participation as a facilitator and/or barrier. The most common facilitators involved social support of family and friends and geographic location. The most common barriers included attitudes, physical environment, transportation, policies and the lack of support from staff and service providers. CONCLUSIONS Knowledge derived from this review can assist practitioners in addressing the specific environmental domains that influence children's participation. Such awareness can also foster new research questions and assist policy makers in identifying the factors influencing participation. IMPLICATIONS FOR REHABILITATION All domains of the environment, suggested by the ICF, have an influence on children’s participation.Evidence regarding the effect of the environment on participation is focused primarily on children with physical disabilities; more studies are needed involving various health conditions and age groups. Practitioners and decision-makers can focus attention on specific aspects of the environment, e.g. attitudinal challenges and social support, in order to foster inclusion and participation-based communities.
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Affiliation(s)
- Dana Anaby
- School of Physical and Occupation Therapy, McGill University, Montreal, QC, Canada.
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Corbett BA, Schupp CW, Simon D, Ryan N, Mendoza S. Elevated cortisol during play is associated with age and social engagement in children with autism. Mol Autism 2010; 1:13. [PMID: 20875126 PMCID: PMC2955575 DOI: 10.1186/2040-2392-1-13] [Citation(s) in RCA: 73] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2010] [Accepted: 09/27/2010] [Indexed: 12/03/2022] Open
Abstract
BACKGROUND The hallmark characteristic of autism is impaired reciprocal social interaction. While children find social interaction stress-reducing, many children with autism may find social interaction stress-inducing. The current study was designed to examine stress responsivity as measured by cortisol by comparing children with autism to neurotypical peers during an ecologically valid 20-minute playground paradigm. METHODS The experiment involved sets of three children: a child with autism, a neurotypical child, and a confederate. Participants included 45 prepubescent males between 8 and 12 years of age (21 with autism and 24 neurotypical children). RESULTS Children with autism showed fewer initiations (χ²(1) = 4.03, P = 0.044), rejected initiations from others more (χ²(1) = 7.10, P = 0.008) and spent less time interacting during motor (F(1,43) = 16.7, P = 0.0002) and cooperative (F(1,43) = 14.78, P = 0.0004) play. Repeated measures analysis of the cortisol values revealed a significant model (χ²(4) = 22.76, P < 0.0005) that included time of measurement, diagnosis and age as main effects and an interaction between diagnosis and age. Thus, as age increased among children with autism, they experienced enhanced cortisol levels while age did not modify expected cortisol levels for typical children. Stress responsivity was associated with more peripheral equipment play for motor (χ²(3) = 12.3, P = 0.006) and cooperative (χ²(3) = 8.24, P = 0.04) play as well as reduced nonverbal social skills during motor (χ²(1) = 5.52, P = 0.018) and cooperative play (χ²(1) = 4.53, P = 0.033). CONCLUSIONS Overall, children with autism engaged in fewer social overtures and spent less time interacting than typically developing peers during play. The peer interaction paradigm resulted in significantly higher levels of cortisol in many children with autism. Distinct patterns emerged within the autism group based on developmental (older), biological (cortisol responder) and behavioral patterns (peripheral group interaction). The enhanced cortisol response was observed in children who voluntarily engaged in interaction; thus, it does not support the notion of a response to social threat. Rather, it appears to reflect attendant metabolic preparedness and enhanced arousal from engaging socially. The data suggest that many children with autism activate hypothalamic-pituitary-adrenal responses in relatively benign social situations, which appears to be a function of age and level of social engagement. The findings support the need to teach coping strategies in addition to fundamental social skills to youth with autism.
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Affiliation(s)
- Blythe A Corbett
- Department of Psychiatry, Vanderbilt University, 1601 23rd Avenue South, Nashville, TN 37212, USA
- Vanderbilt Kennedy Center, PMB 40, 230 Appleton Place, Nashville, TN 37203, USA
| | - Clayton W Schupp
- Graduate Group in Epidemiology, University of California, Davis, One Shields Avenue, Davis, CA, 95616, USA
| | - David Simon
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, 2230 Stockton Blvd., Sacramento, CA, 95817, USA
- The M.I.N.D. Institute, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA
| | - Niles Ryan
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, 2230 Stockton Blvd., Sacramento, CA, 95817, USA
- The M.I.N.D. Institute, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA
| | - Sally Mendoza
- Department of Psychology, University of California, Davis, 134 Young Hall, Davis, CA, 95616, USA
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Social benefits of a tangible user interface for children with Autistic Spectrum Conditions. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2010; 14:237-52. [DOI: 10.1177/1362361310363280] [Citation(s) in RCA: 72] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Tangible user interfaces (TUIs) embed computer technology in graspable objects. This study assessed the potential of Topobo, a construction toy with programmable movement, to support social interaction in children with Autistic Spectrum Conditions (ASC). Groups of either typically developing (TD) children or those with ASC had group play sessions with Topobo and with LEGOTM. We recorded the extent and sequence of different categories of play during these sessions. For both participant groups, there were more social forms of play with Topobo than with LEGOTM. More solitary play occurred for LEGOTM and more parallel play occurred with Topobo. Topobo was also associated with more time in onlooker and cooperative play in TD. Finally, we observed differences in play sequences between TD and ASC children, and discuss how different play materials might produce specific patterns of play in these two groups.
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