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

Yuriko Kishida, Coral Kemp

Research output: Contribution to journalArticlepeer-review

28 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)105-118
Number of pages14
JournalTopics in Early Childhood Special Education
Volume29
Issue number2
DOIs
Publication statusPublished - 2009

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