Integrating Preschool Children with Autism with Their Normally Developing Peers

Myles, Brenda Smith; Simpson, Richard L.; Ormsbee, Christine K.; Erickson, Courtney

doi:10.1177/108835769300800501

Cited by 33 publications

(13 citation statements)

References 31 publications

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“…Teachers pay less attention to autistic students compared to their normal classmates (Myles, Simpson, Ormsbee, & Erickson, 1993). Teachers also have better, closer relationships with children who do not exhibit behavioral problems or disorders such as autism (Robertson, Chamberlain, & Kasari, 2003).…”

Section: Autismmentioning

confidence: 99%

Adults’ Versus Children’s Perceptions of a Child with Autism or Attention Deficit Hyperactivity Disorder

Harnum

Duffy

Ferguson

2006

J Autism Dev Disord

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The present study examined public perceptions toward children with autism or with attention deficit hyperactivity disorder (ADHD). A convenience sample was used consisting of 30 children (7-12-yearolds) and 30 adults. Participants read a stereotyped scenario featuring either a child with autism, a child with ADHD, or a normal child. Child participants were significantly more likely than adults to (a) express dislike/avoidance toward a child described with either stereotypic autistic or ADHD behaviors, and (b) perceive the child with ADHD as unlike themselves. However, child participants and adults were equally likely to see the autistic child as unlike themselves. Reasons for the different perceptions of children and adults may include differences in perceived threat and in categorization.

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Section: Autismmentioning

confidence: 99%

Adults’ Versus Children’s Perceptions of a Child with Autism or Attention Deficit Hyperactivity Disorder

Harnum

Duffy

Ferguson

2006

J Autism Dev Disord

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“…Myles, Simpson, Ormsbee, et al. () examined the social interactions of preschool children with ASD when their non‐disabled age‐matched peers were either present or absent, and their results indicated that teachers interacted less with the students with ASD if their non‐disabled peers were present. The children with ASD initiated very few interactions with anyone in either condition.…”

Section: Introductionmentioning

confidence: 99%

Comparison of the effects of mainstream and special school on National Curriculum outcomes in children with autism spectrum disorder: an archive‐based analysis

Waddington

Reed

2016

Research in Spec Educ Needs

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The literature dealing with the inclusion of children with autism spectrum disorder (ASD) in mainstream schools has increased over recent years, propelled by the argument that it will improve the quality of life, educational performance and social development of ‘included’ children. This area of research is currently an important one for the development of policy and practice. The literature on inclusion dealing with the inclusion of children with ASD is limited, so the implementation of inclusion has preceded research. The current study investigated whether children in mainstream placements show enhanced performance, relative to those in specialist provisions. The study used a combination of primary and secondary data analysis to explore the impact of inclusion on children with ASD in four authorities in the south east of England. The results suggest that mainstream children have no greater academic success than children in specialist provision. The study suggests that a number of specific provisions are involved in promoting success, such as Speech and Language Therapy, and the impact of Learning Support Assistants, and these are also reviewed and discussed.

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“…Ingersoll, Schreibman, and Stahmer (2001) reported that children who isolated themselves early in preschool continued this pattern of social avoidance, communicating less frequently over time than their same-aged peers. However, evidence suggests that the mere presence of other children in integrated settings is not sufficient to elicit typical levels of social interaction between children with ASD and their peers (Myles, Simpson, Ormsbee, & Erikson, 1993). …”

mentioning

confidence: 99%

Social communication effects of peer-mediated recess intervention for children with autism

McFadden

Kamps

Heitzman-Powell³

2014

Research in Autism Spectrum Disorders

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Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of Peer Networks and Pivotal Response Training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses.

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Integrating Preschool Children with Autism with Their Normally Developing Peers

Cited by 33 publications

References 31 publications

Adults’ Versus Children’s Perceptions of a Child with Autism or Attention Deficit Hyperactivity Disorder

Adults’ Versus Children’s Perceptions of a Child with Autism or Attention Deficit Hyperactivity Disorder

Comparison of the effects of mainstream and special school on National Curriculum outcomes in children with autism spectrum disorder: an archive‐based analysis

Social communication effects of peer-mediated recess intervention for children with autism

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