Abstract
The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with
other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their
classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged
and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays.
Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest
the importance of educating teachers to target play and joint attention skills in their preschool special education classes,
specifically for children with autism.
other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their
classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged
and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays.
Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest
the importance of educating teachers to target play and joint attention skills in their preschool special education classes,
specifically for children with autism.
- Content Type Journal Article
- Category Original Paper
- Pages 1-10
- DOI 10.1007/s10803-012-1467-2
- Authors
- Connie Wong, Frank Porter Graham Child Development Institute, CB8040, University of North Carolina at Chapel Hill, Chapel Hill, NC 27510, USA
- Connie Kasari, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, CA, USA
- Journal Journal of Autism and Developmental Disorders
- Online ISSN 1573-3432
- Print ISSN 0162-3257