Identifying and Targeting Social-Communication and Play Skills for Preschoolers With Autism

Q3 Social Sciences

Young Exceptional Children Pub Date : 2021-10-07 DOI:10.1177/10962506211051389

Jessica Amsbary, Ashwaq Alzamel, Meimei Lin, Melissa N. Savage, Stephanie S. Reszka, E. Crais, L. Watson, Brain Boyd

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引用次数: 0

Abstract

131 Vol. 26, No. 3, September 2023 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/10962506211051389 DOI: 10.1177/10962506211051389 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Mei (teacher), Joyce (instructional assistant), and Lateasha (speech and language pathologist) are practitioners working in an inclusive preschool classroom. They have two children (Luke, age 4 and Delquan, age 5) with autism spectrum disorder (ASD). The practitioners are facing challenges engaging Luke and Delquan in play and social activities. Both children prefer to be alone most of the school day. Mei suggests they explore techniques to purposefully engage Luke and Delquan in social and play activities, to improve these skills. Like many in early education, Mei and the practitioners are seeking ways to include and actively engage all children with ASD in daily routines and activities. Preschool teachers and their administrators are not always adequately trained to work with children with ASD (Loiacono & Allen, 2008; Wilson & Landa, 2019), and have reported barriers to teaching children with ASD, such as challenges faced engaging children in classroom activities and instruction (Wilson & Landa, 2019). These findings suggest preschool teachers would benefit from strategies and resources to better engage all children in classroom activities. Social-communication (SC) and play skills are often challenging for children with ASD, and research 1051389 YECXXX10.1177/10962506211051389YOUNG EXCEPTIONAL CHILDRENTargeting Social-Communication and Play / Amsbary et al. research-article2021

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自闭症学龄前儿童的社交和游戏技能识别和定位

131第26卷第3期，2023年9月https://doi.org/10.1177/10962506211051389DOI:10.1177/10962506211051389 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2021幼儿部梅（教师）、乔伊斯（教学助理）和拉塔莎（言语和语言病理学家）是在包容性学前课堂工作的从业者。他们有两个患有自闭症谱系障碍（ASD）的孩子（4岁的Luke和5岁的Delquan）。从业者面临着让Luke和Delquan参与游戏和社交活动的挑战。两个孩子上学的大部分时间都喜欢独处。梅建议他们探索有目的地让卢克和德泉参与社交和游戏活动的技巧，以提高这些技能。像许多早期教育工作者一样，梅和从业者正在寻求将所有自闭症谱系障碍儿童纳入日常生活和活动并积极参与其中的方法。学前教师及其管理人员并不总是接受过充分的培训，无法与自闭症谱系障碍儿童合作（Loiacono&Allen，2008；Wilson和Landa，2019），并报告了在教授自闭症谱系疾病儿童方面存在的障碍，例如让儿童参与课堂活动和教学所面临的挑战（Wilson和Landda，2019）。这些发现表明，幼儿教师将受益于更好地让所有儿童参与课堂活动的策略和资源。社交交流（SC）和游戏技能对ASD儿童来说往往是一项挑战，研究1051389 YECXXX10.1177/10962506211051389年轻儿童以社交交流和游戏为目标/Amsbary等人研究文章2021

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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.