Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Students with Autism Participating in Recess

  • Matthew D. Lucas, Ed.D., C.A.P.E. (Author) Longwood University image/svg+xml
  • Kourtney M. Nichols (Author) Longwood University
DOI
https://doi.org/10.64546/jaasep.109
Abstract
The participation of a student with autism in recess can often be both challenging and rewarding for all students and the general education teacher. This paper will address common characteristics of students with autism and present basic solutions to improve the education of these students in the recess setting. Initially the definition, behavioral characteristics, and prevalence of autism will be presented. This will be followed by a brief discussion of autism for an individual in the classroom, and possible benefits, challenges, and solutions for children with autism in the recess setting. Lastly, specific methods of including a student with autism in a basic recess activity will be discussed.
Keywords
Inclusion, Autism, Pervasive Developmental Disorders, Student Participation, Student Characteristics, Teaching Methods
References

Autism Society of America. (2009). About autism. Retrieved from April 20, 2009 from http://www.autism-society.org/site/PageServer?pagename=about_home

Autism Speaks. (2009). What is autism? Retrieved from http://www.autismspeaks.org/whatisit/index.php

Ball, J. (1996). Increasing social interactions of preschoolers with autism through relationships with typically developing peers. Retrieved from April 21, 2009 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/bf/f5.pdf.

Chiang, H. (2008). Expressive communication of children with autism: The use of challenging behavior. Journal of Intellectual Disability Research, 52(11), 966-972. doi:10.1111/j.1365-2788.2008.01032 DOI: https://doi.org/10.1111/j.1365-2788.2008.01042.x

Child Development Institute. (2009). Autism Fact Sheet. Retrieved December 20, 2009 from http://www.childdevelopmentinfo.com/disorders/autism_fact_sheet.shtml

Conroy, M., Asmus, J. M., Boyd, B., Ladwig, C., & Sellers, J. (2007). Antecedent classroom factors and disruptive behaviors of children with autism spectrum disorders. Journal of Early Intervention, 30(1), 19-35. DOI: https://doi.org/10.1177/105381510703000103

Dale, D., Corbin, C. B., & Dale, K. S. (2000). Restricting opportunities to be active during school time: Do children compensate by increasing physical activity levels after school? Research Quarterly for Exercise and Sport, 71(3), 240-248. DOI: https://doi.org/10.1080/02701367.2000.10608904

Kids and Exercise: The many benefits of exercise. (2009). Retrieved December 20, 2009 from http://kidshealth.org/parent/fitness/general/exercise.html

Matson, J. (2009). Aggression and tantrums in children with autism: A review of behavioral treatments and maintaining variables. Journal of Mental Health Research in Intellectual Disabilities, 2(3) 169-187. DOI: https://doi.org/10.1080/19315860902725875

Pellegrini, A. D., Huberty, P. D., & Jones, I. (1995). The effects of recess timing on children's playground and classroom behaviors. American Educational Research Journal, 32(4), 845-864. DOI: https://doi.org/10.3102/00028312032004845

There are 10 references in total.
How to Cite
Lucas, M. D., & Nichols, K. M. (2010). Students with Autism Participating in Recess. Journal of the American Academy of Special Education Professionals, 5(2), 142-146. https://doi.org/10.64546/jaasep.109

Spring/Summer 2010

Article Information

  • Article Type Articles
  • Submitted May 16, 2010
  • Published June 15, 2010
  • Issue Spring/Summer 2010
  • Section Articles
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