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

Articles

The Role of Peer Guided Play for Children with Autism Spectrum Disorder

  • Amy M. Papacek, Ph.D. (Author) Arizona State University image/svg+xml
    Dr. Amy M. Papacek is the Director of Research and Training at a private school for children with Autism Spectrum Disorder and a faculty member in the Mary Lou Fulton Teacher’s College at Arizona State University. She received her PhD. from Arizona State University. I addition to university teaching, Dr. Papacek frequently presents educational seminars to parent and community groups regarding the intricacies of special education, ABA (Applied Behavior Analysis) and state provided services such as habilitation, respite and DDD/DES. Dr. Papacek has recently collaborated with the Grand Canyon Institute on a brief offered to the state legislators regarding the economic impact of early childhood education on the state. She currently resides in Phoenix with her husband and children.
DOI
https://doi.org/10.64546/jaasep.265
Abstract
Childhood play has a well-established role in the development of social and cognitive skills that may have important implications for intervention with children with autism spectrum disorder (ASD). Yet, social and language skills of children with ASD are developmentally different from those of typically developing children, although these differences should not exclude children from being considered able to play. When implementing play interventions, it is important to remember why all children need to play and how their play affects their exploration of the world around them. This case study emphasizes the importance of peer-mediated play for children with ASD in early childhood settings by examining the actions of a pair of children engaging in play activities. Play interactions were mediated through guided participation and modeling by the peer. One child has been described by parents and teacher as being identified on the moderate to severe end of the autism spectrum.
Keywords
Autism, Case Studies, Day Schools, Early Childhood Education, Interpersonal Competence, Intervention
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How to Cite
Papacek, A. M. (2015). The Role of Peer Guided Play for Children with Autism Spectrum Disorder. Journal of the American Academy of Special Education Professionals, 10(1), 80-97. https://doi.org/10.64546/jaasep.265

Winter 2015

Article Information

  • Article Type Articles
  • Submitted December 20, 2014
  • Published February 15, 2015
  • Issue Winter 2015
  • Section Articles
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