Improving Social and Play Outcomes for Students With Significant Disabilities During Recess

For students with autism, recess is often a missed opportunity to develop social competence and relationships. Although interventions have been developed to promote interactions and social skills for students with average or above-average intellectual functioning, there has been less focus on studen...

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Bibliographic Details
Published in:	American journal on intellectual and developmental disabilities 2022-09, Vol.127 (5), p.400-416
Main Authors:	Amadi, Chelsea J., Brock, Matthew E., Barczak, Mary A., Anderson, Eric J.
Format:	Article
Language:	English
Subjects:	Autism Autism Spectrum Disorder Autism Spectrum Disorders Autistic Disorder Averages Behavior Classrooms Criteria Design Efficacy Elementary schools Feedback Humans Intellectual disabilities Intellectual Disability Intellectual functioning Interaction Interpersonal Competence Intervention Peer Group Peer Influence Peers People with disabilities Physical education Playgrounds Preschool children Reading Skills Recess Breaks Severe Intellectual Disability Skill Development Skills Social change Social Emotional Learning Social interaction Social Skills Social support Students Students with Disabilities Systematic review Teaching Verbal communication
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