Social Competence and Autism:
The Role of the Context of Play with Peers
Keywords:
Autism, Social interaction, School inclusion, Free play, Structured playAbstract
There is a substantial effort of researchers in designing and assessing interventions aiming to promote the social interaction between children with autism and their peers, in the context of inclusion. Among the results that are controversial are the issues related to the role of the play context (free or directed) in the promotion of children’s social competence. The aim of this study was to critically review the literature about this topic by searching evidences about what sort of play context tend to promote peer interaction and by examining the methodological issues that surround this debate. The conclusion is that both contexts promote the development of social competence, but the free one tends to be more permanent and spontaneous.
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References
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Sanini, C., Ferreira, G. D., Souza, T. S., & Bosa, C. A. (2008). Comportamentos indicativos de apego em crianças com autismo. Psicologia: Reflexão e Crítica, 21, 60-65.
Silveira, F., & Neves, M. (2006). Inclusão escolar de crianças com deficiência múltipla: Concepções de pais e professores. Psicologia: Teoria e Pesquisa, 22, 79-86.
Terpstra, J.E., & Tamura, R. (2007). Effective social interaction strategies for inclusive. Settings. Early Childhood Education Journal. 35(5), 405-411.
Van Berckelaer-Onnes, I. A. (2003). Promoting early play. Autism, 7, 415-423.
Waters, E., & Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental Review, 379-97.
Whitaker, P. (2004). Fostering communication and shared play between mainstream peers and children with autism: Approaches, outcomes and experiences. British Journal of Special Education, 31, 215”“222.
Yang, T. R., Wolfberg, P. J., Wu, S. C., & Hwu, P. Y. (2003). Supporting children on the autism spectrum in peer play at home and school: Piloting the integrated play groups model in Taiwan. Autism, 7, 437”“453.
Anderson, A., Moore, D. W., Godfrey, R., & Fletcher-Flinn, C. M. (2004). Social skills assessment of children with autism in free-play situations. Autism, 8, 369-385.
Associação Psiquiátrica Americana. (2002). Manual diagnóstico e estatístico de transtornos mentais. Porto Alegre: Artes Médicas.
Baron-Cohen, S., & Bolton, P. (1993). Autism: The facts. New York: Oxford University Press.
Batista, M. W., & Enumo, S. R. (2004). Inclusão escolar e deficiência mental: Análise da interação social entre companheiros. Estudos de Psicologia, 9, 101-111.
Baptista, C. R. (2006). Educação especial e o medo do outro: “Attento al segnalati!”. In C. R. Baptista (Ed.), Inclusão e escolarização: Múltiplas perspectivas (pp. 17-29). Porto Alegre: Mediação.
Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial & Special Education, 28, 153-162.
Biaggio, A. M. B. (1976). Psicologia do desenvolvimento. Petrópolis: Vozes.
Bosa, C. (2002). Autismo: Atuais interpretações para antigas observações. In C. R. Baptista & C. Bosa (Eds.), Autismo e educação: reflexões e propostas de intervenção (pp. 21-39). Porto Alegre: Artmed.
Bruner, J. (1997). Atos de significação. Porto Alegre: Artes Médicas.
Del Prette, Z. A. P., & Del Prette, A. (2005). Psicologia das habilidades sociais na infância: Terapia e educação. Petrópolis: Vozes.
Fuller, R., & Jill, E. (2006). Age-related changes in the social inclusion of children with autism in general education classrooms. Dissertation Abstracts International Section A: Humanities and Social Sciences, 66(7-A), 2493.
Gonzalez-Lopez, A., & Kamps, D. M. (1997). Social skills training to increase social interactions between children with autism and their typical peers. Focus on Autism and Other Developmental Disabilities, 12, 2-14.
Hartup, W. W. (1989). Social relationships and their developmental significance. American Psychologist, 44, 120-126.
Höher-Camargo, S. (2007). Interação social com pares, inclusão escolar e autismo: Um estudo de caso comparativo. Dissertação de Mestrado, Universidade Federal do Rio Grande do Sul, Porto Alegre.
Howes, C., & Phillipsen, L. (1998). Continuity in children’s relations with peers. Social Development, 7, 340-349.
Jahr, E., Eikeseth, S., Eldevik, S., & Aase, H. (2007). Frequency and latency of social interaction in an inclusive kindergarten setting: A comparison between typical children and children with autism. Autism, 11, 349-363.
Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J. C., Gershon, B., ... Folk, L. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25, 281-288.
Klin, A. (2006). Autismo e síndrome de Asperger: Uma visão geral. Revista Brasileira de Psiquiatria, 28, 3-11.
Kok, A. J., Kong, T., & Bernard-Opitz, V. (2002). A comparison of the effects of structured play and facilitated play approaches on preschoolers with autism: A case study. Autism, 6, 181-196.
LeGoff, D. B. (2004). Use the Lego as a therapeutic medium for improving social competence. Journal of Autism and Developmental Disorders, 34, 557-571.
Macintosh, K., & Dissanayake, C. L. (2006). A comparative study of the spontaneous social interactions of children with high-functioning autism and children with Asperger’s disorder. Autism, 10, 199”“220.
McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32, 351-372.
Nelson, C., Nelson, A. R., McDonnell, A. P., Johnston, S. S., & Crompton, A. (2007). Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Education and Training in Developmental Disabilities, 42, 165-181.
Pizzinato, A., & Sarriera, J. C. (2003). Competência social infantil: Análise discriminante entre crianças imigrantes e não imigrantes no contexto escolar de Porto Alegre. Psicologia em Estudo, 8, 115-122.
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a “theory of mind”? Behavioural and Brain Sciences, 4, 515-526.
Rogers, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30, 399-409.
Sanini, C., Ferreira, G. D., Souza, T. S., & Bosa, C. A. (2008). Comportamentos indicativos de apego em crianças com autismo. Psicologia: Reflexão e Crítica, 21, 60-65.
Silveira, F., & Neves, M. (2006). Inclusão escolar de crianças com deficiência múltipla: Concepções de pais e professores. Psicologia: Teoria e Pesquisa, 22, 79-86.
Terpstra, J.E., & Tamura, R. (2007). Effective social interaction strategies for inclusive. Settings. Early Childhood Education Journal. 35(5), 405-411.
Van Berckelaer-Onnes, I. A. (2003). Promoting early play. Autism, 7, 415-423.
Waters, E., & Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental Review, 379-97.
Whitaker, P. (2004). Fostering communication and shared play between mainstream peers and children with autism: Approaches, outcomes and experiences. British Journal of Special Education, 31, 215”“222.
Yang, T. R., Wolfberg, P. J., Wu, S. C., & Hwu, P. Y. (2003). Supporting children on the autism spectrum in peer play at home and school: Piloting the integrated play groups model in Taiwan. Autism, 7, 437”“453.
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Published
2013-04-22
How to Cite
Sanini, C., Sifuentes, M., & Bosa, C. A. (2013). Social Competence and Autism:: The Role of the Context of Play with Peers. Psicologia: Teoria E Pesquisa, 29(1), 99–105. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17597
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Artigos Metodológicos
