Abstract
Step 1: Framing the Question For children with autism, a strong curricular component is social skill development. Children with this disability often have difficulties in relating to others; therefore, social skills are integral to the entire educational program (Christof & Kane, 1991). The challenges of appropriate social interactions for these children can result in social withdrawal, atypical behavior, or one-sided conversation (Marks et al., 1999). Developmentally, students who are 5to 7-years-old are typically establishing and terminating friendships based on sharing time and things (Mussen, Conger, Kagan, & Huston, 1984). Yet, observation of these seven students during recess indicated an absence of social exchange. Over the course of 3 days, each child functioned in isolation during the entire recess period. Students walked in circles around the playground, climbed on equipment, shot basketballs into a hoop, or played on the swings. The question was obvious. How could we facilitate social interactions among peers in the natural context of recess?
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