Abstract
PurposeThis paper aims to explore the challenges and themes discussed in the associated article “The Effects of Changing the Classroom Play Environment on the Peer Interactions of Autistic Children with an Intellectual Disability.” It expands on the research's context, foundation and potential impact, critically analysing the evidence on this topic.Design/methodology/approachThis commentary evaluates the perceptions and effectiveness of different classroom play environments for autistic children with intellectual disabilities, using a multiple treatment reversal design (ABACADA) to investigate how various play conditions impact prosocial behaviours.FindingsThe inclusion of toys related to preferred interests, such as anthropomorphic toys and small animals, promotes engagement and social interactions. The commentary highlights common barriers, but the study’s results are encouraging. Further investigation could benefit clinicians and educators in optimising classroom setups for applied practice. Potential solutions to barriers are considered.Originality/valueThe value and design of classroom play environments for autistic children with intellectual disabilities remain debated. This commentary provides a balanced, evidence-based perspective on how specific stimuli can enhance prosocial behaviours, contributing to ongoing discussions on inclusive and supportive educational practices.
Published Version
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