Abstract
Co-education of students with Autistic Spectrum Disorder (ASD) during the lesson of Physical Education (PE) in the Greek School constitutes contemporary educational reality. However, its success depends on many factors, with the most important being the effective employment of cooperative physical education methods for students with disabilities or no disabilities. The purpose of this case study was to analyze the impact of a physical education intervention program on the reinforcement of the social interaction of a student with ASD, aged 10, in the ordinary school. The intervention exercise program included the following specific educational approaches and intervention strategies: a) game with the support of an adult (adult support game) b) integrated playgroups with guided involvement (Integrated Play Groups Model) and c) games between peers providing a model to imitate. The duration of the program was eight weeks, with a frequency of three times per week, each lesson of PE (Physical Education) lasting 45 minutes. The data collection tools that were used in the pre-intervention program were the semi-structured interview and the «Autism Social Skills Profile» scale (Bellini & Hopf, 2007), which was adapted in the Greek Language by Syriopoulou- Delli, Agaliotis and Papaefstathiou (2016). It was used before and after the intervention. The results of the research study showed that the student with ASD had positive experiences through his relationship with his classmates, increased his level of participation in the lesson of Physical Education (PE) throughout the implementation of the intervention program, and improved his social reciprocity through interaction and collaboration with his peers, without displaying improper or detrimental social behavior patterns. 
 
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Highlights
Autism is included in the Pervasive Developmental Disorder (PDD) category
One of the most identifiable characteristics of children with Autistic Spectrum Disorder (ASD) is the backwardness and the deficits they show in the frequency, the type and the quality of social interaction and social relations with other children in their environment having as a result, the formation of social difficulties, which affect their social adjustment (Hendricks & Wehman, 2009; Tutt, Powell & Thornton, 2006)
This research aimed to present the impact of a PE intervention program on the ordinary school, on social interaction reinforcement, for a student with ASD based on suitable intervention strategies
Summary
Autism is included in the Pervasive Developmental Disorder (PDD) category. It is characterized by severe lack in many development areas at the same time, which justifies the characterization of Pervasive Disorder. The distinct characteristics and criticality of the cognitive deficits and deviations, the reason and the treatment of these disorders serve as a challenge for children and adults with Autistic Spectrum Disorder, specialists, parents and competent bodies that deal with these specific cases (Faras, Al Ateeqi & Tidmarsh, 2010). The available research findings indicate that the social relations of children with autism are not sustainable because there is a lack of understanding regarding the expressions, the emotions and the body language (Cox et al, 2013)
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