Participation in Play and Leisure Activities of Young Children with Autism Spectrum Disorder and Typically Developing Children in Taiwan: A Preliminary Study.

Chi-Ching Huang,Lin-Ju Kang

doi:10.3390/ijerph18115787

Chi-Ching Huang, Lin-Ju Kang

Open Access

https://doi.org/10.3390/ijerph18115787

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Abstract

Participation in enjoyable activities is essential for the health and development of young children with and without disabilities. For preschool children with autism spectrum disorder (ASD), there is limited knowledge regarding their participation in play, learning, recreation, and social activities. This was a preliminary study that compares the participation between children 2–6 years of age with ASD (n = 25) and age- and sex-matched typically developing (TD) (n = 25) children. The Chinese version of the Assessment of Preschool Children’s Participation (APCP-C) measures participation in play, skill development, active physical recreation, and social activities. Parents of the children in this study completed the APCP-C by structured interview. The results showed that children with ASD had lower participation diversity and intensity than TD children in play activities. A lower percentage of children participating in individual activity was found for children with ASD than TD children in most APCP-C activities. Professionals that serve young children with special needs are encouraged to partner with parents to provide playful and socially enhancing activities for preschool children with ASD.

Highlights

Participation in enjoyable and meaningful activities is essential for the health and development of preschool children both with and without disabilities [1]
For the four types of activities, there was only a significant difference in play activities between the two groups (p < 0.001) with a large effect size (d = 1.3); no significant differences were found in the skill development, active physical recreation, and social activities activity types
The autism spectrum disorder (ASD) group had participated most diversely in skill development activities followed by play, physical, and social activities

Summary

Introduction

Participation in enjoyable and meaningful activities is essential for the health and development of preschool children both with and without disabilities [1]. The International Classification of Functioning, Disability and Health defines participation as the nature and extent of involvement in life situations [2]. A synthesis of research indicated that participation involves attendance and involvement as two essential components [3,4]. We focus on exploring the attendance aspects of participation, as it is a starting point to provide opportunities for learning and development [5], building social friendships [6], and developing a sense of self-identity [7]. Participation is essential for early childhood development, for children with disabilities and including them in their communities

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Discussion

Conclusion