The Effects of an Inclusive Preschool Experience on the Playfulness of Children with and without Autism

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This paper describes the results of a program evaluation that was undertaken to assess the playfulness of preschool children with and without autism. The assessment used in the evaluation was the Test of Playfulness (ToP). Children with autism were compared with typically developing preschoolers over the course of one school year. Changes in the playfulness of 6 children with autism labeled “high functioning” and 8 typically developing classmates in one inclusive preschool program were compared with those of 12 typically developing children enrolled in a non-inclusive program. Data analyses revealed no differences in ToP scores from the beginning to the end of the school year for 8 of the children in the inclusive program (5 with autism; 3 typically developing). The scores of 4 typically developing children and 1 child with autism decreased; 1 typically developing child's score increased. In contrast, the ToP scores of 11 typically developing children enrolled in the non-inclusive program increased; 1 typically developing child's score decreased. Similarly, the mean ToP scores of the children in the inclusive program did not differ, whereas the mean posttest score of the children in the non-inclusive program was greater than the mean pretest score. Elements in the inclusive environment may have contributed to these results. Two of the elements were differences in philosophy of the two teachers, and the high ratio of children with autism to typically developing children in the inclusive classroom. Practical implications for determining or attempting to facilitate playfulness in the preschool setting are discussed.