Abstract
Perla, a 4.5-year-old girl with autism, attended an inclusive child care center. She had 12 classmates, but she was the only child with autism. Perla used three-and four-word sentences to communicate, followed simple verbal directions during most classroom routines, and imitated teacher and peer behaviors when prompted. Perla rarely interacted with her peers unless prompted by her teacher, Sahalie. She used a picture schedule with some adult help throughout daily routines. However, her participation in circle time was inconsistent. Most days, she started crying during the transition to circle time and did not stop whimpering until the end of it. Perla avoided peers and sat on the edge of the carpet. She often disrupted circle
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