The play skills of children with high-functioning autism spectrum disorder in peer-to-peer interactions with their classmates: A multiple case study design

Journal article


Vousden, Bethany Anne, Wilkes-Gillan, Sarah, Cordier, Reinie and Froude, Elspeth. (2019). The play skills of children with high-functioning autism spectrum disorder in peer-to-peer interactions with their classmates: A multiple case study design. Australian Occupational Therapy Journal. 66(2), pp. 183 - 192. https://doi.org/10.1111/1440-1630.12530
AuthorsVousden, Bethany Anne, Wilkes-Gillan, Sarah, Cordier, Reinie and Froude, Elspeth
Abstract

Background/aim: Children with ASD are known to have lower play skills than their typically developing peers. However, the play skills of children with ASD are rarely investigated using observational measures in the context of their everyday peer‐to‐peer play interactions. To explore the play skills of children with ASD and their aged matched classmates during a peer‐to‐peer play interaction. Methods: Using convenience sampling, four children with ASD (5–11 years) attending mainstream schools were recruited for this multiple case design study. Each child with ASD was paired with one of their aged matched typically developing classmates. Children's play skills were measured using the Test of Playfulness (ToP). Additional case data were collected through teacher‐reported social skills and behaviours. Rasch analysis was utilised to convert raw ToP scores into an interval level overall score for each child. Children's individual ToP item scores, social skills and behaviours are presented by case. Results: The two children with ASD who had the highest ToP scores, also had the highest teacher‐reported social skills. All children with ASD had greatest difficulty on ToP items reflecting suspension of reality and framing. Two children with ASD had higher ToP scores than their classmate. In these two cases, the classmates had similar play skills of children with ASD. Conclusion: The play skills of children with ASD varied by case. Across the cases, teacher‐reported social skills, classmate age and existence of friendship between children were all factors observed to influence play. These findings require replication and investigation in larger scale studies.

Keywordsautism spectrum disorder; children; domains of practice; play; populations/conditions; practice area; youth & families
Year2019
JournalAustralian Occupational Therapy Journal
Journal citation66 (2), pp. 183 - 192
PublisherWiley-Blackwell Publishing Asia
ISSN0045-0766
Digital Object Identifier (DOI)https://doi.org/10.1111/1440-1630.12530
Scopus EID2-s2.0-85054685416
Page range183 - 192
Research GroupSchool of Allied Health
Publisher's version
File Access Level
Controlled
Place of publicationAustralia
EditorsL. Gustafsson
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Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014). Eighteen month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder. Australian Occupational Therapy Journal. 61(5), pp. 299 - 307. https://doi.org/10.1111/1440-1630.12124
Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014). Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder. Australian Occupational Therapy Journal. 61(5), pp. 299 - 307. https://doi.org/10.1111/1440-1630.12124
Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014). Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder. Australian Occupational Therapy Journal. 61(5), pp. 299 - 307. https://doi.org/10.1111/1440-1630.12124
Evaluation of a pilot parent-delivered play-based intervention for children with attention deficit hyperactivity disorder
Wilkes-Gillan, Sarah, Bundy, Anita, Cordier, Reinie and Lincoln, Michelle. (2014). Evaluation of a pilot parent-delivered play-based intervention for children with attention deficit hyperactivity disorder. American Journal of Occupational Therapy. 68(6), pp. 700 - 709. https://doi.org/10.5014/ajot.2014.012450
Piloting the use of experience sampling method to investigate the everyday social experiences of children with asperger syndrome/high functioning autism
Cordier, Reinie, Brown, Nicole, Chen, Yu-Wei, Wilkes-Gillan, Sarah and Falkmer, Torbjorn. (2014). Piloting the use of experience sampling method to investigate the everyday social experiences of children with asperger syndrome/high functioning autism. Developmental Neurorehabilitation. https://doi.org/10.3109/17518423.2014.915244
The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions
Cordier, Reinie, Munro, Natalie, Wilkes-Gillan, Sarah and Docking, Kimberley. (2013). The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions. International Journal of Speech-Language Pathology. 15(4), pp. 416 - 428. https://doi.org/10.3109/17549507.2012.713395
Foundations of the research foundation
Cusick, A., Curtin, M., Froude, Elspeth, Ziviani, Jenny, Stanley, M, Molineux, M and Hoffman, T. (2013). Foundations of the research foundation. Australian Occupational Therapy Journal. 60(6), pp. 377 - 377.
The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions
Cordier, Reinie, Munro, Natalie, Wilkes-Gillan, Sarah and Docking, Kimberley. (2013). The pragmatic language abilities of children with ADHD following a play-based intervention involving peer-to-peer interactions. International Journal of Speech-Language Pathology. 15(4), pp. 416 - 428. https://doi.org/10.3109/17549507.2012.713395
Writing for publication
Froude, Elspeth and Clemson, Lindy. (2013). Writing for publication. Australian Occupational Therapy Journal. 60(4), pp. 229 - 229. https://doi.org/10.1111/1440-1630.12075
Prospective study of the participation patterns of Grade 6 and Year 8 students in Victoria, Australia in activities outside of school
McMullan, Sarah, Chin, Rachel, Froude, Elspeth Heather and Imms, Christine. (2012). Prospective study of the participation patterns of Grade 6 and Year 8 students in Victoria, Australia in activities outside of school. Australian Occupational Therapy Journal. 59(3), pp. 197 - 208. https://doi.org/10.1111/j.1440-1630.2012.01013.x
Translating evidence into practice: the role of scholarly journals
Froude, Elspeth. (2012). Translating evidence into practice: the role of scholarly journals. Australian Occupational Therapy Journal. 59(3), pp. 171 - 171. https://doi.org/10.1111/j.1440-1630.2012.01021.x
Leisure Participation Patterns of Children in Victoria Australia
Chin, Rachel, McMullen, Sarah, Froude, Elspeth Heather and Imms, Christine. (2011). Leisure Participation Patterns of Children in Victoria Australia. Australian Occupational Therapy Journal. 58(Suppl s1), pp. 101 - 101. https://doi.org/10.1111/j.1440-1630.2011.00938.x
Factors Influencing Children's Readiness to Enter School :Views From Early Childhood Educators
Froude, Elspeth Heather, Imms, Christine, Merrigan, C, Joffe, Beverly, Heine, Chyrisse and Serry, Tanya. (2011). Factors Influencing Children's Readiness to Enter School :Views From Early Childhood Educators. Australian Occupational Therapy Journal. 58(Suppl s1), pp. 23 - 23.
A play-based intervention for children with ADHD : A pilot study
Wilkes-Gillan, Sarah, Cordier, Reinie, Bundy, Anita, Docking, Kimberley and Munro, Natalie. (2011). A play-based intervention for children with ADHD : A pilot study. Australian Occupational Therapy Journal. 58(4), pp. 231 - 240. https://doi.org/10.1111/j.1440-1630.2011.00928.x
Evaluation of the Australian adaptation of the Keeping It Together (KIT-Australia) information package with carers of children with special needs
Stewart, Janeen, Galvin, Jane, Froude, Elspeth and Lentin, Primrose. (2010). Evaluation of the Australian adaptation of the Keeping It Together (KIT-Australia) information package with carers of children with special needs. Australian Occupational Therapy Journal. 57(4), pp. 268 - 275. https://doi.org/10.1111/j.1440-1630.2010.00858.x
Children's participation in home, school and community life after acquired brain injury
Galvin, Jane, Froude, Elspeth and McAleer, Jennifer. (2010). Children's participation in home, school and community life after acquired brain injury. Australian Occupational Therapy Journal. 57(2), pp. 118 - 126. https://doi.org/10.1111/j.1440-1630.2009.00822.x
Facilitating access to evidence - a benefit to the profession
Froude, Elspeth and Craik, C.. (2010). Facilitating access to evidence - a benefit to the profession. Australian Occupational Therapy Journal. 57(6), pp. 355 - 355.
Writing for the reader
Froude, Elspeth. (2010). Writing for the reader. Australian Occupational Therapy Journal. 57(2), pp. 75 - 75.
Sensory processing abilities of children who have sustained traumatic brain injuries
Galvin, Jane, Froude, Elspeth and Imms, Christine. (2009). Sensory processing abilities of children who have sustained traumatic brain injuries. American Journal of Occupational Therapy. 63(6), pp. 701 - 709. https://doi.org/10.5014/ajot.63.6.701
The relationship between physical performance and self-perception in children with and without cerebral palsy
Ziebell, Melanie, Imms, Christine, Froude, Elspeth, McCoy, Anne and Galea, Mary. (2009). The relationship between physical performance and self-perception in children with and without cerebral palsy. Australian Occupational Therapy Journal. 56(1), pp. 24 - 32. https://doi.org/10.1111/j.1440-1630.2008.00775.x
An investigation of Bilateral Isokinematic Training and Neurodevelopmental Therapy in improving use of the affected hand in children with hemiplegia
Sheppard, Loretta, Mudie, Heather and Froude, Elspeth. (2007). An investigation of Bilateral Isokinematic Training and Neurodevelopmental Therapy in improving use of the affected hand in children with hemiplegia. Physical & Occupational Therapy in Pediatrics. 27(1), pp. 5 - 25.
Therapeutic practice resulted in moderate improvement in handwriting ability for children with poor handwriting when compared with sensorimotor intervention, but not when compared with a control group
Wallen, Margaret and Froude, Elspeth. (2007). Therapeutic practice resulted in moderate improvement in handwriting ability for children with poor handwriting when compared with sensorimotor intervention, but not when compared with a control group. Australian Occupational Therapy Journal. 54(3), pp. 239 - 244.