The Effects of Selection and Intervention in Social Play Based on an Ecological Assessment of a Child with Autism Spectrum Disorder at a Kindergarten

Abstract

This study was conducted on the selection of and intervention in social play based on an ecological assessment of a child with autism spectrum disorder at a kindergarten. The ecological assessment was based on the five following factors: (a) the participant’s preferences, and social and cognitive play levels; (b) the peers’ preferences, and social and cognitive play levels; (c) the human and physical aspects of the play setting; (d) the frequency and duration of play per week; and (e) the teachers’ rules governing the play. The selection of the target play was based on the ecological assessment. The participant was taught the play skills in the classroom. The results revealed the participant engaged in the play and increased his playtime with his peers. Interaction between the participant and peers also increased during the free playtime. This study suggests that the ecological assessment indicated the necessary conditions for play and enabled the researchers to select the social play that the participant could engage in and which was feasible in the classroom.