Abstract
Two groups (one younger, one older) of children with autism participated in monthly art activities with same-age nondisabled peers at a children's museum. The study sought to investigate the feasibility of offering a cooperatively structured art education class for students with autism and nondisabled students, and to evaluate the effect of joint participation on the students' interactions with one another. Results indicated that both groups of children with autism were targeted for interactions from nondisabled peers significantly more often during intervention than during baseline, even though positive social interaction bids by nondisabled peers were rarely reciprocated and hardly ever initiated by peers with autism.
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The development and dissemination of this manuscript was partially supported by Grant Project H029D20002 funded by the Office of Special Education and Rehabilitative Services and Cooperative Agreement H133B30072 funded by the National Institute on Disability and Rehabilitation Research, both of the U.S. Department of Education. The content and opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education, and no official endorsement should be inferred.
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Schleien, S.J., Mustonen, T. & Rynders, J.E. Participation of children with autism and nondisabled peers in a cooperatively structured community art program. J Autism Dev Disord 25, 397–413 (1995). https://doi.org/10.1007/BF02179375
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DOI: https://doi.org/10.1007/BF02179375