Claudia List Hilton1, Mary Catherine Crouch, Heidi Israel. 1. Social Development Studies, Department of Psychiatry, Washington University School of Medicine, 18 S. Kingshighway Blvd., Ste. L-100, St. Louis, MO 63108, USA. hiltonc@psychiatry.wustl.edu
Abstract
PURPOSE: This study examined differences in out-of-school activity participation between typically developing children and those with high-functioning autism spectrum disorders (HFASD). METHOD: Children with HFASD, ages 6 to 12 (N = 52), and a control group (N = 53) were assessed using the Children's Assessment of Participation and Enjoyment and the Social Responsiveness Scale. RESULTS: Significant differences were seen in participation between typical and HFASD groups in number of activities in which children participate, the numbers of individuals with whom they participate, and the variety of environments in which they participate. CONCLUSIONS: These findings indicate that out-of-school participation is significantly different for children with HFASD than for typically developing peers. Findings suggest that social impairment is related to some aspects of participation and that addressing social skills in intervention could contribute to increased participation in out-of-school activities by children with HFASD, which would contribute to their long-term mental and physical health.
PURPOSE: This study examined differences in out-of-school activity participation between typically developing children and those with high-functioning autism spectrum disorders (HFASD). METHOD:Children with HFASD, ages 6 to 12 (N = 52), and a control group (N = 53) were assessed using the Children's Assessment of Participation and Enjoyment and the Social Responsiveness Scale. RESULTS: Significant differences were seen in participation between typical and HFASD groups in number of activities in which children participate, the numbers of individuals with whom they participate, and the variety of environments in which they participate. CONCLUSIONS: These findings indicate that out-of-school participation is significantly different for children with HFASD than for typically developing peers. Findings suggest that social impairment is related to some aspects of participation and that addressing social skills in intervention could contribute to increased participation in out-of-school activities by children with HFASD, which would contribute to their long-term mental and physical health.