Social interaction and cooperative activities: Drawing plans as a means of increasing engagement for children with ASD

Brenda PETERS, Christine Irene FORLIN, Dennis Michael MCINERNEY, Rupert MACLEAN

Research output: Contribution to journalArticle

Abstract

A substantial amount of learning in schools takes place within social contexts and class-based group activities; however, social learning situations, communication and social cognition development for children with ASD can be a challenge for the children and their teachers. This paper explores what happens when children with ASD draw activity-plans about cooperation and play, and how ideas about collaboration with peers can be introduced and developed. Initial qualitative data from video and the children’s hand drawn pictures reveal their prior experiences of working with others, however, through drawing plans about engaging in intentional social communication and cooperation activities, the children change their ideas about working together. This study finds that children’s illustrations portray their concepts of play with others, communication, conflict, and humour, as well as eventually the inclusion of others in constructive activities. Copyright © 2013 Whole Schooling Press.
Original languageEnglish
Pages (from-to)61-86
JournalInternational Journal of Whole Schooling
Volume9
Issue number2
Publication statusPublished - Sep 2013

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interaction
communication
learning situation
social cognition
social learning
humor
video
inclusion
teacher
school
learning
experience
Group

Citation

Peters, B., Forlin, C., McInerney, D., & Maclean, R. (2013). Social interaction and cooperative activities: Drawing plans as a means of increasing engagement for children with ASD. International Journal of Whole Schooling, 9(2), 61-86.

Keywords

  • Autism
  • Self-regulation
  • Problem-solving
  • Communication
  • Social-cognition development
  • Activity-plans