The effects of changing the classroom play environment on the peer interactions of autistic children with an intellectual disability

Abstract

Purpose

Autistic children, particularly those with an intellectual disability, often face difficulties with early verbal development and social interaction. The science of behaviour analysis has developed procedures shown through research to help support and teach these skills. Interventions focusing solely on manipulating the antecedent stimuli in the environment are presented less frequently in the literature than those concerned with response consequences. This study aims to evaluate if changes to the classroom environment would evoke prosocial behaviours during play sessions.

Design/methodology/approach

A multiple treatment reversal design was used to compare the presence of anthropomorphic toys, pet animals and toys themed upon preferred interests, introduced on a central table within the existing play area. Data were collected on the social behaviour of peers in two primary classrooms.

Findings

For five of the six participants, all three conditions resulted in increased social behaviour compared to baseline conditions.

Originality/value

At the time of the study, social interaction opportunities were limited due to the COVID-19 pandemic restrictions, placing greater emphasis on safely encouraging opportunities within the classroom to ensure skill maintenance. Due to the reported outcomes, educators, particularly in specialised settings, should focus on evaluating their classroom environment to ensure the contents and layout support children in maintaining and generalising their social skills. Further research on the benefits of class pets is also encouraged.

Citation

Locke, H. and Fennell, B. (2024), "The effects of changing the classroom play environment on the peer interactions of autistic children with an intellectual disability", Tizard Learning Disability Review, Vol. 29 No. 3/4, pp. 141-148. https://doi.org/10.1108/TLDR-12-2022-0030