• Purpose: To investigate evidence-based methods to promote social interaction in school aged children with Autism Spectrum Disorders (ASD), in multiple settings. • Methods: A comprehensive literature review was completed from June 2011 to March 2012. Articles were selected based on a review of their abstracts and their relevance to answering at least one of the specific research questions. All selected articles were reviewed a nd appraised based on the Oxford Levels of Evidence Based Practice, Hierarchy of Evidence for Articles about Therapy. In addition, a one week observation of the interactions of child ren with and withot a utism took place at a camp for children with autism during July 2011. • Results: There are numerous issues related to social interaction that a represent in children with autism. Issues may include a limited ability to verbalize or vocalize, a tendency to repeat or use echolalia, limited eye contact, difficulty recognizing personal space or boundaries, difficulty reading or understa nding social cues or expressions, difficulty understanding sarcasm, difficulty with reci procal play or interaction with peers, difficulty making and maintaining friends, difficulty expressing pain or fear, trouble attending to group activities, and lack of awareness to social differences. Resea rch also shows that people with ASD may experience higher levels of stress and anxiety than people without autism during times of increased social interaction. Numerous activities improved the social dynamics between campers with autism and others including those also on the autism spectrum. Research recommends a variety of interventions to improve social interaction however, a majority of the research is low quality. • Conclusion: All children with autism are unique and may have any combination or severity of the symptoms. The most effective interventions involve an activity or interest that is child specific and motivating to the specific child you are working with. All evidence based research strongly encourages getting to know the child and thei r family to learn about specific interests that the child may have. By identifying topics or strengths of the child interventions can be structured to be more enticing for the specific child or child ren being worked with.


Submitted by Dyanna Monahan (dmonahan@salud.unm.edu) on 2014-04-21T22:03:22Z No. of bitstreams: 1 2012-2.pdf: 3022531 bytes, checksum: 2cbb0c0179711537ff103a59dd50589e (MD5), Made available in DSpace on 2014-04-21T22:03:22Z (GMT). No. of bitstreams: 1 2012-2.pdf: 3022531 bytes, checksum: 2cbb0c0179711537ff103a59dd50589e (MD5)

Document Type



Autism Spectrim Disorder, autism, theraputic activities, social interactions

Available for download on Monday, March 14, 2118