Free
Research Article  |   September 2008
Out-of-School Participation Patterns in Children With High-Functioning Autism Spectrum Disorders
Author Affiliations
  • Claudia List Hilton, PhD, OTR/L, SROT, is Postdoctoral Fellow, Social Development Studies, Department of Psychiatry, Washington University School of Medicine, 18 S. Kingshighway Blvd., Ste. L-100, St. Louis, MO 63108; hiltonc@psychiatry.wustl.edu
  • Mary Catherine Crouch, MOT, OTR/L, is Staff Occupational Therapist, Occupational Therapy Department, Barnes-Jewish Hospital, St. Louis, MO
  • Heidi Israel, PhD, RN, LCSW, is Assistant Professor, Department of Orthopaedic Surgery, Saint Louis University, St. Louis, MO
Article Information
Autism/Autism Spectrum Disorder / Pediatric Evaluation and Intervention / Children and Youth
Research Article   |   September 2008
Out-of-School Participation Patterns in Children With High-Functioning Autism Spectrum Disorders
American Journal of Occupational Therapy, September/October 2008, Vol. 62, 554-563. doi:10.5014/ajot.62.5.554
American Journal of Occupational Therapy, September/October 2008, Vol. 62, 554-563. doi:10.5014/ajot.62.5.554
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.