OTR, Head of Environment, Culture and Participation in Community Laboratory, School of Occupational Therapy , Hebrew University, Jerusalem, Israel.
OTR, Ministry of Education and School of Occupational Therapy, Hebrew University, Jerusalem, Israel.
Res Dev Disabil. 2022 Aug;127:104252. doi: 10.1016/j.ridd.2022.104252. Epub 2022 May 12.
Participation is essential to children's development and is a major focus of intervention. This study aimed to describe the participation patterns of children with ASD, in comparison to typically developing (TD) children.
70 preschoolers participated: 33 children with ASD, attending non-inclusive-education settings; and 37 TD children, attending mainstream educational settings. Two occupational therapists assessed their participation through structured observations in self-care activities, play, learning, and social participation areas; demographic and environmental questionnaires were also completed.
In the ASD group, frequency of participation was found to be significantly higher in ADL and learning than in other areas; level of performance was found to be significantly lower in social participation than in other areas. The TD group scored significantly higher than did the ASD group in most areas and scales. Initial findings tentatively showed that a structured educational environment for children with ASD may increase participation frequency.
The findings are consistent with recognized disabilities in play and social participation among children with ASD, and their limitations in participation, compared to their TD peers in most areas. Further studies are needed to evaluate additional psychometric properties of the different scales, and the impact of educational environments on participation.
参与对于儿童的发展至关重要，也是干预的重点。本研究旨在描述 ASD 儿童的参与模式，并与典型发育（TD）儿童进行比较。
共有 70 名学龄前儿童参与了研究：33 名患有 ASD 的儿童，在非包容性教育环境中就读；37 名 TD 儿童，在主流教育环境中就读。两名职业治疗师通过对自我护理活动、游戏、学习和社会参与领域的结构化观察，评估了他们的参与情况；还完成了人口统计学和环境调查问卷。
在 ASD 组中，发现日常生活活动和学习领域的参与频率明显高于其他领域；社会参与领域的表现水平明显低于其他领域。TD 组在大多数领域和量表上的得分明显高于 ASD 组。初步结果表明，为 ASD 儿童提供结构化的教育环境可能会增加参与频率。
这些发现与 ASD 儿童在游戏和社会参与方面的公认残疾以及他们在大多数领域中与 TD 同龄人相比的参与受限相一致。需要进一步研究来评估不同量表的其他心理计量学特性，以及教育环境对参与的影响。
