A Descriptive Analysis of the Social Interaction Skills of First Grade Children

Abstract

This study investigated the peer interactions of 11 typically developing (TD) and 15 children with an autism spectrum disorder (ASD) at the end of first grade. Data from 54 play observations were assessed and the frequency of social initiations and responses, social interaction skills (e.g., requesting, play organizing), and contextual variables (e.g., verbal content, number of games played) are described. Results revealed the frequency of peer interactions of children in the TD group were significantly different from the ASD group. Differences were further observed in the types of social skills children used during play. Implications for the selection of skills to use in social skills training groups for children with ASD are discussed.