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dc.contributor.authorPaasch, Ashley
dc.date.accessioned2021-09-07T20:37:35Z
dc.date.available2021-09-07T20:37:35Z
dc.date.issued2018-12-12
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4011
dc.description.abstractThis synthesis reviews the literature on strategies for encouraging positive social engagement in physical education for children with high-functioning autism and Asperger’s syndrome. The types of interventions looked at in this synthesis included the use of task analysis, social stories, video modeling and other interventions that have been used to help with the development of the social skills necessary to be successful in their environment. The results showed that these interventions have a positive effect on increasing positive social engagement among children with high-functioning Autism and Asperger’s syndrome. It is concluded that the interventions examined implemented in a physical education setting to help increase positive social engagement.
dc.language.isoen_US
dc.subjectSocial Engagement
dc.subjectPhysical Education
dc.subjectAutism
dc.subjectAsperger Syndrome
dc.titleStrategies for Encouraging Positive Social Engagements in Physical Education for Children with High-Functioning Autism and Asperger's Syndrome
dc.typearticle
refterms.dateFOA2021-09-07T20:37:35Z
dc.description.institutionSUNY Brockport
dc.description.departmentKinesiology, Sport Studies and Physical Education
dc.description.degreelevelMSEd in Physical Education
dc.source.statuspublished
dc.description.publicationtitleKinesiology, Sport Studies, and Physical Education Synthesis Projects
dc.contributor.organizationThe College at Brockport


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