INTERVENTION APPROACHES IN PHYSICAL EDUCATION IN ORDINARY SCHOOL TO ENHANCE SOCIAL INTERACTION IN A STUDENT WITH AUTISTIC SPECTRUM DISORDER: A CASE STUDY

Authors

  • Maria Markaki Department of Physical Education and Sport Science, University of Thessaly, Greece
  • Nikoleta Chyta School of Primary Education, Athens, Greece
  • Georgia Maggouritsa Department of Physical Education and Sport Science, University of Thessaly, Greece
  • Dimitrios Kokaridas Department of Physical Education and Sport Science, University of Thessaly, Greece

DOI:

https://doi.org/10.46827/ejse.v7i2.3820

Keywords:

integration, physical education, intervention strategies, social interaction, Autistic Spectrum Disorder (ASD)

Abstract

Co-education of students with Autistic Spectrum Disorder (ASD) during the lesson of Physical Education (PE) in the Greek School constitutes contemporary educational reality. However, its success depends on many factors, with the most important being the effective employment of cooperative physical education methods for students with disabilities or no disabilities. The purpose of this case study was to analyze the impact of a physical education intervention program on the reinforcement of the social interaction of a student with ASD, aged 10, in the ordinary school. The intervention exercise program included the following specific educational approaches and intervention strategies: a) game with the support of an adult (adult support game) b) integrated playgroups with guided involvement (Integrated Play Groups Model) and c) games between peers providing a model to imitate. The duration of the program was eight weeks, with a frequency of three times per week, each lesson of PE (Physical Education) lasting 45 minutes. The data collection tools that were used in the pre-intervention program were the semi-structured interview and the «Autism Social Skills Profile» scale (Bellini & Hopf, 2007), which was adapted in the Greek Language by Syriopoulou- Delli, Agaliotis and Papaefstathiou (2016). It was used before and after the intervention. The results of the research study showed that the student with ASD had positive experiences through his relationship with his classmates, increased his level of participation in the lesson of Physical Education (PE) throughout the implementation of the intervention program, and improved his social reciprocity through interaction and collaboration with his peers, without displaying improper or detrimental social behavior patterns.

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Author Biographies

  • Maria Markaki, Department of Physical Education and Sport Science, University of Thessaly, Greece
    Maria Markaki, Undergraduate Student, Department of Physical Education and Sport Science, University of Thessaly, Greece.
  • Nikoleta Chyta, School of Primary Education, Athens, Greece
    Nikoleta Chyta, Special Education Teacher, Primary Education, Athens, Greece.
  • Georgia Maggouritsa, Department of Physical Education and Sport Science, University of Thessaly, Greece
    Georgia Maggouritsa, Permanent Teaching Staff, Department of Physical Education and Sport Science, University of Thessaly, Greece.
  • Dimitrios Kokaridas, Department of Physical Education and Sport Science, University of Thessaly, Greece
    Dimitrios Kokaridas, Associate Professor, Department of Physical Education and Sport Science, University of Thessaly, Greece.

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Published

2021-06-30

Issue

Vol. 7 No. 2 (2021)

Section

Articles

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