Abstract Autism Spectrum Disorder (ASD) is a neurological condition that impacts 1 % of the population and can be detected as early on as infancy. ASD in children is important to be examined as...Show moreAbstract Autism Spectrum Disorder (ASD) is a neurological condition that impacts 1 % of the population and can be detected as early on as infancy. ASD in children is important to be examined as more autistic pupils are attending mainstream education. One part of the routine at school that can be especially challenging for autistic pupils is recess time due to the lack of structured activities. The current thesis aims to examine to what extent the reconstruction of a school’s playground increases enjoyment, peer acceptance, interaction time and physical activity. We also explore to what extent changes in peer acceptance, interaction time and physical activity can predict changes in enjoyment levels in autistic children. In the study 41 autistic children between the ages 8 to 12 years (M = 10.12, SD = 1.01) participated. The children were pupils of a Dutch special education primary school. Data collection occurred on two occasions: firstly, right before the renovation of the playground, and then six months after the renovation. Children wore sensor belts with which peer interactions and physical activity were measured. Enjoyment and peer acceptance were assessed through self-report questionnaires and peer reports, respectively. The results from the study indicate that interaction time during recess did increase post-renovation for the autistic children. There was no statistically significant increase in enjoyment, peer acceptance and physical activity. Furthermore, changes in peer acceptance, interaction time and physical activity were not found to be statistically significant predictors of change in enjoyment. Our findings show that the physical environment at school can be an important determinant for the social inclusion of autistic pupils.Show less
