Objectives: Free-play and social interactions during school recess are crucial for children's development. This study explored the social preferences of autistic and non-autistic children during...Show moreObjectives: Free-play and social interactions during school recess are crucial for children's development. This study explored the social preferences of autistic and non-autistic children during recess, and their impact on children’s recess enjoyment. Based on prior research, the study hypothesized that (1) both autistic and non-autistic children would interact more with in-group peers, and (2) more in-group interactions would contribute to higher recess enjoyment. Methods: Measurements were conducted on 69 children with special educational needs (19 autistic, 50 non-autistic) aged 4-14 years at a special educational primary school in the Netherlands. Radio frequency identification (RFID) proximity sensors tracked children’s number of interaction partners and total interaction time during recess. Recess enjoyment was assessed using six items from the Lunchtime Enjoyment of Activity and Play (LEAP) self-report questionnaire, completed on tablets with assistance. Interaction measures were adjusted for different group sizes and recess duration. Results: Mixed ANOVAs and post hoc tests showed that non-autistic children had significantly more non-autistic interaction partners than autistic partners (t(49) = 8,88, p < .001), whereas autistic children had a similar number of autistic and non-autistic partners (t(18) = .961, p = .175). No significant difference were found in the time spent interacting with autistic and non-autistic peers for either group (F(1, 66) = 1.09; p = .300; partial η² = .016). Regression models showed no significant relationship between in-group interactions and recess enjoyment (b = .40, t(48) = .13, p = .897 for time spent in interaction; b = 1.87, t(48) = .77, p = .443 for number of interaction partners). Conclusion: The study partially replicated previous findings of in-group social preferences among non-autistic children but found no such preference among autistic children during recess. The results highlight the differences in social patterns alongside similarities in the time spent in close interactions and enjoyment of recess in both groups. The findings have implications for professionals in designing and managing school environments that respect diverse social preferences while handling social exclusions. Limitations, future directions, and theoretical implications supporting the social model of autism are discussed.Show less
