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Identifying Early Intervention Targets for Children with Autism in Inclusive School Settings

Robert L. Koegel

University of California, Santa Barbara

William D. Frea

California State University, Los Angeles

Rosy M. Fredeen

University of California, Santa Barbara

This study assessed play and social behavior of young children with autism in inclusive school settings to identify important targets for intervention. Data were collected for five children with autism and for typically developing peers. All children with autism received intervention in one-on-one settings but did not have individual education plan goals that provided systematic intervention for developing play and social skills in their school settings. Results indicated the children with autism and their typically developing peers played with a comparable number of stimulus items (e.g., toys), but the children with autism engaged in these activities for shorter durations. Both children with autism and their typically developing peers engaged in similar levels of social interaction with adults. However, the children with autism rarely or never engaged in social interactions with their peers, whereas the typically developing peers frequently engaged in social interactions with other children. The results suggest important targets for intervention.

Behavior Modification, Vol. 25, No. 5, 745-761 (2001)
DOI: 10.1177/0145445501255005


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