Perceived Barriers and Existing Challenges in Participation of Children with Autism Spectrum Disorders: "He Did Not Understand and No One Else Seemed to Understand Him".

Parisa and colleagues interviewed parents, teachers, and therapists about why children with autism join in so few social events.

They asked open questions like "What stops this child from playing with others?" and grouped the answers into themes.

The study did not test an intervention; it simply listened to the adults who know the child best.

Three big barriers came up again and again.

First, the child does not read the room—he misses jokes, turns, and unwritten rules.

Second, when confusion grows, he may yell, bolt, or shut down, which pushes peers away.

Third, therapy and family schedules are packed, so free-play time is lost.

van Timmeren et al. (2016) counted the gap: kids with autism plus intellectual disability take part in far fewer activities than typical peers. Parisa’s work gives the "why" behind those low numbers.

Marsh et al. (2017) reviewed dozens of studies and saw the same pattern at school—behavioral teaching helps reading and toileting, yet social inclusion stays flat. The new parent quotes echo that mismatch.

Jachyra et al. (2021) asked teens why they skip sports; bullying and rigid coaches topped the list. Parisa’s younger group blames their own social confusion first, showing the barrier shifts with age.

Lacroix et al. (2026) surveyed teachers and also flagged social-communication skills as the main roadblock. The two studies line up even though one used interviews and the other used rating scales.

You now have a clear map of what to attack. Start by teaching the child to read facial cues and game rules before you place him in the group. Build a quick exit plan so confusion never snowballs into meltdown. Finally, guard free-play minutes in the schedule like you guard therapy minutes—belonging needs time to grow.