Responses and sustained interactions in children with mental retardation and autism.
Autistic kids may talk but still lag in keeping play and positive replies going—target these two skills directly.
01Research in Context
What this study did
Martin et al. (2003) watched autistic kids and kids with mental retardation during free play.
Both groups had similar talking scores.
The team counted positive replies and how long play lasted.
What they found
Autistic kids gave fewer happy answers.
Their play episodes ended sooner.
Talking amount was the same, but quality was not.
How this fits with other research
Humphrey et al. (2011) saw the same gap in older students.
Autistic teens still spent more time alone in mainstream schools.
Lord et al. (1986) seems to disagree.
Their autistic kids got more social after play with younger, typical peers.
The trick is partner choice: younger kids boost success, same-age peers show the gap.
Landry et al. (1989) also found autistic children initiate less, even when adults prompt.
Why it matters
Do not trust single chats as proof of social skill.
Add sustained-play goals to plans.
Try mixing in younger buddies for quick wins, then teach longer positive turns with same-age peers.
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02At a glance
03Original abstract
Sustained interactions and responses to social bids made by children with autism and verbal-age-matched children with mental retardation were recorded in two naturalistic settings. Children with autism produced fewer positive responses and more "no responses" than children with mental retardation; both groups were more likely to make positive responses to adults and not to respond to other children. Furthermore, although the frequency of conversations was not different for the two groups, children with autism were significantly less likely to engage in sustained play compared to children with mental retardation. Results suggest that children with autism are able to master the more rote and need-oriented social skills, such as simple conversation, but may not develop other forms of social interactions, like play.
Journal of autism and developmental disorders, 2003 · doi:10.1023/a:1022927124025