A Preliminary Exploration of the Inclusion of a Child With Autism in a Preschool With Complex Dynamic Systems

Abstract

Based on the complex dynamic system approach, this research aimed to study the variability of the typical configurations of interactions between the adults’ participation and the engagement of a child with autism spectrum disorder (ASD) in two activities proposed in a French preschool. The classroom sessions were filmed once a month for 8 months and focused on two activities (free play and adult-led activities). The results of this preliminary exploration revealed that the typical interactions developed differently over time. Indeed, during activities that are adult led, observation behaviors with a passive participation of the adult intensified. Moreover, active engagement behaviors, without and with adult participation, increased meaningfully during free play.