Motor challenges for the inclusion of students with autism spectrum disorder in physical education classes
Article Sidebar
Published:
Sep 15, 2025
Keywords:
Motor challenges, inclusion, physical education, autism spectrum disorder, autism spectrum disorder
Main Article Content
Abstract
Introduction. The inclusion of students with Autism Spectrum Disorder (ASD) in physical education classes presents significant pedagogical challenges, particularly in areas such as social interaction, emotional regulation, and functional participation. Limitations in motor skills, heightened sensory sensitivity, and communication difficulties necessitate specific adaptations in both the planning and execution of instructional activities. Objective. To validate a teaching proposal based on motor challenges adapted for the inclusion of students with ASD in physical education classes. Methodology. A mixed-methods design with a descriptive-explanatory approach was employed. The sample consisted of 22 upper elementary students, including two with a formal diagnosis of ASD. Data collection involved structured observational instruments using a Likert scale, semi-structured interviews with teachers, family members, and specialists, as well as participatory classroom observations. Quantitative data were analyzed using SPSS, and the reliability of the instrument was confirmed through Cronbach’s alpha (0.89). Results. Initial diagnostic findings revealed a significant gap: while most students exhibited elevated levels of perceived inclusion, those with ASD scored consistently lower in social interaction, adaptability, and participation in modified activities. The implemented intervention—an eight-week program of structured, adapted motor challenges—led to notable improvements in instruction comprehension, emotional self-regulation, and willingness to interact, as evidenced in the qualitative validation phase. Conclusion. Effective inclusion in physical education requires pedagogical approaches that are both structured and responsive to neurodevelopmental diversity. The developed program proved to be relevant, feasible, and replicable, fostering not only participation but also the well-being and social integration of students with ASD. General Area of Study: Education. Specific area of study: Physical Education. Type of study: Original articles.
Downloads
Download data is not yet available.
Article Details
How to Cite
Ruiz Peralta, C. E., Loaiza Dávila , L. E., & Maqueira Caraballo , G. D. L. C. (2025). Motor challenges for the inclusion of students with autism spectrum disorder in physical education classes . ConcienciaDigital, 8(3), 158-181. https://doi.org/10.33262/concienciadigital.v8i3.3522
Section
Artículos
References
Abid, M., Cherni, Y., Batcho, C. S., Traverse, E., Lavoie, M. D., & Mercier, C. (2022). Facilitators and barriers to participation in physical activities in children and adolescents living with cerebral palsy: a scoping review. Disability and Rehabilitation, 45(25), 4322-4337. https://doi.org/10.1080/09638288.2022.2150327
Arantes, A. B., & Vianna, R. de M. (2024). School physical education classes for students with autism spectrum disorder: A literature review. IV Seven International Congress of Health. https://doi.org/10.56238/homeivsevenhealth-091.
Barroso, L. L., & De Magalhães Vianna, R. (2024). The inclusion of students with ASD in school physical education in the early years: challenges and benefits. II Seven International Education Congress. https://doi.org/10.56238/iieducationcongress-022.
Beamer, J. A., & Yun, J. (2014). Physical educators' beliefs and self-reported behaviors toward including students with autism spectrum disorder. Adapted physical activity quarterly, 31(4), 362-376. https://doi.org/10.1123/apaq.2014-0134
Capelli, E., Crippa, A., Riboldi, E. M., Beretta, C., Siri, E., Cassa, M., Molteni, M., & Riva, V. (2024). Prospective interrelation between sensory sensitivity and fine motor skills during the first 18 months predicts later autistic features. Developmental science, 28(1), e13573. https://doi.org/10.1111/desc.13573
Carrión-Toro, M., Morales-Martínez, D., Santórum, M., Vizuete, A., Maldonado-Garcés, V., & Acosta-Vargas, P. (2025). PictoAndes: a customizable communication board for inclusive education and multicultural accessibility. Sustainability, 17(3), 956. https://doi.org/10.3390/su17030956
Chiva-Bartoll, Ó., Maravé-Vivas, M., Salvador-García, C., & Valverde-Esteve, T. (2021). Impact of a physical education service-learning programmed on ASD children: a mixed-methods approach. Children and Youth Services Review, 126(105008). https://doi.org/10.1016/J.CHILDYOUTH.2021.106008.
Coster, W., Law, M., Bedell, G., Liljenquist, K., Kao, Y., Khetani, M., & Teplicky, R. (2013). School participation supports and barriers of students with and without disabilities. Child: care, health, and development, 39(4), 535-543. https://doi.org/10.1111/cch.12046
Crispel, O., & Kasperski, R. (2019). The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms. International Journal of Inclusive Education, 25(9), 1079–1090. https://doi.org/10.1080/13603116.2019.1600590
de Almeida, R. S., Neto, J. V. de S., Almeida, A. B. B., Macedo, L. B., da Silva, F. A., do Nascimento, J. L. A., do Nascimento, A. J., da Silva, D. L., da Silva, C. A., de Souza, H. Y. S., Rocha, M. E., & Rodrigues, C. F. da S. (2024). The importance of teacher training for the promotion of diversity and inclusion in schools: an integrative literature review. Lumen Et Virtus, 15(39), 1982-1991. https://doi.org/10.56238/levv15n39-030
Dobrovolskyi, V., Soha, S., & Mykhailenko, V. (2022). Peculiarities of the influence of sports games on the development of physical qualities of students during section classes. Scientific Journal of the Dragomanov Ukrainian State University, 7(152), 8-10. https://doi.org/10.31392/npu-nc.series15.2022.7(152).01
Gárate Vergara, F., Jara Escobar, C. A., Maldonado Roblero, T. B., Salazar Vásquez, K. D., & Saldias Baeza, C. A. (2024). Inclusion of boys and girls with ASD at the levels of the second curricular section of parvular education: case study of an educational center in Chile. Revista Gênero E Interdisciplinaridade, 5(04), 276–296. https://doi.org/10.51249/gei.v5i04.2166
Gómez-Marí, I., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2021). Teachers’ knowledge regarding Autism Spectrum Disorder (ASD): a systematic review. Sustainability, 13(9), 5097. https://doi.org/10.3390/su13095097
Gordon, V., & Pennington, C. G. (2022). Tips for including individuals with autism in physical education. Journal of Physical Education, Recreation & Dance, 93(1), 58–60. https://doi.org/10.1080/07303084.2022.2006021
Guerrero, M. A., & Guerrero Puerta, L. (2023). Advancing gender equality in schools through inclusive physical education and teaching training: a systematic review. Societies, 13(3), 64. https://doi.org/10.3390/soc13030064
Ha, T., Oh, J., & Chey, W. S. (2025). Inclusive physical education: integrating technology to support students with autism spectrum disorder. Strategies, 38(1), 29–34. https://doi.org/10.1080/08924562.2024.2422125
Hodges, H., Fealko, C., & Soares, N. (2020). Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation. Translational Pediatrics, 9(supplement 1), S55 - S65. https://doi.org/10.21037/tp.2019.09.09
Iuculano, T., Padmanabhan, A., Chen, L., Nicholas, J., Mitsven, S., De Los Angeles, C., & Menon, V. (2020). Neural correlates of cognitive variability in childhood autism and relation to heterogeneity in decision-making dynamics. Developmental Cognitive Neuroscience, 42(100754). https://doi.org/10.1016/j.dcn.2020.100754.
Jury, M., Perrin, A. L., Desombre, C., & Rohmer, O. (2021). Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties. Research in Autism Spectrum Disorders, 83, 101746. https://doi.org/10.1016/J.RASD.2021.101746
Larco, A., Peñafiel, P., Yanez, C., & Luján-Mora, S. (2021). Thinking about inclusion: designing a digital app catalog for people with motor disability. Sustainability, 13(19), 10989. https://doi.org/10.3390/su131910989
Lee, G. T., Ma, L. H., & Xu, S. (2021). Using cooperative physical activities in inclusive settings to enhance social interactions for preschoolers with autism spectrum disorder in China. Journal of Positive Behavior Interventions, 24(3), 236-249. https://doi.org/10.1177/10983007211035135
Lievore, R., Cardillo, R., & Mammarella, I. C. (2024). Let's face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: evidence from autism and specific learning disorders. Development and psychopathology, 37(1):451-463. https://doi.org/10.1017/S0954579424000038.
Lord, C., Brugha, T. S., Charman, T., Cusack, J., Dumas, G., Frazier, T., Jones, E., Jones, R. M., Pickles, A., State, M. W., Taylor, J. L., & Veenstra-VanderWeele, J. (2020). Autism spectrum disorder. Nature Reviews Disease Primers, 6(5), 1-23. https://doi.org/10.1038/s41572-019-0138-4
Martínez-Merino, N., & Rico-González, M. (2024). Effects of physical education on preschool children’s physical activity levels and motor, cognitive, and social competences: a systematic review. Journal of Teaching in Physical Education, 43(4), 696-706. https://doi.org/10.1123/jtpe.2023-0183
Migó, M., Guillory, S. B., McLaughlin, C. S., Isenstein, E. L., Grosman, H. E., Thakkar, K. N., Castellanos, F. X., & Foss-Feig, J. H. (2021). Investigating motor preparation in autism spectrum disorder with and without attention deficit/hyperactivity disorder. Journal of Autism and Developmental Disorders, 52, 2379 - 2387. https://doi.org/10.1007/s10803-021-05130-5
Monteiro, C. E., Da Silva, E., Sodré, R., Costa, F., Trindade, A. S., Bunn, P., Costa e Silva, G., Di Masi, F., & Dantas, E. (2022). The effect of physical activity on motor skills of children with autism spectrum disorder: a meta-analysis. International Journal of Environmental Research and Public Health, 19(21), 14081. https://doi.org/10.3390/ijerph192114081
Morsanuto, S., Peluso Cassese, F., Tafuri, F., & Tafuri, D. (2023). Outdoor education, integrated soccer activities, and learning in children with autism spectrum disorder: a project aimed at achieving the sustainable development goals of the 2030 agenda. Sustainability, 15(18), 13456. https://doi.org/10.3390/su151813456
Murillo Murillo, O. M., Nay Betancourt, B. S., Resabala Chila, D. I., Loaiza Dávila, L. E., & Maqueira Caraball, G. de la C. (2025). Gestural codes in the inclusion of students with autism in the physical education class. Salud, Ciencia y Tecnología, 5, 1329. https://doi.org/10.56294/saludcyt20251329
Nalbant, S. (2018). Effects of participation in inclusive physical activity on social skills of individuals with autism spectrum disorder. Journal of Education and Training Studies, 6(12), 255-261. https://doi.org/10.11114/JETS.V6I12.3789
Oliver, L., Moxon-Emre, I., Voineskos, A., & Ameis, S. (2020). M49. Behavioral social cognition in schizophrenia spectrum disorders in comparison to autism spectrum disorder: a systematic review and meta-analysis. Schizophrenia Bulletin, 46(Supplement 1), S152-S153. https://doi.org/10.1093/schbul/sbaa030.361
Roselló, B., Berenguer, C., Baixauli, I., García, R., & Miranda, A. (2020). Theory of mind profiles in children with autism spectrum disorder: adaptive/social skills and pragmatic competence. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.567401
Saiz-González, P., de la Fuente-González, S., Sierra-Díaz, J., & Uría-Valle, P. (2025). Inclusive education and physical education in Spain: a qualitative analysis of teacher’s perspectives. Education Sciences, 15(1), 108. https://doi.org/10.3390/educsci15010108
Salvador-García, C., Chiva-Bartoll, Ó., Belaire-Meliá, A., & Valverde-Esteve, T. (2021). Motor performance in school-aged children with autism spectrum disorder: effects of an extracurricular physical education program and socio-ecological correlates. Journal of Developmental and Physical Disabilities, 34, 355-372. https://doi.org/10.1007/s10882-021-09802-z
Sansi, A., Nalbant, S., & Ozer, D. (2020). Effects of an inclusive physical activity program on the motor skills, social skills, and attitudes of students with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 51, 2254 - 2270. https://doi.org/10.1007/s10803-020-04693-z.
Shields, N., & Synnot, A. (2016). Perceived barriers and facilitators to participation in physical activity for children with disability: a qualitative study. BMC Pediatrics, 16(9). https://doi.org/10.1186/s12887-016-0544-7
Sousa, C. V., Hwang, J., Cabrera-Perez, R., Fernandez, A., Misawa, A., Newhook, K., Lu, A. S. (2022). Active video games in fully immersive virtual reality elicit moderate-to-vigorous physical activity and improve cognitive performance in sedentary college students. Journal of Sport and Health Science, 11(2), 164 - 171. https://doi.org/10.1016/j.jshs.2021.05.002
Viorella, N., Islamia, S. F., Ramdani, R. U., Istianatusyahri, D., & Novianti, R. (2024). The effect of physical activity programs on improving motor, social and attitude abilities of students with autism spectrum disorders in inclusive schools. Jurnal Fundadikdas (Fundamental Pendidikan Dasar), 7(1), 44–50. https://doi.org/10.12928/fundadikdas.v7i1.9610
Yi, H., & Siu, Q. K. Y. (2020). His inner-self must be good”: an ethnographic-vignette study of social interactions between children with autism spectrum disorder and typically developing peers. Journal of Social and Personal Relationships, 38(1), 232-255. https://doi.org/10.1177/0265407520959456
Ying, D., Xiang, H., & Cheng, J. (2023). Analysis of the effect of psychological atmosphere creation on anxiety patients in physical education classroom teaching. CNS Spectrums, 28(S1), S20. https://doi.org/10.1017/S1092852923000871
Ziegler, S. M. T., & Morrier, M. J. (2021). Increasing social interactions of preschool children with autism through cooperative outdoor play. The Journal of Special Education, 56(1), 49-60. https://doi.org/10.1177/00224669211032556
Arantes, A. B., & Vianna, R. de M. (2024). School physical education classes for students with autism spectrum disorder: A literature review. IV Seven International Congress of Health. https://doi.org/10.56238/homeivsevenhealth-091.
Barroso, L. L., & De Magalhães Vianna, R. (2024). The inclusion of students with ASD in school physical education in the early years: challenges and benefits. II Seven International Education Congress. https://doi.org/10.56238/iieducationcongress-022.
Beamer, J. A., & Yun, J. (2014). Physical educators' beliefs and self-reported behaviors toward including students with autism spectrum disorder. Adapted physical activity quarterly, 31(4), 362-376. https://doi.org/10.1123/apaq.2014-0134
Capelli, E., Crippa, A., Riboldi, E. M., Beretta, C., Siri, E., Cassa, M., Molteni, M., & Riva, V. (2024). Prospective interrelation between sensory sensitivity and fine motor skills during the first 18 months predicts later autistic features. Developmental science, 28(1), e13573. https://doi.org/10.1111/desc.13573
Carrión-Toro, M., Morales-Martínez, D., Santórum, M., Vizuete, A., Maldonado-Garcés, V., & Acosta-Vargas, P. (2025). PictoAndes: a customizable communication board for inclusive education and multicultural accessibility. Sustainability, 17(3), 956. https://doi.org/10.3390/su17030956
Chiva-Bartoll, Ó., Maravé-Vivas, M., Salvador-García, C., & Valverde-Esteve, T. (2021). Impact of a physical education service-learning programmed on ASD children: a mixed-methods approach. Children and Youth Services Review, 126(105008). https://doi.org/10.1016/J.CHILDYOUTH.2021.106008.
Coster, W., Law, M., Bedell, G., Liljenquist, K., Kao, Y., Khetani, M., & Teplicky, R. (2013). School participation supports and barriers of students with and without disabilities. Child: care, health, and development, 39(4), 535-543. https://doi.org/10.1111/cch.12046
Crispel, O., & Kasperski, R. (2019). The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms. International Journal of Inclusive Education, 25(9), 1079–1090. https://doi.org/10.1080/13603116.2019.1600590
de Almeida, R. S., Neto, J. V. de S., Almeida, A. B. B., Macedo, L. B., da Silva, F. A., do Nascimento, J. L. A., do Nascimento, A. J., da Silva, D. L., da Silva, C. A., de Souza, H. Y. S., Rocha, M. E., & Rodrigues, C. F. da S. (2024). The importance of teacher training for the promotion of diversity and inclusion in schools: an integrative literature review. Lumen Et Virtus, 15(39), 1982-1991. https://doi.org/10.56238/levv15n39-030
Dobrovolskyi, V., Soha, S., & Mykhailenko, V. (2022). Peculiarities of the influence of sports games on the development of physical qualities of students during section classes. Scientific Journal of the Dragomanov Ukrainian State University, 7(152), 8-10. https://doi.org/10.31392/npu-nc.series15.2022.7(152).01
Gárate Vergara, F., Jara Escobar, C. A., Maldonado Roblero, T. B., Salazar Vásquez, K. D., & Saldias Baeza, C. A. (2024). Inclusion of boys and girls with ASD at the levels of the second curricular section of parvular education: case study of an educational center in Chile. Revista Gênero E Interdisciplinaridade, 5(04), 276–296. https://doi.org/10.51249/gei.v5i04.2166
Gómez-Marí, I., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2021). Teachers’ knowledge regarding Autism Spectrum Disorder (ASD): a systematic review. Sustainability, 13(9), 5097. https://doi.org/10.3390/su13095097
Gordon, V., & Pennington, C. G. (2022). Tips for including individuals with autism in physical education. Journal of Physical Education, Recreation & Dance, 93(1), 58–60. https://doi.org/10.1080/07303084.2022.2006021
Guerrero, M. A., & Guerrero Puerta, L. (2023). Advancing gender equality in schools through inclusive physical education and teaching training: a systematic review. Societies, 13(3), 64. https://doi.org/10.3390/soc13030064
Ha, T., Oh, J., & Chey, W. S. (2025). Inclusive physical education: integrating technology to support students with autism spectrum disorder. Strategies, 38(1), 29–34. https://doi.org/10.1080/08924562.2024.2422125
Hodges, H., Fealko, C., & Soares, N. (2020). Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation. Translational Pediatrics, 9(supplement 1), S55 - S65. https://doi.org/10.21037/tp.2019.09.09
Iuculano, T., Padmanabhan, A., Chen, L., Nicholas, J., Mitsven, S., De Los Angeles, C., & Menon, V. (2020). Neural correlates of cognitive variability in childhood autism and relation to heterogeneity in decision-making dynamics. Developmental Cognitive Neuroscience, 42(100754). https://doi.org/10.1016/j.dcn.2020.100754.
Jury, M., Perrin, A. L., Desombre, C., & Rohmer, O. (2021). Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties. Research in Autism Spectrum Disorders, 83, 101746. https://doi.org/10.1016/J.RASD.2021.101746
Larco, A., Peñafiel, P., Yanez, C., & Luján-Mora, S. (2021). Thinking about inclusion: designing a digital app catalog for people with motor disability. Sustainability, 13(19), 10989. https://doi.org/10.3390/su131910989
Lee, G. T., Ma, L. H., & Xu, S. (2021). Using cooperative physical activities in inclusive settings to enhance social interactions for preschoolers with autism spectrum disorder in China. Journal of Positive Behavior Interventions, 24(3), 236-249. https://doi.org/10.1177/10983007211035135
Lievore, R., Cardillo, R., & Mammarella, I. C. (2024). Let's face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: evidence from autism and specific learning disorders. Development and psychopathology, 37(1):451-463. https://doi.org/10.1017/S0954579424000038.
Lord, C., Brugha, T. S., Charman, T., Cusack, J., Dumas, G., Frazier, T., Jones, E., Jones, R. M., Pickles, A., State, M. W., Taylor, J. L., & Veenstra-VanderWeele, J. (2020). Autism spectrum disorder. Nature Reviews Disease Primers, 6(5), 1-23. https://doi.org/10.1038/s41572-019-0138-4
Martínez-Merino, N., & Rico-González, M. (2024). Effects of physical education on preschool children’s physical activity levels and motor, cognitive, and social competences: a systematic review. Journal of Teaching in Physical Education, 43(4), 696-706. https://doi.org/10.1123/jtpe.2023-0183
Migó, M., Guillory, S. B., McLaughlin, C. S., Isenstein, E. L., Grosman, H. E., Thakkar, K. N., Castellanos, F. X., & Foss-Feig, J. H. (2021). Investigating motor preparation in autism spectrum disorder with and without attention deficit/hyperactivity disorder. Journal of Autism and Developmental Disorders, 52, 2379 - 2387. https://doi.org/10.1007/s10803-021-05130-5
Monteiro, C. E., Da Silva, E., Sodré, R., Costa, F., Trindade, A. S., Bunn, P., Costa e Silva, G., Di Masi, F., & Dantas, E. (2022). The effect of physical activity on motor skills of children with autism spectrum disorder: a meta-analysis. International Journal of Environmental Research and Public Health, 19(21), 14081. https://doi.org/10.3390/ijerph192114081
Morsanuto, S., Peluso Cassese, F., Tafuri, F., & Tafuri, D. (2023). Outdoor education, integrated soccer activities, and learning in children with autism spectrum disorder: a project aimed at achieving the sustainable development goals of the 2030 agenda. Sustainability, 15(18), 13456. https://doi.org/10.3390/su151813456
Murillo Murillo, O. M., Nay Betancourt, B. S., Resabala Chila, D. I., Loaiza Dávila, L. E., & Maqueira Caraball, G. de la C. (2025). Gestural codes in the inclusion of students with autism in the physical education class. Salud, Ciencia y Tecnología, 5, 1329. https://doi.org/10.56294/saludcyt20251329
Nalbant, S. (2018). Effects of participation in inclusive physical activity on social skills of individuals with autism spectrum disorder. Journal of Education and Training Studies, 6(12), 255-261. https://doi.org/10.11114/JETS.V6I12.3789
Oliver, L., Moxon-Emre, I., Voineskos, A., & Ameis, S. (2020). M49. Behavioral social cognition in schizophrenia spectrum disorders in comparison to autism spectrum disorder: a systematic review and meta-analysis. Schizophrenia Bulletin, 46(Supplement 1), S152-S153. https://doi.org/10.1093/schbul/sbaa030.361
Roselló, B., Berenguer, C., Baixauli, I., García, R., & Miranda, A. (2020). Theory of mind profiles in children with autism spectrum disorder: adaptive/social skills and pragmatic competence. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.567401
Saiz-González, P., de la Fuente-González, S., Sierra-Díaz, J., & Uría-Valle, P. (2025). Inclusive education and physical education in Spain: a qualitative analysis of teacher’s perspectives. Education Sciences, 15(1), 108. https://doi.org/10.3390/educsci15010108
Salvador-García, C., Chiva-Bartoll, Ó., Belaire-Meliá, A., & Valverde-Esteve, T. (2021). Motor performance in school-aged children with autism spectrum disorder: effects of an extracurricular physical education program and socio-ecological correlates. Journal of Developmental and Physical Disabilities, 34, 355-372. https://doi.org/10.1007/s10882-021-09802-z
Sansi, A., Nalbant, S., & Ozer, D. (2020). Effects of an inclusive physical activity program on the motor skills, social skills, and attitudes of students with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 51, 2254 - 2270. https://doi.org/10.1007/s10803-020-04693-z.
Shields, N., & Synnot, A. (2016). Perceived barriers and facilitators to participation in physical activity for children with disability: a qualitative study. BMC Pediatrics, 16(9). https://doi.org/10.1186/s12887-016-0544-7
Sousa, C. V., Hwang, J., Cabrera-Perez, R., Fernandez, A., Misawa, A., Newhook, K., Lu, A. S. (2022). Active video games in fully immersive virtual reality elicit moderate-to-vigorous physical activity and improve cognitive performance in sedentary college students. Journal of Sport and Health Science, 11(2), 164 - 171. https://doi.org/10.1016/j.jshs.2021.05.002
Viorella, N., Islamia, S. F., Ramdani, R. U., Istianatusyahri, D., & Novianti, R. (2024). The effect of physical activity programs on improving motor, social and attitude abilities of students with autism spectrum disorders in inclusive schools. Jurnal Fundadikdas (Fundamental Pendidikan Dasar), 7(1), 44–50. https://doi.org/10.12928/fundadikdas.v7i1.9610
Yi, H., & Siu, Q. K. Y. (2020). His inner-self must be good”: an ethnographic-vignette study of social interactions between children with autism spectrum disorder and typically developing peers. Journal of Social and Personal Relationships, 38(1), 232-255. https://doi.org/10.1177/0265407520959456
Ying, D., Xiang, H., & Cheng, J. (2023). Analysis of the effect of psychological atmosphere creation on anxiety patients in physical education classroom teaching. CNS Spectrums, 28(S1), S20. https://doi.org/10.1017/S1092852923000871
Ziegler, S. M. T., & Morrier, M. J. (2021). Increasing social interactions of preschool children with autism through cooperative outdoor play. The Journal of Special Education, 56(1), 49-60. https://doi.org/10.1177/00224669211032556