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<p>This systematic review explores the effectiveness of interventions aimed at improving social interaction among students with autism spectrum disorder (ASD) during school recess, a critical yet challenging time for social engagement due to its unstructured nature. The study analyzed 20 articles, focusing on peer-mediated interventions, adult-facilitated interventions, and environmental modifications. Results indicate that peer-mediated interventions significantly enhance social skills, increase social connections, and promote inclusivity among students with ASD. Adult-facilitated interventions also show positive impacts by providing structured social opportunities and training for school staff. This review underscores the importance of integrating comprehensive intervention programs into school settings to foster social inclusion and reduce isolation for students with ASD.</p>

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School Recess to Promote Social Interaction Between Students with ASD and Their Peers: A Systematic Review Study

  • 期刊论文

  • 发表日期：

    2025年9月20日

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  • Marina Alferez-Pastor,
  • José M. Rodríguez-Ferrer,
  • Ana Manzano-León,
  • José M. Aguilar-Parra

摘要

This systematic review explores the effectiveness of interventions aimed at improving social interaction among students with autism spectrum disorder (ASD) during school recess, a critical yet challenging time for social engagement due to its unstructured nature. The study analyzed 20 articles, focusing on peer-mediated interventions, adult-facilitated interventions, and environmental modifications. Results indicate that peer-mediated interventions significantly enhance social skills, increase social connections, and promote inclusivity among students with ASD. Adult-facilitated interventions also show positive impacts by providing structured social opportunities and training for school staff. This review underscores the importance of integrating comprehensive intervention programs into school settings to foster social inclusion and reduce isolation for students with ASD.