The Effects of an Inclusive Preschool Experience on the Playfulness of Children with and without Autism

This paper describes the results of a program evaluation that was undertaken to assess the playfulness of preschool children with and without autism. The assessment used in the evaluation was the Test of Playfulness (ToP). Children with autism were compared with typically developing preschoolers over the course of one school year. Changes in the playfulness of 6 children with autism labeled “high functioning” and 8 typically developing classmates in one inclusive preschool program were compared with those of 12 typically developing children enrolled in a non-inclusive program. Data analyses revealed no differences in ToP scores from the beginning to the end of the school year for 8 of the children in the inclusive program (5 with autism; 3 typically developing). The scores of 4 typically developing children and 1 child with autism decreased; 1 typically developing child's score increased. In contrast, the ToP scores of 11 typically developing children enrolled in the non-inclusive program increased; 1 typ...