For children with disabilities, participation in early childhood programs that feature education among typically developing peers may provide unique access to these benefits (Guralnick et al. Typically developing children benefit from early social interaction with peers and play is foundational for many school-aged skills, including social-communication (McClelland and Morrison 2003 Odom et al. Participation in quality early childhood education has direct, positive effects on academic and social outcomes for young children (Camilli and Barnett 2010). Suggestions for future research are discussed. Results suggest a range of effective interventions to improve the social communication skills for children with autism spectrum disorder in inclusive preschool classrooms. Data were extracted from the resulting 16 articles to (a) examine rigor of design, (b) evaluate intervention effectiveness using visual analysis and percentage non-overlapping data (PND), and (c) determine evidence-based practices. Single-subject studies concerning the improvement of social communication skills for children with autism spectrum disorder in inclusive preschools were identified through systematic searches of electronic databases using key terms, journal hand searches, and ancestral searches of identified articles. ![]() This systematic review of the literature between the years of 20 aimed to identify effective interventions to support the children with autism spectrum disorder in the inclusive preschool classroom. Changes in legislation have led to an increased push for children with autism spectrum disorder to be educated in classrooms with typically developing peers.
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