School-Based Interventions for Increasing Autistic Pupils’ Social Inclusion in Mainstream Schools: A Systematic Review

School-based interventions for socially including autistic pupils in mainstream schools were systematically reviewed. Included interventions targeted at least one level of the school environment: the autistic children, the peers, the staff, and/or the physical environment, and assessed autistic pupils’ quantity and/or quality of social...

Social connectedness at the playground before and after COVID-19 school closure

Social connectedness at school is crucial to children's development, yet very little is known about the way it has been affected by school closures during COVID-19 pandemic. We compared pre-post lockdown levels of social connectedness at a school playground in forty-three primary school-aged children, using wearable sensors, observations,...

The impact of loose-parts-play on schoolyard social participation of children with and without disabilities: A case study

Background: Outdoor social participation in the school playground is crucial for children's socio-emotional and cognitive development. Yet, many children with disabilities in mainstream educational settings are not socially included within their peer group. We examined whether loose-parts-play (LPP), a common and cost-effective intervention...

A novel metric to measure spatio-temporal proximity: a case study analyzing children’s social network in schoolyards

The present study aims to infer individuals’ social networks from their spatio-temporal behavior acquired via wearable sensors. Previously proposed static network metrics (e.g., centrality measures) cannot capture the complex temporal patterns in dynamic settings (e.g., children’s play in a schoolyard). Moreover, existing temporal metrics...

A Novel Data-Driven Approach to Examine Children’s Movements and Social Behaviour in Schoolyard Environments

Social participation at schoolyards is crucial for children’s development. Yet, schoolyard environments contain features that can hinder children’s social participation. In this paper, we empirically examine schoolyards to identify existing obstacles. Traditionally, this type of study requires huge amounts of detailed information about...

Correction: Nasri et al. A Novel Data-Driven Approach to Examine Children’s Movements and Social Behaviour in Schoolyard Environments. Children 2022, 9, 1177