The Impact of Involvement in Circle Time on the Social and Emotional Awareness of Students Diagnosed with an Autism Spectrum Disorder

Abstract

This study examines outcomes associated with the implementation of circle time to improve the social and emotional awareness of students diagnosed with an Autism Spectrum Disorder. Circle time is described as a safe base where students can enhance their social and emotional learning skills within a child-centered and child directed context. Students diagnosed with an Autism Spectrum Disorder display deficits in their social and emotional competencies due to the neural circuitry responsible for emotional responses. Current research indicates positive results for students when a social and emotional learning curriculum is implemented. Although there is current research into both social and emotional learning curriculums, and the social and emotional needs of students diagnosed with an Autism Spectrum Disorder, there is a lack of findings in relation to the implementation of circle time to deliver a social and emotional learning curriculum to students diagnosed with an Autism Spectrum Disorder. The findings of this study suggest that participation in circle time experiences has a positive impact on the social and emotional development on students diagnosed with an Autism Spectrum Disorder (ASD).