Sensor Technology to Measure Peer and Teacher Proximity in Preschool: Preliminary Findings

Children with autism spectrum disorder (ASD) experience differences in peer proximity and need educator support to develop strong peer relationships. Sensor technologies have emerged to inform interventions that can support interactional proximity. An exploratory study was conducted to test a sensor technology in an inclusive classroom with a child with ASD and nine peers. Data were collected and analyzed to understand the interactional proximity of the child with ASD with peers and teachers including initiations, and terminations with peers. Results show differences in peer proximity, initiations, terminations, and preferences for specific peers. Teacher proximity for the head and assistant teacher is also reported. Findings show initial support for sensor technology to measure the interactional proximity of children with ASD and their peers including initiations, and terminations, as well as provide insights about teacher proximity.