The aim of this study was to investigate the social competence ((SC) profile) of a child with autism in a regular in school, comparing it with a typically developing child and to investigate the influence of the school context (classroom or playground) on their SC profile. The social interactions with their peers were recorded at school and an independent judge coded the videos. The adapted version of the Q-Sort SC scale was used. The results demonstrated that while the SC profile of the typically developing child practically did not vary between contexts, the child with autism demonstrated a higher frequency of cooperation and social assertion behavior and a lower frequency of aggression and disorganization of the self in the playground.
social competence; autism; school inclusion; Q methodology
