During outdoor play, which behavior is a teacher likely to observe in a student with autism spectrum disorder (ASD)?

Choosing to arrange rocks in a consistent order is indicative of a common behavior observed in individuals with autism spectrum disorder (ASD). This behavior reflects a preference for routine, order, and predictability, which many individuals with ASD find comforting. Engaging in activities like arranging objects can serve many purposes, including sensory integration, self-soothing, or simply an intense interest in organizing.

In outdoor play, while other behaviors may also occur, such as moving between activities or showing difficulty in social interactions, the specific action of arranging rocks in a systematic fashion demonstrates a clear interaction with the environment that aligns with the characteristics frequently associated with ASD. This preference for structured activities often leads to focused engagement, where the individual derives pleasure and satisfaction from completing a task that involves categorization or organization.

Furthermore, this behavior can also provide insights into the individual’s cognitive processing and interests, which can be essential for tailoring educational strategies and interventions that support their development and integration with peers.