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This thesis explores Autism during the preschool years, and how we might support affected children in inclusive settings. The number of children diagnosed with Autism Spectrum Disorder is rapidly increasing. Simultaneously, the pool of knowledge on what this disorder entails and how best to treat it is also growing. The present report focuses primarily on improving social behaviors among preschoolers with autism in inclusive environments. Providing a mainstream experience for children with special needs includes access to typical peers and inclusion in their daily activities. This work explores the viability of combining promising social interventions in an inclusive preschool setting. In particular, a proposed program, Kreative Kids Preschool Art Program and Social Group, is outlined that will last ten weeks, and will make use of various techniques to improve social behaviors among all students, as well as, gauging changes in the behavior and interactions of individuals within the group. In addition to describing the program, an outline for research plans is provided, which could potentially reveal the influences of the program on social behaviors and interactions.

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Phoebe Pynchon lives in San Diego, where she is only beginning her journey as an early educator. She wrote this thesis while pursuing her bachelor´s degree at Cal Poly in San Luis Obispo. She attributes her passion for education to the wonderful Psychology and Child Development department, who provide a unique and inspiring learning environment.

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