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The study examines how high-functioning children with autism organize their actions in the spontaneous participation during social activities at mainstream schools and how they reveal their awareness of social rules and moral positioning through their actions. In particular, the analysis focuses on the instances when an autistic child fails to participate in the on-going or newly beginning activities and becomes a focus of public dialogue because of violation of social rules set by a situated activity. For this purpose, the study employs the ethnographic, discourse analytic framework of social interaction which uses video data collected in naturalistic environments. The analysis suggests that children with high functioning autism may be able to adapt themselves to the ongoing stream of social interaction and perform as a competent member of social institutes. The findings of the study illuminate the importance of taking temporally emerging contextual information of on-going social activity into account when we attempt to understand how autistic children participate in situated social activities.