An investigation of the matrix training approach to teach social play skills

2017 ◽  
Vol 32 (3) ◽  
pp. 278-284 ◽  
Author(s):  
Emily R. Wilson ◽  
Byron Wine ◽  
Katie Fitterer
Keyword(s):  
Social Play ◽  
Play Skills ◽  
Matrix Training ◽  
Training Approach ◽  
The Matrix

Building Play Skills Using Video Modeling and Matrix Training

2020 ◽  
Author(s):  
Emily Carmody ◽  
Tiffany Stauch
Keyword(s):  
Video Modeling ◽  
Play Skills ◽  
Matrix Training

Eighteen-month follow-up of a play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder

2014 ◽  
Vol 61 (5) ◽  
pp. 299-307 ◽  
Author(s):  
Sarah Wilkes-Gillan ◽  
Anita Bundy ◽  
Reinie Cordier ◽  
Michelle Lincoln
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Social Play ◽  
Play Skills ◽  
Hyperactivity Disorder ◽  
The Social

Teaching social play skills to adults and children with autism as an approach to building rapport

2016 ◽  
Vol 49 (3) ◽  
pp. 512-531 ◽  
Author(s):  
Molly L. Shireman ◽  
Dorothea C. Lerman ◽  
Conrad B. Hillman
Keyword(s):  
Social Play ◽  
Children With Autism ◽  
Play Skills ◽  
Adults And Children ◽  
Building Rapport

Cognitive and Social Play of Australian Preschoolers

1995 ◽  
Vol 20 (2) ◽  
pp. 42-46 ◽  
Author(s):  
Shirley R. Wyver ◽  
Susan H. Spence
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Perspective Taking ◽  
Impulse Control ◽  
Pretend Play ◽  
Social Play ◽  
Free Play ◽  
Play Skills ◽  
Early Childhood Programs ◽  
Problem Solving Skills

This paper reports on the play behaviours of preschoolers aged 49–64 months. The study was conducted in four Sydney preschools, with children being observed during their outdoor free play. Most participants engaged in a variety of play behaviours, many of which have been linked with cognitive development in previous research (constructive play, sociodramatic play, associative social play). However, thematic pretend play, which has been found to have an important role in many areas of development, including perspective taking, language, impulse control and divergent problem solving, was part of the play repertoire of only 20% of children observed. Likewise, only 24% of children engaged in cooperative social play, which has been found to have a role in the development of divergent problem solving skills. It is argued that staff working within early childhood programs may benefit from training in the use of programs designed to assist young children in the development of play skills.

Parents’ perspectives on the appropriateness of a parent-delivered intervention for improving the social play skills of children with ADHD

2015 ◽  
Vol 78 (10) ◽  
pp. 644-652 ◽  
Author(s):  
Sarah Wilkes-Gillan ◽  
Anita Bundy ◽  
Reinie Cordier ◽  
Michelle Lincoln ◽  
Nicola Hancock
Keyword(s):  
Social Play ◽  
Play Skills ◽  
Children With Adhd ◽  
The Social

scholarly journals Teaching pretend play skills using video modeling and matrix training

2011 ◽  
Author(s):  
Clelia G. Deltour
Keyword(s):  
Video Modeling ◽  
Pretend Play ◽  
Play Skills ◽  
Matrix Training

scholarly journals Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review

2021 ◽  
Vol 6 ◽  
pp. 239694152110158
Author(s):  
Jenny L Gibson ◽  
Emma Pritchard ◽  
Carmen de Lemos
Keyword(s):  
Conceptual Framework ◽  
Scoping Review ◽  
Social Play ◽  
Evidence Base ◽  
Population Characteristics ◽  
Play Skills ◽  
Autistic Children ◽  
Autistic People ◽  
Wide Range

Background and aims Play is used by practitioners from across disciplinary backgrounds as a natural and enjoyable context for providing intervention and support in early childhood. In the case of autism interventions, many therapies are based on the association between social play and the development of social skills, language development, and communication skills, as these are often particular areas of challenge for autistic children. However, play is a wide-ranging concept and the extant literature on play-based interventions is large and heterogeneous. This means it is challenging for practitioners and families to navigate the evidence base and make choices about differing intervention strategies. This review aims to provide a comprehensive map of the research on this topic and to develop a conceptual framework to inform clinical decision-making. Methods An initial stakeholder consultation confirmed the relevance of the topic to practitioners and autistic people. A scoping review methodology (preregistered) was used to identify relevant literature. We systematically searched seven databases to find peer-reviewed primary intervention studies of play-based approaches targeting language, social and communication outcomes for autistic children aged 2-8 years. We then summarised the literature using narrative synthesis and Evidence Gap Maps (EGMs). The literature was summarised according to a range of characteristics, including study design, population characteristics, agent of intervention and outcomes measured, among others. These summaries were then used to develop a framework for some key considerations for practitioners appraising play-based approaches. Results 388 studies met inclusion criteria. Approximately 21% of studies were RCTs, and over 50% had ≤10 participants. Over 45% of studies reported multiple relevant outcomes, with social play skills being the most common single intervention target. Girls and minority background groups are under-represented. A range of intervention types were identified, and some high-level categorisations are proposed. Main contribution: On the basis of the evidence synthesis we suggest important dimensions for appraisal of play-based interventions, including the role of play within an intervention (as a context, a key developmental mechanism, or a component of a larger approach), the underpinning philosophy (e.g. behaviourist or developmental), and the role of the practitioner (providing parent feedback, 1:1 intervention, group facilitation). Conclusions The wide range of approaches uncovered by this review is a testament to the wonderful diversity inherent to both play and autism. However, research could usefully focus on consolidating the evidence base for existing approaches, rather than aiming for further diversification. Implications: The conceptual framework proposed in this review can help practitioners appraise the literature and aid their advice to families when making shared intervention decisions.

scholarly journals A Randomised Controlled Trial of a Play-Based Intervention to Improve the Social Play Skills of Children with Attention Deficit Hyperactivity Disorder (ADHD)

PLoS ONE ◽  
2016 ◽  
Vol 11 (8) ◽  
pp. e0160558 ◽  
Author(s):  
Sarah Wilkes-Gillan ◽  
Anita Bundy ◽  
Reinie Cordier ◽  
Michelle Lincoln ◽  
Yu-Wei Chen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Randomised Controlled Trial ◽  
Attention Deficit ◽  
Controlled Trial ◽  
Social Play ◽  
Play Skills ◽  
Hyperactivity Disorder ◽  
The Social ◽  
Randomised Controlled
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