Using intraverbal training to increase symbolic play in children with autism spectrum disorder

2020 ◽  
Vol 35 (3) ◽  
pp. 467-482
Author(s):  
Gabrielle Lee ◽  
Hyesuk LeePark ◽  
Seungju Kim ◽  
Mi‐seong Park ◽  
Soohyun Park
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Symbolic Play ◽  
Spectrum Disorder ◽  
Intraverbal Training

Effects of Video Modeling on the Acquisition, Maintenance, and Generalization of Playing with Imaginary Objects in Children with Autism Spectrum Disorder

2020 ◽  
pp. 014544552093985
Author(s):  
Gabrielle T. Lee ◽  
Xiaoyi Hu ◽  
Yanhong Liu ◽  
Yuan Ren
Keyword(s):  
Autism Spectrum Disorder ◽  
Video Modeling ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Symbolic Play ◽  
Spectrum Disorder ◽  
Play Skills ◽  
Imaginary Play ◽  
Play Behaviors ◽  
Multiple Probe

Many children with autism spectrum disorder (ASD) do not have symbolic play skills. One type of symbolic play involves playing with imaginary objects, in which a child displays play actions without actual objects. The purpose of this study was to evaluate the effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in young children with ASD. Three male Chinese children (aged 4–5 years) with ASD participated in this study. A multiple-probe across three behaviors design was used. The results indicated that video modeling was effective in establishing and maintaining target symbolic play behaviors for the three children. Generalization to untaught imaginary play activities occurred in all three children.

scholarly journals Symbolic Play in Children with Autism Spectrum Disorder

2006 ◽  
Vol 37 (7) ◽  
pp. 1215-1223 ◽  
Author(s):  
Gillian C. Stanley ◽  
M. Mary Konstantareas
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Symbolic Play ◽  
Spectrum Disorder

Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder

2017 ◽  
Vol 48 (5) ◽  
pp. 1436-1445 ◽  
Author(s):  
Ya-Chih Chang ◽  
Wendy Shih ◽  
Rebecca Landa ◽  
Ann Kaiser ◽  
Connie Kasari
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Symbolic Play ◽  
Spectrum Disorder ◽  
Minimally Verbal ◽  
Minimally Verbal Children

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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