Teaching symbolic play skills to children with autism using Pivotal Response Training

Although evidence-based practices (EBPs) for educating children with autism, such as pivotal response training (PRT), exist, teachers often lack adequate training to use these practices. The current investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the workshop alone was only effective in training 15% of the teachers to meet mastery criteria for PRT. The majority of teachers, however, showed additional improvement following individual coaching. The findings suggest that attending a group workshop is insufficient training for most teachers to demonstrate mastery of PRT, but a modest amount of time spent in individual coaching with observation and feedback helps the majority of teachers master PRT techniques. Limitations and implications for future research are discussed.

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

Behavior Modification ◽

10.1177/0145445520939856 ◽

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.

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Similarities in Functional Play and Differences in Symbolic Play of Children With Autism Spectrum Disorder

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-124.1.77 ◽

2019 ◽

Vol 124 (1) ◽

pp. 77-91 ◽

Cited By ~ 1

Author(s):

Kathy Thiemann-Bourque ◽

Lynette K. Johnson ◽

Nancy C. Brady

Keyword(s):

Cognitive Skills ◽

Children With Autism ◽

Autism Spectrum ◽

Symbolic Play ◽

Typically Developing ◽

Play Skills ◽

Functional Play ◽

Number Of Children ◽

Children With Asd ◽

Spectrum Disorders

Abstract Contradictory reports of play strengths and weaknesses for children with autism spectrum disorders (ASD) persist in the literature. We compared the play of 19 children with ASD to 19 typically developing (TD) children matched on language and cognitive skills. All children were verbal. Results revealed no differences in indiscriminate actions, functional play, and object interest. The children with ASD showed less symbolic play and a significantly fewer number of children met criteria for emerging or mastered symbolic play. A specific deficit was observed for “doll as agent” symbolic play. Outcomes suggest that compared to children without disabilities, children with ASD may have comparable functional play skills and struggle with the transition to some, but not all types of symbolic play.

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