Effects of Modeling and Self-Monitoring Intervention on Play Skills and Social Initiations in Children with Autism Spectrum Disorder

2018 ◽  
Vol 18 (4) ◽  
pp. 1-20
Author(s):  
Dayun Kim ◽  
Sunhwa Jung
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Play Skills ◽  
Self Monitoring ◽  
Social Initiations

Peer-mediated intervention to improve play skills in children with autism spectrum disorder: A feasibility study

2018 ◽  
Vol 65 (3) ◽  
pp. 176-186 ◽  
Author(s):  
Cally Kent ◽  
Reinie Cordier ◽  
Annette Joosten ◽  
Sarah Wilkes-Gillan ◽  
Anita Bundy
Keyword(s):  
Autism Spectrum Disorder ◽  
Feasibility Study ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Play Skills ◽  
Peer Mediated Intervention

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.

A Systematic Review and Meta-analysis of Interventions to Improve Play Skills in Children with Autism Spectrum Disorder

2019 ◽  
Vol 7 (1) ◽  
pp. 91-118 ◽  
Author(s):  
Cally Kent ◽  
Reinie Cordier ◽  
Annette Joosten ◽  
Sarah Wilkes-Gillan ◽  
Anita Bundy ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Meta Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Play Skills

A comparison of development‐matched and age‐matched targets on play skills of children with autism spectrum disorder

2021 ◽  
Author(s):  
Heather M. Pane ◽  
Tina M. Sidener ◽  
Sharon A. Reeve ◽  
April Kisamore ◽  
Anjalee Nirgudkar
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Play Skills

Increasing Play Skills in Children with Autism Spectrum Disorder via Peer-Mediated Matrix Training

2019 ◽  
Vol 42 (3) ◽  
pp. 295-319
Author(s):  
Elizabeth G. Hatzenbuhler ◽  
John D. Molteni ◽  
Judah B. Axe
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Play Skills ◽  
Matrix Training

Effectiveness of avatar-delivered instruction on social initiations by children with Autism Spectrum Disorder

2020 ◽  
Vol 71 ◽  
pp. 101494 ◽  
Author(s):  
Cade T. Charlton ◽  
Ryan O. Kellems ◽  
Brooke Black ◽  
Heidi C. Bussey ◽  
Rachel Ferguson ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Initiations

The effects of JASPER intervention for children with autism spectrum disorder: A systematic review

Autism ◽  
2021 ◽  
pp. 136236132110191
Author(s):  
Hannah Waddington ◽  
Jess E Reynolds ◽  
Ella Macaskill ◽  
Sally Curtis ◽  
Lauren J Taylor ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Language Skills ◽  
Child Outcomes ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Play Skills ◽  
Exceptional Children ◽  
Outcomes For Children

Naturalistic developmental behavioural interventions are promising approaches for young children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation intervention (JASPER) is a well-researched naturalistic developmental behavioural intervention but, to date, no reviews have specifically evaluated its effects. This systematic literature review examined the effects of JASPER intervention and its components on child, parent and educator outcomes. Of the 96 articles screened, 19 were eligible for inclusion in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills and language skills compared to the comparison group. Implementation outcomes for parents and educators were generally positive. There were no consistent predictors or mediators of treatment effects. None of the studies met all of the quality indicators outlined by the Council of Exceptional Children, and the majority of outcome measures were classified as proximal. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder. Lay abstract Interventions which are delivered in natural contexts and use both developmental and behavioural techniques may be helpful for children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation (JASPER) is a type of intervention, which falls under this category. Although several studies have examined the effects of JASPER, this has not yet been summarised in a review. This systematic literature review examined the effects of JASPER intervention, and the techniques that make up JASPER, on child, parent and educator outcomes. We screened 96 articles and, of these, 19 were included in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills, and language skills compared to children who did not receive JASPER intervention. Parents and educators were mostly able to use the JASPER techniques. There were no consistent child, parent, teacher or treatment characteristics that influenced the effects of the JASPER intervention. None of the studies met all of the indicators of being a good quality study outlined by the Council of Exceptional Children. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder.

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