scholarly journals Developmental Dyspraxia and the Play Skills of Children With Autism

2015 ◽  
Vol 69 (5) ◽  
pp. 6905185060p1 ◽  
Author(s):  
Stefanie C. Bodison
Keyword(s):  
Children With Autism ◽  
Play Skills ◽  
Developmental Dyspraxia

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.

Two Variations of Video Modeling Interventions for Teaching Play Skills to Children with Autism

2010 ◽  
Vol 33 (3) ◽  
pp. 421-442 ◽  
Author(s):  
Kimberly Sancho ◽  
Tina M. Sidener ◽  
Sharon A. Reeve ◽  
David W. Sidener
Keyword(s):  
Video Modeling ◽  
Children With Autism ◽  
Play Skills

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

2019 ◽  
Vol 124 (1) ◽  
pp. 77-91 ◽  
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.

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
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