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16-06-2020 | Original Paper

Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder

Auteurs: Ellen A. Doernberg, Sandra W. Russ, Anastasia Dimitropoulos

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2021

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Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder marked by socio-emotional deficits, and difficulties with pretend play skills. Play skills are related to processes of adaptive functioning and emotion understanding. The present pilot study implemented an in-person pretend play intervention to school-aged children (ages 6 to 9 years, intervention group = 18, control group = 7) diagnosed with high-functioning ASD (HF-ASD), to increase children’s cognitive and affective play skills, and emotional understanding abilities. The intervention consisted of 5 weekly sessions, 15–20 minutes each. The intervention group significantly increased in imagination and cognitive play skills, which generalized to increased skills in emotional understanding. Findings demonstrate the positive impact of a short, easily facilitated, accessible play intervention for school-aged children with HF-ASD.
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Metagegevens
Titel
Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder
Auteurs
Ellen A. Doernberg
Sandra W. Russ
Anastasia Dimitropoulos
Publicatiedatum
16-06-2020
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 2/2021
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-020-04547-8

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