Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-05-2008 | Original Paper

Effects of the Use of Visual Strategies in Play Groups for Children with Autism Spectrum Disorders and their Peers

Auteurs: Jennifer B. Ganz, Margaret M. Flores

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2008

Abstract

The purpose of this study was to investigate the impact of visual strategies with preschool children with autism spectrum disorders (ASD) and their peers during play group sessions. A changing-criterion design was implemented with three preschool-aged children with ASD while they participated in play groups with four typically-developing peers. Results indicated improvements in the use of script phrases, context-related comments, and intervals in which speech occurred for all three participants. Results regarding unscripted phrases, responses, and use of prompts were variable and are discussed.

vorige artikel Typical Emotion Processing for Cartoon but not for Real Faces in Children with Autistic Spectrum Disorders

volgende artikel Coherent versus Component Motion Perception in Autism Spectrum Disorder

Baron-Cohen, S. (2004). Autism: Research into causes and intervention. Pediatric Rehabilitation, 7, 73–78.PubMedCrossRef

Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism & Developmental Disorders, 30, 553–567.CrossRef

Charlop-Christy, M. H., & Kelso, S. E. (2003). Teaching children with autism conversational speech using a cue card/written script program. Education and Treatment of Children, 26, 108–127.

Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism & Other Developmental Disabilities, 15, 163–169.CrossRef

Dooley, P., Wilczenski, F. L., & Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3, 57–61.CrossRef

Gilliam, J. E. (1995). Gilliam autism rating scale. Austin: PRO-ED, Inc.

Gonzalez-Lopez, A., & Kamps, D. (1997). Social skills training to increase social interactions between children with autism and their typical peers. Focus on Autism and Other Developmental Disabilities, 12, 12–14.CrossRef

Grandin, T., & Scariano, M. M. (1986). Emergence: Labeled autistic. New York: Warner Books.

Hartmann, D., & Hall, R. V. (1976). The changing criterion design. Journal of Applied Behavior Analysis, 9, 527–532.PubMedCrossRef

Janzen, J. E. (2003). Understanding the nature of autism: A guide to the autism spectrum disorders (2nd ed.). San Antonio: Therapy Skill Builders.

Johnston, S., Nelson, C., Evans, J., & Palazolo, K. (2003). The use of visual supports in teaching young children with autism spectrum disorder to initiate interactions. Augmentative and Alternative Communication, 19, 86–103.CrossRef

Kamps, D., Leonard, B., Vernon, S., Dugan, E., Delquadri, J., Gerson, B., Wade, L., & Folk, L. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first grade classroom. Journal of Applied Behavior Analysis, 25, 281–288.PubMedCrossRef

Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.

Krantz, P., & McClannahan, L. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26, 121–132.PubMedCrossRef

Krantz, P. J., & McClannahan, L. E., (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191–202.PubMedCrossRef

Lantz, J. F., Nelson, J. M., & Loftin, R. I. (2004). Guiding children with autism in play: Applying the integrated play group model in school settings. TEACHING Exceptional Children, 31, 8–14.

Loveland, K., & Tunali, B. (1991). Social scripts for conversational interactions in autism and Down’s syndrome. Journal of Autism and Developmental Disorders, 21, 177–186.PubMedCrossRef

MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89–97.PubMedCrossRef

Massey, N. G., & Wheeler, J. J. (2000). Acquisition and generalization of activity schedules and their effects on task engagement in a young child with autism in an inclusive pre-school classroom. Education and Training in Mental Retardation and Developmental Disabilities, 35, 326–335.

Morrison, R. S., Sainato, D. M., BenChaaban, D., & Endo, S. (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25, 58–72.CrossRef

Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36, 911–919.PubMedCrossRef

Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285–295.PubMedCrossRef

Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30, 157–160.PubMedCrossRef

Sarokoff, R. A., Taylor, B. A., & Poulson, C. L., (2001). Teaching children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34, 81–84.PubMedCrossRef

Sasso, G. M., Melloy, K. J., & Kavale, K. (1990). Generalization, maintenance, and behavioral co-variation associated with social skills training through structured learning. Behavioral Disorders, 16, 9–22.

Scherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversational skills in children with autism via video technology. Which is better, ‘Self’ or ‘Other’ as a model? Behavior Modification, 25, 140–158.CrossRef

Schopler, E., Mesibov, G. B., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler & G. B. Mesibov (Eds.), Learning and cognition in autism (pp. 243–267). New York: Plenum.

Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior Modification, 22, 221–242.PubMedCrossRef

Simpson, R. L., Myles, B. S., & Ganz, J. B. (2008). Efficacious interventions and treatments for learners with autism spectrum disorders. In R. L. Simpson & B. S. Myles (Eds.), Educating children and youth with autism: Strategies for effective practice (2nd ed., pp. 477–512). Austin, TX: Pro-Ed, Inc.

Stevenson, C. L., Krantz, P. J., & McClannahan, L. E. (2000). Social interaction skills for children with autism: A script-fading procedure for nonreaders. Behavioral Interventions, 15, 1–20.CrossRef

Strain, P., Kerr, M., & Ragland, E. (1979). Effects of peer-mediated social initiations and prompting/reinforcement procedures on the social behavior of autistic children. Journal of Autism and Developmental Disorders, 9, 41–54.PubMedCrossRef

Willey, L. H. (1999). Pretending to be normal: Living with Asperger’s syndrome. London: Jessica Kingsley Publishers.

Wolfberg, P. J., & Schuler, A. L. (1993). Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23, 467–489.PubMedCrossRef

Yang, T., Wolfberg, P. J., Wu, S., & Hwu, P. (2003). Supporting children on the autism spectrum in peer play at home and school. Autism, 7, 437–453.PubMedCrossRef

Zurcher, C., Hunt, P., Schuler, A., Webster, J. (2001). Increasing joint attention, play and language through peer-supported play. Autism, 5, 374–398.CrossRef

Titel: Effects of the Use of Visual Strategies in Play Groups for Children with Autism Spectrum Disorders and their Peers
Auteurs: Jennifer B. Ganz
Margaret M. Flores
Publicatiedatum: 01-05-2008
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 5/2008
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-007-0463-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 5/2008

Brief Report: Human Figure Drawings by Children with Asperger’s Syndrome

P. Kluth and L. Chandler-Olcott, A Land We Can Share: Teaching Literacy to Students with Autism

Mind-Reading in Young Adults with ASD: Does Structure Matter?

The Boundaries of the Cognitive Phenotype of Autism: Theory of Mind, Central Coherence and Ambiguous Figure Perception in Young People with Autistic Traits

Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms

The Modified Checklist for Autism in Toddlers: A Follow-up Study Investigating the Early Detection of Autism Spectrum Disorders