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Gepubliceerd in: Journal of Autism and Developmental Disorders 3/2015

01-03-2015 | Original Paper

Integrated Play Groups: Promoting Symbolic Play and Social Engagement with Typical Peers in Children with ASD Across Settings

Auteurs: Pamela Wolfberg, Mila DeWitt, Gregory S. Young, Thanh Nguyen

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2015

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Abstract

Children with autism spectrum disorders (ASD) face pervasive challenges in symbolic and social play development. The Integrated Play Groups (IPG) model provides intensive guidance for children with ASD to participate with typical peers in mutually engaging experiences in natural settings. This study examined the effects of a 12-week IPG intervention on the symbolic and social play of 48 children with ASD using a repeated measures design. The findings revealed significant gains in symbolic and social play that generalized to unsupported play with unfamiliar peers. Consistent with prior studies, the outcomes provide robust and compelling evidence that further validate the efficacy of the IPG model. Theoretical and practical implications for maximizing children’s developmental potential and social inclusion in play are discussed.
Voetnoten
1
Due to the timing of the study with onset at the beginning of the academic school year, the first group of participants was unable to participate in the baseline assessment phase 3-months prior to treatment.
 
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Metagegevens
Titel
Integrated Play Groups: Promoting Symbolic Play and Social Engagement with Typical Peers in Children with ASD Across Settings
Auteurs
Pamela Wolfberg
Mila DeWitt
Gregory S. Young
Thanh Nguyen
Publicatiedatum
01-03-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 3/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2245-0