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Journal of Autism and Developmental Disorders

Gepubliceerd in:

02-07-2019 | Original Paper

Teaching “Imaginary Objects” Symbolic Play to Young Children with Autism

Auteurs: Gabrielle T. Lee, Sheng Xu, Shufang Guo, Lina Gilic, Yunhuan Pu, Jiacheng Xu

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2019

Abstract

Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3–7 years) participated in this study. A multiple-probe across three participants and two settings design was employed to evaluate the effects of intraverbal training on the acquisition and generalization of imaginary objects symbolic play. Results indicated that all children acquired and maintained target imaginary objects play activities. Generalization to untaught activities occurred in one child. All three children’ symbolic play emerged or increased in free play after the instruction.

vorige artikel Sensory Processing Problems and Comorbidities in Chinese Preschool Children with Autism Spectrum Disorders

volgende artikel Comparing Intellectual and Memory Abilities of Older Autistic Adults with Typically Developing Older Adults Using WAIS-IV and WMS-IV

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Titel: Teaching “Imaginary Objects” Symbolic Play to Young Children with Autism
Auteurs: Gabrielle T. Lee
Sheng Xu
Shufang Guo
Lina Gilic
Yunhuan Pu
Jiacheng Xu
Publicatiedatum: 02-07-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 10/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-019-04123-9

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