Use of an iPad Play Story to Increase Play Dialogue of Preschoolers with Autism Spectrum Disorders | mijn-bsl Skip to main content

Mijn bibliotheek

Shop

Nieuws
Boeken
Tijdschriften
E-learning
Web-tv
Video
Audio

Tips voor Mijn BSL

UITGEBREID ZOEKEN
Inloggen
Top
Journal of Autism and Developmental Disorders

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Autism and Developmental Disorders 9/2013

01-09-2013 | Original Paper

Use of an iPad Play Story to Increase Play Dialogue of Preschoolers with Autism Spectrum Disorders

Auteurs: Linda C. Murdock, Jennifer Ganz, Jessica Crittendon

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2013

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

An iPad play story was utilized to increase the pretend play skills of 4 preschoolers with autism spectrum disorders. The story utilized a series of video clips depicting toy figures producing scripted character dialogue, engaged in a pretend play vignette. A multiple baseline design across participants was utilized with play dialogue as the dependent variable. Three of the participants demonstrated increases in the target behavior with Nonoverlap of All Pairs analysis revealing moderate and strong effects across intervention phases. Effects were largely maintained during generalization opportunities with peers and during a 3-week follow-up condition.
vorige artikel Feeding Problems and Nutrient Intake in Children with Autism Spectrum Disorders: A Meta-analysis and Comprehensive Review of the Literature
volgende artikel The Association Between Therapeutic Horseback Riding and the Social Communication and Sensory Reactions of Children with Autism
Literatuur
Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33, 489–507. PubMedCrossRef
Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287.
Bernstein, D. K., & Tagerman-Farber, E. (2009). Language and communication disorders in children (6th ed.). Boston: Pearson Education.
Black, D. O., Wallace, G. L., Sokoloff, J. L., & Kenworthy, L. (2009). Brief report: IQ split predicts social symptoms and communication abilities in high-functioning children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 1613–1619. PubMedCrossRef
Bosseler, A., & Massaro, D. W. (2003). Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism. Journal of Autism and Developmental Disorders, 33, 653–672. PubMedCrossRef
Boudreau, E., & D’Entremont, B. (2010). Improving the pretend play skills of preschoolers with autism spectrum disorders: The effects of video modeling. Journal of Developmental and Physical Disabilities, 22, 415–431. CrossRef
Charman, T., & Baron-Cohen, S. (1997). Brief report: Prompted pretend play in autism. Journal of Autism and Developmental Disorders, 27, 325–332. PubMedCrossRef
Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 433–441. CrossRef
Coleman-Martin, M., Heller, K. W., Cihak, D. F., & Irvine, K. L. (2005). Using computer-assisted instruction and the nonverbal reading approach to teach word-identification. Focus on Autism and Other Developmental Disabilities, 20, 80–90. CrossRef
Dauphin, M., Kinney, E. M., & Stromer, R. (2004). Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with autism. Journal of Positive Behavior Interventions, 6, 238–250. CrossRef
Dawson, G., Toth, K., Abott, R., Osterling, J., Munson, J., Estes, A., et al. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40, 271–283. PubMedCrossRef
Fein, G. (1981). Pretend play in childhood: An integrative review. Child Development, 52, 1095–1118. CrossRef
Flores, M., Musgrove, K., Renner, S., Hinton, V., Strozier, S., Franklin, S., et al. (2012). A comparison of communication using the apple iPad and a picture-based system. Augmentative and Alternative Communication, 28(2), 74–84. PubMedCrossRef
Ganz, J. B., & Flores, M. M. (2008). Effects of the use of visual strategies in play groups for children with autism spectrum disorders and their peers. Journal of Autism and Developmental Disorders, 38, 926–940. PubMedCrossRef
Goldsmith, T. R., & LeBlanc, L. A. (2004). Use of technology in interventions for children with autism. Journal of Early and Intensive Behavior Intervention, 1, 166–178.
Goldstein, H., & Cisar, C. L. (1992). Prompting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25, 265–280. PubMedCrossRef
Hagiwara, T., & Myles, B. S. (1999). A multimedia social story intervention: Teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14, 82–91. CrossRef
Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Wimsatt, F. C., et al. (2011). Avatar assistant: Improving social skills in students with an ASD through a computer-based intervention. Journal of Autism and Developmental Disorders, 41, 1543–1555. PubMedCrossRef
Jarrold, C., Boucher, J., & Smith, P. K. (1996). Generativity deficits in pretend play in autism. British Journal of Developmental Psychology, 14, 275–300. CrossRef
Johnson, 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
Jones, C. D., & Schwartz, I. S. (2009). When asking questions is not enough: An observational study of social communication differences in high functioning children with autism. Journal of Autism and Developmental Disorders, 39, 432–443. PubMedCrossRef
Jowett, E. L., Moore, D. W., & Anderson, A. (2012). Using an iPad-based video modeling package to teach numeracy skills to a child with an autism spectrum disorder. Developmental Neurorehabilitation, 15, 304–312. PubMedCrossRef
Karkhaneh, M., Clark, B., Ospina, M. B., Seida, J. C., Smith, V., & Hartling, L. (2010). Social stories(TM) to improve social skills in children with autism spectrum disorder. A systematic review. Autism, 14, 641–662. doi: 10.​1177/​1362361310373057​. CrossRef
Kassari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611–620. CrossRef
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test (2nd ed.). Circle Pines, MN: American Guidance Service.
Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.
Kinney, E. M., Vedora, J., & Stromer, R. (2003). Computer-presented video models to teach generative spelling to a child with an autism spectrum disorder. Journal of Positive Behavior Interventions, 5, 22–29. CrossRef
Landry, S. H., & Loveland, K. A. (1988). Communication behaviors in autism and developmental language delay. Journal of Child Psychology and Psychiatry, 29, 621–634. PubMedCrossRef
Le Couteur, A., Lord, C., & Rutter, M. (2003). Autism diagnostic interview-revised. Los Angeles: Western Psychological Services.
Leslie, A. M. (1987). Pretence and representation: The origins of theory of mind. Psychological Review, 94, 412–426. CrossRef
Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). Autism diagnostic observation schedule. Los Angeles: Western Psychological Services.
Loth, E., Gómez, J. C., & Happé, F. (2008). Event schemas in autism spectrum disorders: The role of theory of mind and weak central coherence. Journal of Autism and Developmental Disorders, 38, 449–463. PubMedCrossRef
MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42, 4–55. CrossRef
Manolov, R., Solanas, A., Sierra, V., & Evans, J. J. (2011). Choosing among techniques for quantifying single-case intervention effectiveness. Behavior Therapy, 42, 533–545. PubMedCrossRef
Massaro, D. W., & Bosseler, A. (2006). Read my lips: The importance of the face in a computer-animated tutor for vocabulary learning by children with autism. Autism: The International Journal of Research & Practice, 10, 495–510.
McGee, G. G., Feldman, R. S., & Morrier, M. J. (1997). Benchmarks of social treatment for children with autism. Journal of Autism and Developmental Disorders, 27, 353–364. PubMedCrossRef
Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42, 252–269.
Murdock, L. C., & Hobbs, J. Q. (2011). Picture me playing: Increasing play dialogue of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 870–878. PubMedCrossRef
National Research Council (2001). Educating children with autism. Committee on educational interventions for children with autism. In: C. Lord and J. P. McGee (Eds.), Division of Behavioral and Social Sciences and Education. Washington: National Academy Press.
Parker, R. I., Cryer, J., & Byrns, G. (2006). Controlling baseline trend in single-case research. School Psychology Quarterly, 21, 418–443. CrossRef
Parker, R. I., & Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of All Pairs. Behavior Therapy, 40, 357–367. PubMedCrossRef
Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect-size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35, 303–322. PubMedCrossRef
Pennington, R. C. (2010). Computer-assisted instruction for teaching academic skills to students with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 25, 239–248. CrossRef
Prelock, P. A. (2006). Autism spectrum disorders: Issues in assessment and intervention. Austin, TX: Pro-Ed.
Ramdoss, S., Lang, R., Mulloy, A., Franco, J., O’Reilly, M., Didden, R., et al. (2011a). Use of computer-based interventions to teach communication skills to children with autism spectrum disorders: A systematic review. Journal of Behavioral Education, 20, 55–76. CrossRef
Ramdoss, S., Mulloy, A., Lang, R., O’Reilly, M., Sigafoos, J., Lancioni, G., et al. (2011b). Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5(4), 1306–1318. CrossRef
Reagon, K. A., & Higbee, T. S. (2009). Parent-implemented script fading to promote play-based verbal initiations in children with autism. Journal of Applied Behavior Analysis, 42, 659–664. PubMedCrossRef
Rutherford, M. D., & Rogers, S. J. (2003). Cognitive underpinnings of pretend play in autism. Journal of Autism and Developmental Disorders, 33, 289–302. PubMedCrossRef
Sansosti, F. J., & Powell-Smith, K. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10, 162–178. CrossRef
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
Schneider, N., & Goldstein, H. (2010). Using social stories and visual schedules to improve socially appropriate behaviors in children with autism. Journal of Positive Behavior Interventions, 12, 149–160. CrossRef
Stone, W. L., & Caro-Martinez, L. M. (1990). Naturalistic observations of spontaneous communication in autistic children. Journal of Autism and Developmental Disorders, 20, 437–453. PubMedCrossRef
Stromer, R., Kimball, J. W., Kinney, E. M., & Taylor, B. A. (2006). Activity schedules, computer technology, and teaching children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 21, 14–24. CrossRef
Taylor, B. A., Levin, L., & Jasper, S. (1999). Increasing play-related statements in children with autism toward their siblings: Effects of video-modeling. Journal of Developmental and Physical Disabilities, 11, 253–264. CrossRef
Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36, 993–1005. PubMedCrossRef
Ungerer, J., & Sigman, M. (1981). Symbolic play and language comprehension in autistic children. Journal of the American Academy of Child Psychiatry, 20, 318–337. PubMedCrossRef
Wang, S., Cui, Y., & Parrila, R. (2011). Examining the effectiveness of peer-mediated and video-modeling social skills interventions for children with autism spectrum disorders: A meta-analysis in single-case research using HLM. Research in Autism Spectrum Disorders, 5, 562–569. CrossRef
Watson, L. R., & Flippin, M. (2008). Language outcomes for young children with autism spectrum disorders. The ASHA Leader, 13(7), 8–12.
Wichnick, A. M., Vener, S. M., Pyrtek, M., & Poulson, C. L. (2010). The effect of a script-fading procedure on responses to peer initiations among young children with autism. Research in Autism Spectrum Disorders, 4, 290–299. CrossRef
Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2011). The Preschool Language Scales (5th ed.). Bloomington, MN: Pearson.
Metagegevens
Titel
Use of an iPad Play Story to Increase Play Dialogue of Preschoolers with Autism Spectrum Disorders
Auteurs
Linda C. Murdock
Jennifer Ganz
Jessica Crittendon
Publicatiedatum
01-09-2013
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2013
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-013-1770-6

Andere artikelen Uitgave 9/2013

Journal of Autism and Developmental Disorders 9/2013 Naar de uitgave

Original Paper

New Interview and Observation Measures of the Broader Autism Phenotype: Impressions of Interviewee Measure

Original Paper

Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism

Brief Report

Brief Report: Childhood Disintegrative Disorder as a Likely Manifestation of Vitamin B12 Deficiency

Original Paper

The Association Between Therapeutic Horseback Riding and the Social Communication and Sensory Reactions of Children with Autism

Brief Report

Brief Report: The Autism Spectrum Quotient has Convergent Validity with the Social Responsiveness Scale in a High-Functioning Sample

Original Paper

Residual Difficulties with Categorical Induction in Children with a History of Autism