Teaching play skills to young children with autism

Otterbein University , USA.
Journal of Intellectual & Developmental Disability (Impact Factor: 1.02). 11/2012; 38. DOI: 10.3109/13668250.2012.732220
Source: PubMed

ABSTRACT Background Play is critical for the development of young children and is an important part of their daily routine. However, children with autism often exhibit deficits in play skills and engage in stereotypic behaviour. We reviewed studies to identify effective instructional strategies for teaching play skills to young children with autism. Method Empirical studies on teaching play skills to young children with autism published from 1990 to 2011 were located. These studies included single subject and group designs. Results Twenty-six studies were reviewed. The majority of studies on teaching play skills used combined interventions. Children with autism improved their play skills, with direct intervention embedding their interests during play. Improvements in play skills increased positive social interactions and decreased inappropriate behaviour as collateral effects. Conclusions Further research is needed to develop more effective play skill interventions that assess the functional use of play and are implemented in the natural environment.

    • "The assessment of treatment fidelity and social validity are critical to determine the effectiveness of interventions and for the purposes of replication (Barton & Wolery, 2008; Jung & Sainato, 2013). Few studies on VM report treatment fidelity and social validity data (Boudreau & D'Entremont, 2010; Hine & Wolery, 2006; Sancho et al., 2010). "
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    ABSTRACT: Background Children with autism spectrum disorder (ASD) may exhibit delayed play skills or repetitive play and have difficulty engaging in spontaneous play with peers.Method A multiple-probe design across participants was used to investigate the effectiveness of a video modelling intervention and the use of children's special interests on their engagement with games and with peers for kindergarten children with ASD.Results Results indicated that all three children with ASD demonstrated increased engagement with the games and social engagement with their peers. Inappropriate behaviour decreased with the intervention. The effects were maintained during the follow-up and generalised to a novel game. Social validity data indicated that the study was meaningful and the intervention was feasible and effective.Conclusion Future research should focus on designing play skills interventions that serve to motivate both children with ASD and their typically developing peers in order to promote more spontaneous and interactive play among them.
    Journal of Intellectual & Developmental Disability 04/2015; 40(2):1-15. DOI:10.3109/13668250.2015.1027674 · 1.02 Impact Factor
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    ABSTRACT: The relationship between symbolic play and other domains, such as degree of autistic symptomatology, nonverbal cognitive ability, receptive language, expressive language, and social development, was investigated. The assessment files of 101 children with Autism Spectrum Disorder were studied. Nonverbal cognitive ability and expressive language were both significantly and uniquely related to symbolic play, although receptive language was not. Autistic symptomatology ceased to be significantly related to symbolic play when controlling for two or more other variables. Social development was related to symbolic play in those children with high nonverbal cognitive ability but not those with low nonverbal cognitive ability. The diagnostic and treatment implications of these results are discussed.
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    ABSTRACT: This review evaluates school-based instructional research for students with autism spectrum disorders (ASD). Electronic database searches identified 45 studies (n = 118 participants) published between 1995 and 2005. These studies were classified into five curricular areas: (a) academic skills, (b) communication skills, (c) functional life skills, (d) play, and (e) social skills. The results of the reviewed studies indicated effective instructional methods and several trends across curricular areas. Fewer than half of the studies (n = 20) assessed the generalization of skills to different settings and stimuli. A minority of the studies (n = 19) assessed the maintenance of skills. Very few studies reported student characteristics, such as cultural background. Additionally, many studies did not address the social validity of instructional interventions or have used inadequate procedures to judge the perceptions of stakeholders. In light of these findings, several relevant areas for future research are proposed.
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