Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder

被引：9
|
作者：
Kent, Cally [1 ]
Cordier, Reinie [1 ,5 ]
Joosten, Annette [2 ]
Wilkes-Gillan, Sarah [3 ]
Bundy, Anita [4 ]
机构：
[1] Curtin Univ, Sch Occupat Therapy Speech Pathol & Social Work, Perth, WA, Australia
[2] Australian Catholic Univ, Sch Allied Hlth, Melbourne, Vic, Australia
[3] Univ Sydney, Discipline Occupat Therapy, Sydney, NSW, Australia
[4] Colorado State Univ, Dept Occupat Therapy, Ft Collins, CO 80523 USA
[5] Northumbria Univ, Fac Hlth & Life Sci, Newcastle Upon Tyne, Tyne & Wear, England
来源：
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2021年 / 51卷 / 06期
关键词：
Autism; Play; Intervention; Video modeling; SOCIAL-SKILLS INTERVENTIONS; YOUNG-CHILDREN; INDIVIDUALS; PLAYFULNESS; COMPETENCE; ATTENTION; PARENT; GIRLS; BOYS; ASD;
D O I：
10.1007/s10803-020-04671-5
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6-11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6-11-year-old children with ASD.
引用
收藏
页码：1823 / 1838
页数：16
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