Review of Interventions to Increase Functional and Symbolic Play in Children with Autism

被引：2

作者：

Lang, Russell ^{[1
]}

O'Reilly, Mark

Rispoli, Mandy

Shogren, Karrie

Machalicek, Wendy ^{[2
]}

Sigafoos, Jeff ^{[3
]}

Regester, April ^{[4
]}

机构：

[1] Univ Texas Austin, Dept Special Educ, Austin, TX 78712 USA

[2] Portland State Univ, Portland, OR 97207 USA

[3] Victoria Univ Wellington, Wellington, New Zealand

[4] Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA

来源：

EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES | 2009年 / 44卷 / 04期

关键词：

YOUNG-CHILDREN; JOINT ATTENTION; PRETEND PLAY; ACTIVITY SCHEDULES; SKILLS; IMITATION; LANGUAGE; STUDENTS; BEHAVIOR; PRESCHOOLERS;

D O I：

暂无

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Play is widely acknowledged to be an integral part of human development and children with autism often experience substantial delays in the development of play behaviors. This review updates older reviews by covering the last 10 years of research targeting functional and symbolic play in children with autism. The review differs from other reviews concerning play by including all conceptual models and intervention environments, while also limiting inclusion to studies demonstrating experimental control. Additionally, this is the first review of play studies to report results in quantifiable terms (e.g. PND). Studies are grouped into two categories (i.e. studies of functional versus symbolic play). Three components (i.e. modeling, prompting with contingent reinforcement, and child directed or "naturalistic" instruction) appear related to successful play interventions. The results of this review suggest that these components underlie the effectiveness of successful play intervention for children with autism.

引用

页码：481 / 492

页数：12

共 50 条

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