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Teaching 'Imaginary Objects' Symbolic Play to Young Children with Autism

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Bibliographic Details
Title: Teaching 'Imaginary Objects' Symbolic Play to Young Children with Autism
Language: English
Authors: Lee, Gabrielle T., Xu, Sheng, Guo, Shufang, Gilic, Lina, Pu, Yunhuan, Xu, Jiacheng
Source: Journal of Autism and Developmental Disorders. Oct 2019 49(10):4109-4122.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Teaching Methods, Imagination, Play, Symbolic Learning, Young Children, Autism, Pervasive Developmental Disorders, Language Acquisition, Child Development, Training, Foreign Countries
Geographic Terms: China
DOI: 10.1007/s10803-019-04123-9
ISSN: 0162-3257
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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1228846
Database: ERIC
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Description
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.
ISSN:0162-3257
DOI:10.1007/s10803-019-04123-9