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Promoting Reciprocity During Pretend Play in Children with Autism.

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Title: Promoting Reciprocity During Pretend Play in Children with Autism.
Authors: Yuan, Chengan (AUTHOR), Wang, Lanqi (AUTHOR), Long, Mengdie (AUTHOR), Zheng, Shaokang (AUTHOR)
Source: Journal of Behavioral Education. Dec2025, Vol. 34 Issue 4, p798-815. 18p.
Subjects: Reciprocity (Psychology), Autism, Minors, Role playing, Operant behavior
Abstract: Due to the challenges in reciprocal pretend play in children with autism spectrum disorder (ASD), the current study examined the effectiveness of a set of procedures, including in vivo modeling, the differential observing response procedure, and prompt delay with differential reinforcement, on improving reciprocal pretend play responses in children with ASD. We recruited three target children and three non-target peer partners, all diagnosed with ASD and aged between 4 and 5 years. In a multiple baseline design, the intervention produced independent reciprocal play actions and verbalizations in the target participants and increased consecutive reciprocal exchanges within each dyad during pretend play. Improvements were maintained after the intervention was removed and when using non-instructional toy sets. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Promoting Reciprocity During Pretend Play in Children with Autism.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Yuan%2C+Chengan%22">Yuan, Chengan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Lanqi%22">Wang, Lanqi</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Long%2C+Mengdie%22">Long, Mengdie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zheng%2C+Shaokang%22">Zheng, Shaokang</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Dec2025, Vol. 34 Issue 4, p798-815. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Reciprocity+%28Psychology%29%22">Reciprocity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Minors%22">Minors</searchLink><br /><searchLink fieldCode="DE" term="%22Role+playing%22">Role playing</searchLink><br /><searchLink fieldCode="DE" term="%22Operant+behavior%22">Operant behavior</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Due to the challenges in reciprocal pretend play in children with autism spectrum disorder (ASD), the current study examined the effectiveness of a set of procedures, including in vivo modeling, the differential observing response procedure, and prompt delay with differential reinforcement, on improving reciprocal pretend play responses in children with ASD. We recruited three target children and three non-target peer partners, all diagnosed with ASD and aged between 4 and 5 years. In a multiple baseline design, the intervention produced independent reciprocal play actions and verbalizations in the target participants and increased consecutive reciprocal exchanges within each dyad during pretend play. Improvements were maintained after the intervention was removed and when using non-instructional toy sets. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-024-09553-9
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        Text: English
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      – SubjectFull: Autism
        Type: general
      – SubjectFull: Minors
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              Text: Dec2025
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