Improving pretend play for children with autism through experiencing the stimulus properties of real objects

2021 ◽  
Author(s):  
Gabrielle T. Lee ◽  
Xiaoyi Hu ◽  
Yanhong Liu ◽  
Zijin Yang
Keyword(s):  
Pretend Play ◽  
Children With Autism ◽  
Stimulus Properties ◽  
Real Objects

Teaching and Generalizing Pretend Play in Children with Autism Using Video Modeling and Matrix Training

2015 ◽  
Vol 30 (3) ◽  
pp. 191-218 ◽  
Author(s):  
Cormac MacManus ◽  
Rebecca MacDonald ◽  
William H. Ahearn
Keyword(s):  
Video Modeling ◽  
Pretend Play ◽  
Children With Autism ◽  
Matrix Training

scholarly journals Psychological Characteristics of Play Activities for Preschool Children with Autism Spectrum Disorders

2021 ◽  
pp. 123-130
Author(s):  
И.А. Конева ◽  
Т.А. Серебрякова ◽  
О.И. Борисова
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Pretend Play ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Quality Analysis ◽  
Object Play ◽  
Children's Play ◽  
Children’S Play ◽  
Spectrum Disorders

В статье рассматриваются особенности игровой деятельности дошкольников с расстройствами аутистического спектра (РАС). Данная проблема является недостаточно разработанной в специальной психологии и психокоррекционной практике и очень актуальной с точки зрения оптимизации развития детей с РАС. Анализируются результаты психологических исследований по отмеченной проблеме; описывается методологический аппарат проведенного авторами эмпирического изучения особенностей игровой деятельности дошкольников с расстройствами аутистического спектра (РАС): цель, гипотеза, методики; дается качественный анализ полученных результатов. В процессе сравнения особенностей игры дошкольников с РАС с возрастными нормативами доказано, что игровая деятельность этих детей отличается своеобразием: у большинства преобладает предметно-манипулятивная деятельность; отмечаются трудности в использовании предметов-заместителей в игре, нарушения при использовании свойств игрушки; предпочитаемая игра имеет стереотипный характер, а основным побудителем для игры служит выраженный сенсорный раздражитель. Подтверждена гипотеза о том, что у дошкольников с РАС в игровой деятельности преобладают предметные манипуляции, стереотипные действия, использование игрушек не по назначению. Кроме того, у дошкольников с РАС выявлены индивидуальные особенности игровой деятельности: предпочитаемые игры и игрушки, выбираемые места для игр, наличие или отсутствие ролевой речи. Перспективы дальнейшего исследования особенностей игровой деятельности дошкольников с расстройствами аутистического спектра могут быть связаны с разработкой индивидуально ориентированных коррекционно-развивающих программ с учетом особенностей игры каждого ребенка для оптимизации его общего психического развития. The article treats the characteristics of play activities for preschool children with autism spectrum disorders. This issue of special psychology and psychocorrectional practice is under-investigated and highly relevant as a means to enhance the development of children with autism spectrum disorders. The article analyzes the results of psychological research on the issue. It describes the methodological apparatus for empirical investigation of play activities for preschool children with autism spectrum disorders: the aim, the hypothesis, the methods employed. It also provides a quality analysis of the obtained results. A comparative analysis of autistic children’s play activities and play activities of normotypical children of the same age shows that autistic children’s play activities have some peculiarities: the majority of children engage in object play, they experience difficulties with symbolic play, cannot properly use the properties of a play object, they prefer stereotypical and repetitive play activities, they engage in play activities for the physical sensation it creates. The article proves the hypothesis that preschool children with autism spectrum disorders engage in object manipulations, stereotypical activities, do not use objects the way they are intended to be used. Moreover, preschool children with autism spectrum disorders demonstrate individual peculiarities when engaged in play activities: favorite toys and games, favorite play spots, absence or presence of verbal communication during pretend play. Further investigation of play activities for preschool children with autism spectrum disorders can be associated with the development of individual correctional programs that take into consideration children’s individual play characteristics and enhance children’s psychological development.

scholarly journals Implementation of Augmented Reality in Pretend Play Therapy for Children with Autism Spectrum Disorder

2019 ◽  
Vol 1235 ◽  
pp. 012104 ◽  
Author(s):  
M F Syahputra ◽  
A P Angkasih ◽  
S Purnamawati ◽  
U Andayani ◽  
D Abdullah ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Play Therapy ◽  
Pretend Play ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Theory of Mind Deficit is Associated with Pretend Play Performance, but not Playfulness, in Children with Autism Spectrum Disorder

2016 ◽  
Vol 28 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Ping-Chen Chan ◽  
Cheng-Te Chen ◽  
Hua Feng ◽  
Ya-Chen Lee ◽  
Kuan-Lin Chen
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Internal Control ◽  
Rating Scale ◽  
Pretend Play ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Free Play ◽  
Spectrum Disorder ◽  
Children With Asd

Objective/Background This study aimed to examine the relationships of theory of mind (ToM) to both pretend play and playfulness in children with autism spectrum disorder (ASD). Methods Twenty children with ASD aged between 3 years and 7.11 years were assessed with the ToM test, and then placed in a free play condition and a pretend play condition to assess pretend play and playfulness with the Child-Initiated Pretend Play Assessment and Test of Playfulness, respectively. In addition, the children's symptom severities of ASD and verbal abilities were also assessed with the Childhood Autism Rating Scale (CARS) and Receptive and Expressive Vocabulary Test—second edition, respectively. Results The results of the regression analysis confirmed that ToM significantly predicted pretend play variables, namely, Number of Object Substitutions (R2 = .158, p = .002) and Number of Imitated Actions (R2 = .175, p = .001), but not playfulness. The CARS score was a significant predictor of the Percentage of Elaborate Pretend Play Actions of pretend play (R2 = .075, p = .034), as well as the internal control (R2 = .125, p = .006) and framing (R2 = .071, p = .039) variables of playfulness. Conclusion The findings support the idea that children with ASD who have better ToM might be able to develop better pretend play, but not better playfulness, which might be more strongly related to their autistic severity.

The Relationship of Symptom Severity and Pretend Play in Children With Autism Spectrum Disorder (ASD)

2020 ◽  
Vol 74 (4_Supplement_1) ◽  
pp. 7411500049p1
Author(s):  
Yu-Ling Chen ◽  
I-Ning Fu ◽  
Meng-Ru Liu ◽  
Yen-Ting Yu ◽  
Hsing-Jung Li ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Symptom Severity ◽  
Pretend Play ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Relationship Of ◽  
The Relationship

Communicative, Social/Affective, and Symbolic Profiles of Young Children With Autism and Pervasive Developmental Disorders

1998 ◽  
Vol 7 (2) ◽  
pp. 79-91 ◽  
Author(s):  
Amy M. Wetherby ◽  
Barry M. Prizant ◽  
Thomas A. Hutchinson
Keyword(s):  
Young Children ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Eye Gaze ◽  
Pretend Play ◽  
Children With Autism ◽  
Limited Range ◽  
Distinct Pattern ◽  
School Age Children ◽  
Communicative Functions

Research on children with autism and pervasive developmental disorders (PDD) has identified deficits and differences in social-communicative and related symbolic abilities. This includes a limited range of communicative functions, limited ability to use conventional preverbal and verbal means of communicating, lack of pretend play, and limited use of shared positive affect and eye gaze to regulate communicative interactions. However, most previous research has studied older preschool and school-age children and has measured one aspect of social skills. This study examined developmental profiles of two groups of young children with atypical language development using the Communication and Symbolic Behavior Scales (CSBS; Wetherby & Prizant, 1993). One group had been diagnosed with PDD (APA, 1994) and the second group had developmental language delays where the diagnosis of PDD had been ruled out. The results indicated that CSBS profiles of the group with PDD reflected a distinct pattern of relative strengths and weaknesses that was substantially different from the other group on 15 of the 22 CSBS scales. Significant differences were found in the clusters of communicative functions, gestural communicative means, reciprocity, social/affective signaling, and symbolic behavior. The younger children in the PDD group showed results similar to the older children, with more pronounced deficits in vocal and verbal means. Correlational findings indicate three clusters of impairments involving joint attention, symbolic play, and social/affective signaling. The implications of these findings are discussed in regard to earlier identification and intervention planning.

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