Literaturnachweis - Detailanzeige
| Autor/inn/en | Barton, Erin E.; Gossett, Stephanie; Waters, M. Caroline; Murray, Rebecca; Francis, Rachel |
|---|---|
| Titel | Increasing Play Complexity in a Young Child with Autism |
| Quelle | In: Focus on Autism and Other Developmental Disabilities, 34 (2019) 2, S.81-90 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1088-3576 |
| DOI | 10.1177/1088357618800493 |
| Schlagwörter | Preschool Children; Autism; Pervasive Developmental Disorders; Play; Prompting; Reinforcement; Teaching Methods; Intervention |
| Abstract | Young children with autism spectrum disorder (ASD) demonstrate fewer and less varied play behaviors than children with typical development. This article describes two studies designed to increase two aspects of play complexity--diverse play actions and sequential play actions--in a child with ASD. In Study 1, we use a multitreatment single-case design to compare the use of the system of least prompts with contingent reinforcement for diverse play or all play. In Study 2, we used a multiple probe design to examine the relation between the system of least prompts with contingent reinforcement and the child's use of play sequences. Across both studies, the complexity of play increased when specific aspects--diversity or sequences--were prompted and reinforced; however, the maintenance of effects were variable. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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