Embedding Tact Instruction during Play for Preschool Children with Autism Spectrum Disorder

Autor/inn/en	Dueñas, Ana D.; Plavnick, Joshua B.; Maher, Courtney E.
Titel	Embedding Tact Instruction during Play for Preschool Children with Autism Spectrum Disorder
Quelle	In: Education and Treatment of Children, 42 (2019) 3, S.361-384 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Autism; Pervasive Developmental Disorders; Preschool Children; Play; Teaching Methods; Program Effectiveness; Intervention; Early Intervention; Behavior Modification; Maintenance; Verbal Communication; Interpersonal Communication + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Behaviour modification; Verhaltensänderung; Interpersonale Kommunikation
Abstract	Children with autism spectrum disorder (ASD) often demonstrate deficits in spontaneous language during play and other social interactions. The purpose of this study was to evaluate the efficacy of an instructional procedure that could be used during play to increase tacts by three 4-year-old children with ASD. A multiple-probe across behaviors design was used to evaluate the effects of the play-based intervention on participants' acquisition of tacts. The participants demonstrated rapid acquisition of targeted tacts during the training procedure and two participants maintained responses during a two-week follow-up probe. The results demonstrate that the play-based intervention procedure can be effective for teaching verbal behavior to children with ASD. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01