A Comparison of Development-Matched and Age-Matched Targets on Play Skills of Children with Autism Spectrum Disorder

Autor/inn/en	Pane, Heather M.; Sidener, Tina M.; Reeve, Sharon A.; Kisamore, April; Nirgudkar, Anjalee
Titel	A Comparison of Development-Matched and Age-Matched Targets on Play Skills of Children with Autism Spectrum Disorder
Quelle	In: Journal of Applied Behavior Analysis, 55 (2022) 1, S.195-213 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pane, Heather M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.891
Schlagwörter	Comparative Analysis; Play; Autism; Pervasive Developmental Disorders; Age; Child Development; Grouping (Instructional Purposes) + Suchen Sie Ihr Suchwort? Spiel; Autismus; Alter; Lebensalter; Kindesentwicklung; Grouping; Gruppenbildung
Abstract	Although neurotypical children often spend the majority of their time engaged in play activities, children with autism spectrum disorder (ASD) can present with substantial delays in the development of play skills, requiring intensive intervention. Although targets for language and basic learning skills are often selected based on the development of neurotypical children (e.g., Sundberg, 2008), little research has been conducted on methods for selecting play skill targets. The current study compared acquisition of play skills that were development-matched (DM) and age-matched (AM) with 4 children diagnosed with ASD. Targets were selected based on the results of the "Developmental Play Assessment" (DPA; Lifter, 2008). No contrived prompts or consequences were used to teach play skills in either condition. Generalization was programmed for by teaching with 3 sets of toys in both conditions. All participants demonstrated acquisition of DM play targets and generalization to novel toys; none of the participants acquired AM play targets. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01