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| Autor/inn/en | Saral, Dincer; Ulke-Kurkcuoglu, Burcu |
|---|---|
| Titel | Using Least-to-Most Prompting to Increase the Frequency and Diversity of Pretend Play in Children with Autism |
| Quelle | In: Topics in Early Childhood Special Education, 42 (2022) 1, S.33-49 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ulke-Kurkcuoglu, Burcu) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0271-1214 |
| DOI | 10.1177/0271121420942850 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Play; Imagination; Prompting; Imitation; Incidence; Young Children; Child Behavior; Skill Development; Intervention; Generalization; Males; Foreign Countries; Turkey; Denver Developmental Screening Test |
| Abstract | We examined the effects of the least-to-most prompting (LTM) procedure with contingent imitation (CI) on increasing the frequency and diversity of pretend play in children with autism spectrum disorder (ASD) using a multiple probe across toy sets single-case research design. Three children with ASD ages 5 to 6 years took part in the study. LTM was functionally related to increases in the frequency and diversity of children's pretend play. Novel pretend play behaviors, sequences, and vocalizations also increased for all children. Importantly, all children maintained the target skills 1, 2, and 4 weeks after the intervention and generalized them across their homes, mothers, and different toys. (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 | 2024/1/01 |
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