Teaching “Imaginary Objects” Symbolic Play to Young Children with Autism

Symbolic Play among Children with Autism Spectrum Disorder: A Scoping Review

“…Finally, the absence of symbolic play in children with ASD does not mean that they cannot learn it. Intraverbal training, that is, telling a child that a particular object is another (for example, stating that a plate is a hat), leads the child to use a plate as a hat, increasing substitution symbolic play situations [ 55 , 56 ].…”

Effects of Video Modeling on the Acquisition, Maintenance, and Generalization of Playing with Imaginary Objects in Children with Autism Spectrum Disorder

“…The lack of symbolic play skills may limit a child's opportunities to engage in interactive activities with other children, potentially interfering with developing adequate social relations in childhood or limiting the educational benefits in inclusive settings (Barton & Pavilanis, 2012;Schreibman & Charlo-Christy, 1998). Despite the complexity involved in symbolic play, children with ASD can acquire such skills through systematically planned intervention (Barton, 2015;Kasari et al, 2006;Lee, Feng, et al, 2019a;Lee et al, 2019b;MacManus et al, 2015;Stahmer, 1995).…”

“…Research has shown that children with ASD and other developmental disabilities can acquire symbolic play skills via naturalistic intervention (Stahmer, 1995), discrete trials combined with naturalistic instructions (Kasari et al, 2006), systematic prompts (Barton, 2015;Qiu et al, 2019), and intraverbal training (Lee, Feng, et al, 2019a;Lee et al, 2019b). However, Stahmer (1995) did not describe enough procedural details to allow replications.…”

“…However, generalization of object-substitution symbolic play using untaught objects were not evaluated. Lee et al (2019b) taught children with ASD to play with imaginary objects using an intraverbal training procedure incorporated with the prompt hierarchy, consisting of instructor modeling, verbal instructions, and physical assistance. In their procedure, the instructor suggested a play activity with guided questions but did not use any actual objects for the play activity (e.g., "Let's draw some pictures!…”

Η Επίδραση Ενός Δομημένου Προγράμματος Πρώιμης Ψυχοκινητικής Παρέμβασης Με Τη Συμμετοχή Των Γονέων Στην Ανάπτυξη Και Εκπαίδευση Παιδιών Στο Αυτιστικό Φάσμα

“…Αυτός είναι ο λόγος για τον οποίο εάν θέλουμε να τους διδάξουμε καινούρια πράγματα, πρέπει πρώτα να καταστείλουμε τις στερεοτυπίες. Για αυτό είναι κριτικής σημασίας η αναζήτηση και εφαρμογή κατάλληλων παρεμβατικών προγραμμάτων με σκοπό την καταστολή και τη μείωση των στερεοτυπιών, αλλά και την αύξηση των κοινωνικά επιθυμητών συμπεριφορών οι οποίες θα οδηγήσουν στην καλύτερη ποιότητα ζωής (Horner, Carr, Strain, Todd, & Reed, 2002 Leonard, Ortiz, Rivera, & Greer, 2002;Watkins, O'Reilly, Kuhn, Lang, van der Burg, & Ledbetter-Cho, 2017;Khanzadeh, Ali, & Imankhah, 2017;Charlop, Lang, & Rispoli, 2018;Lee, Xu, Guo, Gilic, Pu, & Xu, 2019). Από πρόσφατες έρευνες έχει φανεί ότι προτιμούνται στρατηγικές που βασίζονται στις αρχές της θετικής ενίσχυσης ή στις τεχνικές παρατήρησης.…”