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Auteur Tim LUCKETT |
Documents disponibles écrits par cet auteur (1)
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Do behavioural approaches teach children with autism to play or are they pretending? / Tim LUCKETT in Autism, 11-4 (July 2007)
[article]
Titre : Do behavioural approaches teach children with autism to play or are they pretending? Type de document : Texte imprimé et/ou numérique Auteurs : Tim LUCKETT, Auteur ; Anita BUNDY, Auteur ; Jacqueline ROBERTS, Auteur Année de publication : 2007 Article en page(s) : p.365-388 Langues : Anglais (eng) Mots-clés : Autism Behaviour-modification Childhood-play-behaviour Childhood-play-development Index. décimale : PER Périodiques Résumé : Play is, by definition, internally motivated, flexible, spontaneous and voluntary. Yet some researchers claim to have taught children with autism to play using behavioural interventions that are heavily structured, repetitive and make use of external reinforcements. In the current systematic review, we examine the extent to which these claims are supported by the evidence presented by the researchers themselves. We conclude that the most effective behavioural interventions have been those which have built on children's existing abilities or have relied on the motivating nature of activities themselves rather than on external rewards. We discuss the problems inherent in distinguishing between behavioural and cognitive change in children's play and highlight generalization as a poorly understood but focal process. Finally, we discuss the value of teaching children with autism play behaviours when these are not characterized by the defining qualities of play as a disposition. En ligne : http://dx.doi.org/10.1177/1362361307078135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158
in Autism > 11-4 (July 2007) . - p.365-388[article] Do behavioural approaches teach children with autism to play or are they pretending? [Texte imprimé et/ou numérique] / Tim LUCKETT, Auteur ; Anita BUNDY, Auteur ; Jacqueline ROBERTS, Auteur . - 2007 . - p.365-388.
Langues : Anglais (eng)
in Autism > 11-4 (July 2007) . - p.365-388
Mots-clés : Autism Behaviour-modification Childhood-play-behaviour Childhood-play-development Index. décimale : PER Périodiques Résumé : Play is, by definition, internally motivated, flexible, spontaneous and voluntary. Yet some researchers claim to have taught children with autism to play using behavioural interventions that are heavily structured, repetitive and make use of external reinforcements. In the current systematic review, we examine the extent to which these claims are supported by the evidence presented by the researchers themselves. We conclude that the most effective behavioural interventions have been those which have built on children's existing abilities or have relied on the motivating nature of activities themselves rather than on external rewards. We discuss the problems inherent in distinguishing between behavioural and cognitive change in children's play and highlight generalization as a poorly understood but focal process. Finally, we discuss the value of teaching children with autism play behaviours when these are not characterized by the defining qualities of play as a disposition. En ligne : http://dx.doi.org/10.1177/1362361307078135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158