Picture Me Playing: Increasing Pretend Play Dialogue of Children with Autism Spectrum Disorders / Linda C. MURDOCK in Journal of Autism and Developmental Disorders, 41-7 (July 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-7 (July 2011) . - p.870-878 Titre : Picture Me Playing: Increasing Pretend Play Dialogue of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur ; Jan Q. HOBBS, Auteur Année de publication : 2011 Article en page(s) : p.870-878 Langues : Anglais (eng) Mots-clés : Autism  Pretend play  Peer interaction  Social communication Index. décimale : PER Périodiques Résumé : This study examined the effectiveness of the Picture Me Playing intervention for increasing the play dialogue of preschool children with ASD during pretend play opportunities with typical peers. Picture Me Playing is a pictorially enhanced, script based intervention targeting character role play through a narrative vignette. A single-treatment counterbalanced design was utilized to contrast the performance of intervention and comparison groups, followed by within-subject analysis. Results indicated significant increases in play dialogue represented by both scripted and novel utterances. Results generalized to an unscripted play opportunity with novel toys. En ligne : http://dx.doi.org/10.1007/s10803-010-1108-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Picture Me Playing: Increasing Pretend Play Dialogue of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur ; Jan Q. HOBBS, Auteur . - 2011 . - p.870-878. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-7 (July 2011) . - p.870-878 Mots-clés : Autism  Pretend play  Peer interaction  Social communication Index. décimale : PER Périodiques Résumé : This study examined the effectiveness of the Picture Me Playing intervention for increasing the play dialogue of preschool children with ASD during pretend play opportunities with typical peers. Picture Me Playing is a pictorially enhanced, script based intervention targeting character role play through a narrative vignette. A single-treatment counterbalanced design was utilized to contrast the performance of intervention and comparison groups, followed by within-subject analysis. Results indicated significant increases in play dialogue represented by both scripted and novel utterances. Results generalized to an unscripted play opportunity with novel toys. En ligne : http://dx.doi.org/10.1007/s10803-010-1108-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Tell Me What You Did Today: A Visual Cueing Strategy for Children With ASD / Linda C. MURDOCK in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.162-172 Titre : Tell Me What You Did Today: A Visual Cueing Strategy for Children With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur ; Jan Q. HOBBS, Auteur Année de publication : 2011 Article en page(s) : p.162-172 Langues : Anglais (eng) Mots-clés : autism  visual cueing strategy  communication  positive behavioral support Index. décimale : PER Périodiques Résumé : A multiple-baseline design across participants was utilized to investigate the effects of a visual cueing system (VCS) on the ability of three children with Autism Spectrum Disorders to retell the events of their school day. The VCS comprised consistent pictures but text that changed to reflect each day’s activities. The participants utilized the VCS in a complete form and later in a partial form to respond to the prompt, “Tell me what you did today.” All 3 participants demonstrated increases in the number of events they were able to report. The skill was largely maintained through generalization and follow-up phases. Large effect sizes and positive social validity were evidenced. En ligne : http://dx.doi.org/10.1177/1088357611405191 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Tell Me What You Did Today: A Visual Cueing Strategy for Children With ASD [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur ; Jan Q. HOBBS, Auteur . - 2011 . - p.162-172. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.162-172 Mots-clés : autism  visual cueing strategy  communication  positive behavioral support Index. décimale : PER Périodiques Résumé : A multiple-baseline design across participants was utilized to investigate the effects of a visual cueing system (VCS) on the ability of three children with Autism Spectrum Disorders to retell the events of their school day. The VCS comprised consistent pictures but text that changed to reflect each day’s activities. The participants utilized the VCS in a complete form and later in a partial form to respond to the prompt, “Tell me what you did today.” All 3 participants demonstrated increases in the number of events they were able to report. The skill was largely maintained through generalization and follow-up phases. Large effect sizes and positive social validity were evidenced. En ligne : http://dx.doi.org/10.1177/1088357611405191 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

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