Increasing Joint Attention, Play and Language through Peer Supported Play / Craig ZERCHER in Autism, 5-4 (December 2001)  

Public ISBD [article]  inAutism > 5-4 (December 2001) . - p.374-398 Titre : Increasing Joint Attention, Play and Language through Peer Supported Play Type de document : Texte imprimé et/ou numérique Auteurs : Craig ZERCHER, Auteur ; Pam HUNT, Auteur ; Adriana SCHULER, Auteur ; Janice WEBSTER, Auteur Article en page(s) : p.374-398 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of the present study was to examine the effects of participation in an integrated play group on the joint attention, symbolic play and language behavior of two young boys with autism. Two 6-year-old twin brothers participated in this study, along with three typically developing girls, ages 5, 9 and 11. A multiple baseline design was used with three phases: no intervention, intervention with adult coaching, and intervention without adult coaching. After being trained, the three typically developing children implemented the integrated play group techniques in 30 minute weekly play group sessions for over 16 weeks. Results indicate that participation in the integrated play group produced dramatic increases in shared attention to objects, symbolic play acts, and verbal utterances on the part of the participants with autism. These increases were maintained when adult support was withdrawn. Implications of these findings for inclusion of children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361301005004004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Increasing Joint Attention, Play and Language through Peer Supported Play [Texte imprimé et/ou numérique] / Craig ZERCHER, Auteur ; Pam HUNT, Auteur ; Adriana SCHULER, Auteur ; Janice WEBSTER, Auteur . - p.374-398. Langues : Anglais (eng) in Autism > 5-4 (December 2001) . - p.374-398 Index. décimale : PER Périodiques Résumé : The purpose of the present study was to examine the effects of participation in an integrated play group on the joint attention, symbolic play and language behavior of two young boys with autism. Two 6-year-old twin brothers participated in this study, along with three typically developing girls, ages 5, 9 and 11. A multiple baseline design was used with three phases: no intervention, intervention with adult coaching, and intervention without adult coaching. After being trained, the three typically developing children implemented the integrated play group techniques in 30 minute weekly play group sessions for over 16 weeks. Results indicate that participation in the integrated play group produced dramatic increases in shared attention to objects, symbolic play acts, and verbal utterances on the part of the participants with autism. These increases were maintained when adult support was withdrawn. Implications of these findings for inclusion of children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361301005004004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

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