A Comparison of the Effects of Structured Play and Facilitated Play Approaches on Preschoolers with Autism: A Case Study / Adrian John KOK in Autism, 6-2 (March 2002)  

Public ISBD [article]  inAutism > 6-2 (March 2002) . - p.181-196 Titre : A Comparison of the Effects of Structured Play and Facilitated Play Approaches on Preschoolers with Autism: A Case Study Type de document : Texte imprimé et/ou numérique Auteurs : Adrian John KOK, Auteur ; Tan Yew KONG, Auteur ; Vera BERNARD-OPITZ, Auteur Article en page(s) : p.181-196 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study compared the effect of structured play (SP) and facilitated play (FP) in promoting spontaneity and responsiveness in communication and play behaviors in children with autism. SP is characterized by the use of mass practice trials under the instruction of the experimenter while FP incorporated incidental teaching with multiple exemplars. Eight preschoolers participated in a crossover design of both play conditions. Gains in appropriate communication and play were observed across both treatments. Respondent communicative acts occurred more frequently across all participants during SP compared with FP. The preliminary results indicate an interaction between the mental age of the child and the teaching paradigm used. The need to match treatment goals and specific methods of the play intervention to the skill profile of participants is discussed. En ligne : http://dx.doi.org/10.1177/1362361302006002005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] A Comparison of the Effects of Structured Play and Facilitated Play Approaches on Preschoolers with Autism: A Case Study [Texte imprimé et/ou numérique] / Adrian John KOK, Auteur ; Tan Yew KONG, Auteur ; Vera BERNARD-OPITZ, Auteur . - p.181-196. Langues : Anglais (eng) in Autism > 6-2 (March 2002) . - p.181-196 Index. décimale : PER Périodiques Résumé : This study compared the effect of structured play (SP) and facilitated play (FP) in promoting spontaneity and responsiveness in communication and play behaviors in children with autism. SP is characterized by the use of mass practice trials under the instruction of the experimenter while FP incorporated incidental teaching with multiple exemplars. Eight preschoolers participated in a crossover design of both play conditions. Gains in appropriate communication and play were observed across both treatments. Respondent communicative acts occurred more frequently across all participants during SP compared with FP. The preliminary results indicate an interaction between the mental age of the child and the teaching paradigm used. The need to match treatment goals and specific methods of the play intervention to the skill profile of participants is discussed. En ligne : http://dx.doi.org/10.1177/1362361302006002005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

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