Supporting Children on the Autism Spectrum in Peer Play at Home and School: Piloting the Integrated Play Groups Model in Taiwan / Tsung-Ren YANG in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.437-453 Titre : Supporting Children on the Autism Spectrum in Peer Play at Home and School: Piloting the Integrated Play Groups Model in Taiwan Type de document : Texte imprimé et/ou numérique Auteurs : Tsung-Ren YANG, Auteur ; Pamela J. WOLFBERG, Auteur ; Shu-Chin WU, Auteur ; Pey-Yun HWU, Auteur Article en page(s) : p.437-453 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The article focuses on integrated play groups (IPGs) as a model to support children with ASD in play with typically developing peers/siblings, and its recent adoption with children in a home and school setting in Taiwan. The first part provides a brief overview of the IPG model and its essential features. The second part reports on a pilot investigation that combined quantitative and qualitative methods to examine the effects of participation in IPGs on the symbolic and social play of two early elementary-aged children with autism. Preliminary findings suggest that each child made notable gains in reciprocal social interaction and symbolic/pretend play while participating in play groups. Implications are discussed in terms of play’s role in enhancing socialization, imagination and peer cultural inclusion. En ligne : http://dx.doi.org/10.1177/1362361303007004009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Supporting Children on the Autism Spectrum in Peer Play at Home and School: Piloting the Integrated Play Groups Model in Taiwan [Texte imprimé et/ou numérique] / Tsung-Ren YANG, Auteur ; Pamela J. WOLFBERG, Auteur ; Shu-Chin WU, Auteur ; Pey-Yun HWU, Auteur . - p.437-453. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.437-453 Index. décimale : PER Périodiques Résumé : The article focuses on integrated play groups (IPGs) as a model to support children with ASD in play with typically developing peers/siblings, and its recent adoption with children in a home and school setting in Taiwan. The first part provides a brief overview of the IPG model and its essential features. The second part reports on a pilot investigation that combined quantitative and qualitative methods to examine the effects of participation in IPGs on the symbolic and social play of two early elementary-aged children with autism. Preliminary findings suggest that each child made notable gains in reciprocal social interaction and symbolic/pretend play while participating in play groups. Implications are discussed in terms of play’s role in enhancing socialization, imagination and peer cultural inclusion. En ligne : http://dx.doi.org/10.1177/1362361303007004009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

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