An evaluation of a visualy presented narrative play intervention on the functional play and expressive communication skills of young children with autism / Emma PUTTOCK in Good Autism Practice - GAP, 16-2 (October 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-2 (October 2015) . - p.81-97 Titre : An evaluation of a visualy presented narrative play intervention on the functional play and expressive communication skills of young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emma PUTTOCK, Auteur Année de publication : 2015 Article en page(s) : p.81-97 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper reports on a study which explores the effect of supporting the play of young children with autism by using visually presented narratives. Two scenarios are chosen— a kitchen and a playground — and toys are chosen and a simple story written to facilitate the play. The intervention is used with a 6 year old autistic child and the sessions are video recorded. Data are collected using an assessment schedule from the SCERTS approach and a parental questionnaire. This child’s play and expressive communication skills are compared to a similar child with autism who does not receive the intervention. Findings suggest that giving a visual narrative helps promote play and also facilitates expressive communication skills. Both areas often require explicit input for autistic children so the paper provides some useful ideas for parents and staff who want to work on these areas and a means to assess progress on these. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 [article] An evaluation of a visualy presented narrative play intervention on the functional play and expressive communication skills of young children with autism [Texte imprimé et/ou numérique] / Emma PUTTOCK, Auteur . - 2015 . - p.81-97. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-2 (October 2015) . - p.81-97 Index. décimale : PER Périodiques Résumé : This paper reports on a study which explores the effect of supporting the play of young children with autism by using visually presented narratives. Two scenarios are chosen— a kitchen and a playground — and toys are chosen and a simple story written to facilitate the play. The intervention is used with a 6 year old autistic child and the sessions are video recorded. Data are collected using an assessment schedule from the SCERTS approach and a parental questionnaire. This child’s play and expressive communication skills are compared to a similar child with autism who does not receive the intervention. Findings suggest that giving a visual narrative helps promote play and also facilitates expressive communication skills. Both areas often require explicit input for autistic children so the paper provides some useful ideas for parents and staff who want to work on these areas and a means to assess progress on these. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271

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