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Increasing Play Complexity in a Young Child With Autism / Erin E. BARTON in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)

Titre :	Increasing Play Complexity in a Young Child With Autism
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Erin E. BARTON, Auteur ; Stephanie GOSSETT, Auteur ; M. Caroline WATERS, Auteur ; Rebecca MURRAY, Auteur ; Rachel FRANCIS, Auteur
Article en page(s) :	p.81-90
Langues :	Anglais (eng)
Mots-clés :	preschool age pretend play symbolic
Index. décimale :	PER Périodiques
Résumé :	Young children with autism spectrum disorder (ASD) demonstrate fewer and less varied play behaviors than children with typical development. This article describes two studies designed to increase two aspects of play complexity—diverse play actions and sequential play actions—in a child with ASD. In Study 1, we use a multitreatment single-case design to compare the use of the system of least prompts with contingent reinforcement for diverse play or all play. In Study 2, we used a multiple probe design to examine the relation between the system of least prompts with contingent reinforcement and the child’s use of play sequences. Across both studies, the complexity of play increased when specific aspects—diversity or sequences—were prompted and reinforced; however, the maintenance of effects were variable.
En ligne :	http://dx.doi.org/10.1177/1088357618800493
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