[article] 
inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.576-588

Titre :	Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Ellen A. DOERNBERG, Auteur ; Sandra W. RUSS, Auteur ; Anastasia DIMITROPOULOS, Auteur
Article en page(s) :	p.576-588
Langues :	Anglais (eng)
Mots-clés :	Affective  Autism  Cognitive  Emotion  High-functioning  Intervention  Pretend play  School-aged
Index. décimale :	PER Périodiques
Résumé :	Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder marked by socio-emotional deficits, and difficulties with pretend play skills. Play skills are related to processes of adaptive functioning and emotion understanding. The present pilot study implemented an in-person pretend play intervention to school-aged children (ages 6 to 9 years, intervention group?=?18, control group?=?7) diagnosed with high-functioning ASD (HF-ASD), to increase children's cognitive and affective play skills, and emotional understanding abilities. The intervention consisted of 5 weekly sessions, 15-20 minutes each. The intervention group significantly increased in imagination and cognitive play skills, which generalized to increased skills in emotional understanding. Findings demonstrate the positive impact of a short, easily facilitated, accessible play intervention for school-aged children with HF-ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04547-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

[article] Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ellen A. DOERNBERG, Auteur ; Sandra W. RUSS, Auteur ; Anastasia DIMITROPOULOS, Auteur . - p.576-588.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.576-588

Mots-clés :	Affective  Autism  Cognitive  Emotion  High-functioning  Intervention  Pretend play  School-aged
Index. décimale :	PER Périodiques
Résumé :	Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder marked by socio-emotional deficits, and difficulties with pretend play skills. Play skills are related to processes of adaptive functioning and emotion understanding. The present pilot study implemented an in-person pretend play intervention to school-aged children (ages 6 to 9 years, intervention group?=?18, control group?=?7) diagnosed with high-functioning ASD (HF-ASD), to increase children's cognitive and affective play skills, and emotional understanding abilities. The intervention consisted of 5 weekly sessions, 15-20 minutes each. The intervention group significantly increased in imagination and cognitive play skills, which generalized to increased skills in emotional understanding. Findings demonstrate the positive impact of a short, easily facilitated, accessible play intervention for school-aged children with HF-ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04547-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440