Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder / Ellen A. DOERNBERG in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [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

Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training / Anastasia DIMITROPOULOS in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5191-5206 Titre : Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia DIMITROPOULOS, Auteur ; Ellen A. DOERNBERG, Auteur ; Sandra W. RUSS, Auteur ; Olena ZYGA, Auteur Année de publication : 2022 Article en page(s) : p.5191-5206 Langues : Anglais (eng) Mots-clés : Child  Child, Preschool  Humans  Prader-Willi Syndrome/psychology  Autism Spectrum Disorder  Social Skills  Schools  Parents  Parent-training  Prader-Willi Syndrome  Pretend play  Social Cognition  Telehealth Index. décimale : PER Périodiques Résumé : Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder associated with social cognitive challenges, and pretend play has been demonstrated as a tool to achieve developmental goals. Following previous report on feasibility and acceptability of a remote, play-based parent-training program (Zyga, Russ, & Dimitropoulos, 2018), we now report on preliminary efficacy of this program to enhance pretend play skills and social cognitive skills in preschoolers with PWS. Results across two studies demonstrated efficacy when live-coaching play sessions incorporated children into the intervention. Increases in play skills were observed for children with the mUPD subtype of PWS who underwent intervention, compared with children with mUPD who were waitlisted. Children with DEL subtype were less likely to respond to intervention. Implications for results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-022-05695-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training [Texte imprimé et/ou numérique] / Anastasia DIMITROPOULOS, Auteur ; Ellen A. DOERNBERG, Auteur ; Sandra W. RUSS, Auteur ; Olena ZYGA, Auteur . - 2022 . - p.5191-5206. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5191-5206 Mots-clés : Child  Child, Preschool  Humans  Prader-Willi Syndrome/psychology  Autism Spectrum Disorder  Social Skills  Schools  Parents  Parent-training  Prader-Willi Syndrome  Pretend play  Social Cognition  Telehealth Index. décimale : PER Périodiques Résumé : Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder associated with social cognitive challenges, and pretend play has been demonstrated as a tool to achieve developmental goals. Following previous report on feasibility and acceptability of a remote, play-based parent-training program (Zyga, Russ, & Dimitropoulos, 2018), we now report on preliminary efficacy of this program to enhance pretend play skills and social cognitive skills in preschoolers with PWS. Results across two studies demonstrated efficacy when live-coaching play sessions incorporated children into the intervention. Increases in play skills were observed for children with the mUPD subtype of PWS who underwent intervention, compared with children with mUPD who were waitlisted. Children with DEL subtype were less likely to respond to intervention. Implications for results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-022-05695-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

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