Increasing Functional and Symbolic Play Skills of Children with Autism Using Activity Schedules and Script-fading
Author | : Jennifer Woods |
Publisher | : |
Total Pages | : 286 |
Release | : 2007 |
Genre | : Autistic children |
ISBN | : |
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Author | : Jennifer Woods |
Publisher | : |
Total Pages | : 286 |
Release | : 2007 |
Genre | : Autistic children |
ISBN | : |
Author | : Jennifer Woods |
Publisher | : |
Total Pages | : 286 |
Release | : 2007 |
Genre | : Autistic children |
ISBN | : |
Author | : Katrina Louise Bartell |
Publisher | : |
Total Pages | : 202 |
Release | : 2013 |
Genre | : |
ISBN | : |
Joint activity schedules and embedded script-fading procedures were used to teach three dyads of children with Autism Spectrum Disorders to engage in social interactions during a sequence of play activities. A multiple baseline design across dyads was used to evaluate the effects of joint schedules, script fading and prompting procedures (graduated guidance) on independent performance, rates of social interactions, and types of contextual verbal behavior. Following baseline, results showed an increased stable level of on-task and on-schedule behaviors as a function of the joint activity schedules. However, joint activity schedules alone did not increase and maintain social interactions for any of the dyads. Thus, scripts were embedded on play stimuli to promote more opportunities for participants to engage in conversations about the ongoing activities and events occurring in the natural environment. Specifically, script-training procedures increased both taught and untaught verbal interactions across dyads.
Author | : Lynn E. McClannahan |
Publisher | : |
Total Pages | : 140 |
Release | : 1999 |
Genre | : Education |
ISBN | : |
Activity schedules--a set of pictures or words--enable children with autism to engage in activities with greater independence. This guide provides a detailed overview and instructions. With these simple but revolutionary teaching tools, children need less adult supervision and are able to complete specific tasks on their own.
Author | : Kara Anne Reagon |
Publisher | : |
Total Pages | : |
Release | : 2012 |
Genre | : |
ISBN | : |
Children with autism often display deficits in social interaction, communication, and play. Unlike typical peers during free play with a variety of games and toys, they often do not initiate to others or engage in interactive game play for sustained periods of time. Previous research has demonstrated the effectiveness of script-fading procedures in increasing initiations and conversational repertoires for children with autism. However, these procedures were examined in arranged environments using an activity schedule or in structured settings. In addition, the role of the conversation partner has not been studied. The use of activity schedules has also been effective in increasing independence and decreasing adult prompts. In particular, the use of a joint activity schedule increased independent game play between preschoolers with autism. Therefore, the current study investigated (a) the use of script-fading procedures and the use of manual guidance to teach four preschool children to initiate game play during free play without the aide of an activity schedule. Second, the study examined the effects of scripts and script-fading procedures on (b) the frequency of interactions, (c) the conversation partner's interactions on participants' interactions, (d) generalization across stimuli and people, (e) maintenance, and (f) independent free play. Results demonstrated participants' play initiations, engagement, number of games played, and frequency of interactions increased, skills generalized across games and peers, and maintained. Furthermore, the number of prompts decreased, indicating script- fading procedures with manual guidance alone may be effective in increasing independent free play and initiations.
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 324 |
Release | : 2001-10-11 |
Genre | : Medical |
ISBN | : 0309072697 |
Autism is a word most of us are familiar with. But do we really know what it means? Children with autism are challenged by the most essential human behaviors. They have difficulty interacting with other people-often failing to see people as people rather than simply objects in their environment. They cannot easily communicate ideas and feelings, have great trouble imagining what others think or feel, and in some cases spend their lives speechless. They frequently find it hard to make friends or even bond with family members. Their behavior can seem bizarre. Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities on schools, teachers and children's parents, as well as the other professionals who work with children with autism. With the passage of the Individuals with Disabilities Education Act of 1975, we accepted responsibility for educating children who face special challenges like autism. While we have since amassed a substantial body of research, researchers have not adequately communicated with one another, and their findings have not been integrated into a proven curriculum. Educating Children with Autism outlines an interdisciplinary approach to education for children with autism. The committee explores what makes education effective for the child with autism and identifies specific characteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas. This book examines some fundamental issues, including: How children's specific diagnoses should affect educational assessment and planning How we can support the families of children with autism Features of effective instructional and comprehensive programs and strategies How we can better prepare teachers, school staffs, professionals, and parents to educate children with autism What policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education. Children with autism present educators with one of their most difficult challenges. Through a comprehensive examination of the scientific knowledge underlying educational practices, programs, and strategies, Educating Children with Autism presents valuable information for parents, administrators, advocates, researchers, and policy makers.
Author | : Aubyn C. Stahmer |
Publisher | : |
Total Pages | : 492 |
Release | : 1993 |
Genre | : Autism in children |
ISBN | : |
Author | : Dave Sherratt |
Publisher | : Routledge |
Total Pages | : 178 |
Release | : 2012-09-10 |
Genre | : Education |
ISBN | : 1136612068 |
Learning through play is a well-established principle that underpins much educational practice, yet it is often overlooked in association with children with autistic spectrum disorders. This book considers the wide-ranging benefits of developing play and taking it into drama with these children. The authors demonstrate how to implement such approaches via a highly practical, structured developmental framework, within which participants may gradually learn to be creative. They also discuss the psychology and pedagogy of autism in relation to play and drama and connect them to everyday learning situations using a wealth of examples. This accessible approach to play and drama can offer a powerful, memorable, integrating way forward for children with autistic spectrum disorders - and enjoyable, fun opportunities for teaching and learning.
Author | : Serenella Besio |
Publisher | : Walter de Gruyter GmbH & Co KG |
Total Pages | : 228 |
Release | : 2016-01-01 |
Genre | : Education |
ISBN | : 3110522144 |
This book is the result of the first two-year work of Working Group 1 of the network “LUDI – Play for children with disabilities”. LUDI is an Action (2014-2018) financed by COST; it is a multidisciplinary network of more than 30 countries and almost 100 researchers and practitioners belonging to the humanistic and technological fields to study the topic of play for children with disabilities within the framework of the International Classification of Functioning Disability and Health (WHO, 2001).The principal objective of this book is to bring the LUDI contribution to the important topic of play in children with disabilities, because today an international consensus on the definition of play and disabilities is still lacking. The process of ensuring equity in the exercise of the right to play for children with disabilites requests three actions: to approach this topic through a “common language”, at least all over Europe; to put play at the centre of the multidisciplinary research and intervention regarding the children with disabilities; to grant this topic the status of a scientific and social theme of full visibility and recognized authority. Children with disabilities face several limitations in play, due to several reasons: impairments; playgrounds, toys and other play tools that are not accessible and usable; environments and contexts that are not accessible nor inclusive; lack of educational awareness and intentionality; lack of specific psycho-pedagogical and rehabilitative competence; lack of effective intervention methodologies. Moreover, disabled children’s lives are dominated by medical and rehabilitative practices in which play is always an activity aiming to reach an objective or to provoke an improvement; play for the sake of play is considered a waste of time. The concept of play for the sake of play strongly refers to the distinction between play activities and play-like activities. Play activities are initiated and carried out by the player (alone, with peers, with adults, etc.) for the only purpose of play itself (fun and joy, interest and challenge, love of race and competition, ilinx and dizziness, etc.). They have of course consequences on growth and development, but these consequences are not intentionally pursued. Play-like activities are initiated and conducted by an adult (with one or more children), in educational, clinical, social contexts; they are playful and pleasant, but their main objective is other than play: e.g., cognitive learning, social learning, functional rehabilitation, child's observation and assessment, psychological support, psychotherapy, etc. This book, then, contributes to a clear distinction between play and play-like activities that, hopefully, will bring to new developments in play studies.