Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (M.S.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Thesis (M. Ed.)--Acadia University, 2001. / Includes bibliographical references (leaves 95-96). Also available on the Internet via the World Wide Web.

Thesis (Ph. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 63-70).

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 80-88). Also available via the Internet.

Thesis (M.S.)--Virginia Polytechnic Institute, 1944. / Includes bibliographical references (leaves 58-60). Also available via the Internet.

Thesis (M.A.)--Carleton University, 1995. / Includes bibliographical references. Also available in electronic format on the Internet.

Thesis (MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: My study aims to explore whether a Developmental Play Programme can be implemented in a primary school with learners, using trained volunteer therapists from an old age home in the area. I also looked at the experiences of the learners and that of the volunteer therapists using Developmental Play Therapy as a therapeutic technique. The technique facilitates the development of child-adult relationships that are necessary for the development of children. The research is in the form of a qualitative case study. It is approached from an ecosystemic perspective i.e. learners are viewed as a core system which in turn is part of several other systems, for example the family, school, church, community etc. The systems are interdependent, which means that change in the one system also results in change within other systems. In the data production video recordings, unstructured interviews, observations and field notes are used. Data analysis was done using principles of coding. The results of the study show that Developmental Play Therapy is indeed an effective psychotherapeutic technique to use in a primary school with a group of learners and to use senior citizens as volunteer therapists to do the therapy. / AFRIKAANSE OPSOMMING: Die doel met die studie is om na te vors of die Ontwikkelende speelprogram op leerders in 'n primêre skool toegepas kan word, deur inwoners van 'n ouetehuis in die area op te lei as vrywillige terapeute. Ek het die ervaringe van die leerders en die van die vrywillige terapeute observeer waar Ontwikkelende Speelterapie as terapeutiese tegniek toegepas is. Die tegniek bevorder onder andere die ontwikkeling van ouer - kindverhoudings, wat noodsaaklik is vir die ontwikkeling van kinders. Die navorsing neem die vorm van 'n kwalitatiewe gevallestudie aan. Dit word benader vanuit 'n ekosistemiese perspektief, dit wil sê die leerders word gesien as die kernsisteem wat deel is van verskeie ander sisteme soos byvoorbeeld die familie, skool, kerk en gemeenskap. Die sisteme is interafhanklik wat beteken dat verandering in een sisteem ook verandering in die ander sisteme tot gevolg het. In die data - produksie is tegnieke naamlik video - opnames, ongestruktureerde onderhoude, observasies en veldnotas gebruik. Data - analise is volgens die beginsels van kodering gedoen. Die resultate van die onderhewige studie toon dat Ontwikkelende speelterapie 'n effektiewe psigoterapeutiese tegniek is om in 'n primêre skool te gebruik met 'n groep leerders, en om gebruik te maak van senior burgers as vrywillige terapeute om die terapie te doen.

A comprehensive measurement system was developed to monitor play in children with autism and typically developing children. The study was conducted in a preschool operated in conjunction with a center-based program for children with autism. The development of the measurement system was based on observations of four children with autism and three typically developing children during social and play activites. Data were collected on material use and several dimensions of play: Simple Manipulation, Functional Manipulation, Symbolic Toy Play, Symbolic Role Play and Play Themes. The results indicated that the measurement system consistently measured a wide range of play behaviors across children and materials. Significance of the information gathered from the measurement system in assessing play and designing interventions is discussed.

Children diagnosed with autism are often described as having limited or restricted activities that serve as reinforcers as compared to neurotypical peers. Many theories suggest that one of the many ways children develop is through participation in play. This results in children coming into contact with new environmental stimuli. The procedures used to enhance play skills for children diagnosed with autism typically involve training novel responses with novel stimuli (e.g., toys). This is often done using naturalistic procedures. Because multiple procedures are used, it is unclear what procedure or combination of procedures causes the increases in play repertoires. This study investigated an important component of the treatment package know as reciprocal imitation training. Specifically, the study examined whether increased opportunities, contingent imitation without the requirement to imitate, or contingent imitation with the requirement to imitate would increase the number of toys a child diagnosed with autism would play with. The results showed dramatic increases in the number of toys the child independently chose to play with and an increase in the spontaneous use of different response topographies across novel stimuli only when the student was required to imitate a model. The results are discussed in terms of mediated generalization, the use of common responses, stimulus class formation and stimulus class expansion.