Toy play represents one of many levels of play where children can expand their repertoires and socially interact with peers. Play typically increases in complexity as the child's repertoire develops; however, children with autism often have delayed play skills. The current study investigated the effects of using a 3-component play training procedure (choices, prompting, and consequences), replicated from a previous study, to increase simple and pretend toy play in three boys with autism. Additional measures were used to observe engagement with materials, children, and adults during a 10-minute session. Observations show increased toy play for two participants and increases in overall engagement for all participants. The findings suggest that the teaching program used is replicable across multiple populations, furthering the advancement of evidence-based practices.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc6099 |
| Date | 05 1900 |
| Creators | Harder, Julianne M. |
| Contributors | Ala'i-Rosales, Shahla, Rosales-Ruiz, Jesus, Callahan, Kevin |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Harder, Julianne M., Copyright is held by the author, unless otherwise noted. All rights reserved. |
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