The Effects of a "Responsive Teaching Strategy" to Increase Toy Play in Young Children with Autism in an Inclusive Setting.

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Description

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 ... continued below

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Harder, Julianne M. May 2008.

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This thesis is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 264 times . More information about this thesis can be viewed below.

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  • Harder, Julianne M.

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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.

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  • May 2008

Added to The UNT Digital Library

  • Oct. 2, 2008, 4:43 p.m.

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  • July 8, 2015, 2:44 p.m.

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Harder, Julianne M. The Effects of a "Responsive Teaching Strategy" to Increase Toy Play in Young Children with Autism in an Inclusive Setting., thesis, May 2008; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc6099/: accessed September 19, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .