A multi-level training program to improve imaginative play skills among Children with autism spectrum disorder

Document Type : Original Article

Author

Autism Disorder Department, Faculty of Sciences for People with Special Needs, Beni Suef University.

Abstract

The current research aims to improve the imaginative play skills among children with autism spectrum disorder through a multi-level training program. Accordingly, the researcher studied and analyzed the literature and educational research related to play for children with autism spectrum disorder, especially imaginative play, as well as descriptive studies and training programs to develop imaginative play, and then The researcher prepared and applied the program and then measured its effectiveness. The researcher selected (14) children between the ages of (4-6) years, with an average age of (5.19), a standard deviation of (0.56), and their intelligence level from (70-90). Moderate degree of autism spectrum disorder, the researcher used: the imaginative play scale prepared by the researcher, the training program (prepared by the researcher) and the criteria for diagnosing autism DSM5 Gilliam scale (3) for the diagnosis of autism Translated and codified by Muhammad (2020), the results of the study resulted in the effectiveness of the program in improving The imaginative play skills of children with autism spectrum disorder, and the presence of statistically significant differences in favor of the post-measurement in improving the imaginative play skills and the survival of the effect of the program after the follow-up period.
 

Highlights

 

 

Keywords

Full Text

 

 

References

Allen, Annika, (2022) "Imagined Contact with Autism: The Effects of Labeling and Behaviors on Attitudes Toward Autistic Adults". Undergraduate Honors Theses. William & Mary. Paper 1867. https://scholarworks.wm.edu/honorstheses/1867
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev). Washington: DC: Author.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed). Washington: New School Library.
American Psychological Association. (2015). APA Dictionary of Psychology Mental Disorders. (6th ed). Washington, DC: Author.
American Psychiatric Association APA. (2022). Diagnostic and Statistical Manual of Mental Disorders (5Th Ed, R.
Bai, Z., Blackwell, A. F., & Coulouris, G. (2014). Using augmented reality to elicit pretend play for children with autism. IEEE transactions on visualization and computer graphics, 21(5), 598-610.
Bremner, L., Fabricatore, C., & Jolliffe, J. (2020, September). A framework system for the design of a digital augmented-reality pretend play activity for children with ASD. In ECGBL 2020 14th European Conference on Game-Based Learning (77). Academic Conferences limited.
Centers For Diseases Control, CDC (2023). Autism Prevalence Higher, According to Data from 11 ADDM Communities, Autism Prevalence Higher, According to Data from 11 ADDM Communities | CDC Online Newsroom | CDC, Autism Prevalence Higher, According to Data from 11 ADDM Communities | CDC Online Newsroom | CDC
Council for Exceptional Children EnFlorence Et al (2018). Guidelines for Using Behavioral Skills Training to Provide Teacher Support. 50 (6), 373–380. https://www.cec.sped.org/
Doernberg, E. A., Russ, S. W., & Dimitropoulos, A. (2021). Believing in make-believe: Efficacy of a pretend play intervention for school-aged children with high-functioning autism spectrum disorder. Journal of Autism and Developmental Disorders, 51, 576-588.
Engle, K. M., & Rada, R. (2011). A top-k analysis using multi-level association rule mining for autism treatments. In Universal Access in Human-Computer Interaction. Applications and Services: 6th International Conference, UAHCI 2011, Held as Part of HCI International 2011, Orlando, FL, USA, July 9-14, 2011, Proceedings, 6 (328-334). Springer Berlin Heidelberg
Fein, D., Barton, M., Eigsti, I. M., Kelley, E., Naigles, L., Schultz, R. T., et al. (2013). Optimal outcome in individuals with a history of autism. Journal or Child Psychology and Psychiatry, 54, 195-295.
Hamdan, M. (2017). The Common Play Characteristics for Children with Autism Spectrum Disorder and its Relation to some Variables. An-Najah University Journal for Research-B (Humanities), 31(11), 1937-1962.
Ina, Alexa, "Using video-prompting and BST to promote social skills in children with Autism Spectrum Disorder" (2019). Masters Theses, 2010-2019. 605. https://commons.lib.jmu.edu/master201019/605
Jorgenson ,Emily (2017). Pretend Play And Children With Autism Spectrum Disorder: Deficits And Interventions, Submitted to The Honors College in partial fulfillment of the requirements for the degree of Bachelor of Science, Appalachian State University.
Kim, Soomin (2018). Pretend play and language development among preschool children: A meta-analysis, (unpublished Master degree), College of Human Ecology, Kansas State University.
Kos, G. (2019). Using behavioral skills training to teach children with autism to seek help from law enforcement officers when lost [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/932/
Kuan-L  et al, 2019, Predicti on Of Playfulness By Pretend Play, Severity Of Autism Behaviors, And Verbal Comprehension In Children With Autism Spectrum Disorder , 3177–3186, Neuropsychiatric Disease and Treatment ,  https://creativecommons.org/licenses/by-nc/3.0/
Lam & Yeung,( 2012). Cognitive deficits and symbolic play in preschoolers with autism Research in Autism Spectrum Disorders 6(1):560–564, DOI:10.1016/j.rasd.2011.07.017
Laushey K.) 2000 ( Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. J Autism Dev Disord. Jun;30(3):183-93. doi: 10.1023/a:1005558101038. PMID: 11055455.
Liptak, G., Kennedy, J., & Dosa, N. (2011). Social participation in a nationally representative Malhiple of older youth and young adults with autism, Journal of Developmental and Behavioral Pediatrics, 32, 227-349.4.
Lone Gammeltoft ,,Marianne Sollok Nordenhof (2007) Autism, Play and Social Interaction, Jessica Kingsley  Publishers, landon  https://books.google.com.eg/books?id=Ztq9FOUneloC&printsec=frontcover&hl=ar#v=onepage&q&f=false
Lord, C., Vibert, B. A., Dufek, S., Klein, B., Choi, Y. B., Winter, J., C., & Kim, S. H. (2020). Quantifying caregiver change across early autism interventions using the measure of NDBI strategy implementation: Caregiver change (MONSI-CC). Journal of Autism and Developmental Disorders, 50, 1364-1379.
Malhi, P., Singhi, P.( 2014 ) A retrospective study of toddlers with autism spectrum disorder: Clinical and developmental profile. Annals of Indian Academy of Neurology 17(1), 25-  DOI: 10.4103/0972-2327.128537, https://journals.lww.com/annalsofian/Fulltext/2014/17010/A_retrospective_study_of_toddlers_with_autism.6.aspx
Mastrangelo, S. (2009). Harnessing the power of play: Opportunities for children with autism spectrum disorders, Teaching Exceptional Children, 42(1), 34-44.
 
 
Matheson,M &Councillor,D (2011). The Scottish Strategy for Autism. [online] Available in  https://www.gov.scot/binaries/content/documents/govscot/publications/strategy-plan/2011/11/scottish-strategy-autism/documents/0122373-pdf/0122373-pdf/govscot%3Adocument/0122373.pdf 1-90 .
Miltenberger, R. G. (2015). Behavior modification: Principles and procedures. Cengage Learning.
Moore, M. & Russ, S.W., )2008( .Follow-up of a pretend play intervention: Effects on play, creativity, and emotional processes in children’, Creativity Research Journal 20(4), 427–436. https://doi.org/10.1080/10400410802391892
 Olivia R,(2018). The effects of drama classes on pretend play and social interaction skills for children with ASD, Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Education Specialist  University of Nebraska at Omaha ProQuest,
Perone, A. (2013). The Presence and Significance of Imaginative Play in the Lives of Mexican-American Children,(unpublished PhD Thesis), University of Illinois: Chicago.
https://www.proquest.com/docview/1845023702?pq-origsite=gscholar&fromopenview=true.
Russ, S.W. & Wallace, C.E., 2012, ‘Pretend play and creative processes’, American Journal of Play 6(1), 136–148. http://eric.ed.gov/?id=EJ1016123
Rebekah, K, (2018). Children's Perceptions of Pretend Play over Time, (unpublished Master degree of Arts), College of Education and Human Services, West Virginia University.
Sarah Davis, Kendra Thomson & Carly Magnacca (2020) Evaluation of a caregiver training program to teach help-seeking behavior to children with autism spectrum disorder, 348-357.
Shattuck P. T., Narendorf S. C., Cooper B., Sterzing P. R., Wagner M., Taylor J. L. Postsecondary education and employment among youth with an autism spectrum disorder (2012). Pediatrics, 129,(6), 1042-1049.
Mash, E., & Barkley, R. (2014). Autism Spectrum Disorder. In Child psychopathology (3rd ed., pp. 531-558). New York: Gilford Press.
Mohan, M., Celshiya, R., Karuppali, S., Bhat, J.S. & Anil, M.A., 2022, ‘Pretend play in pre-schoolers: Need for structured and free play in pre-schools’, South African Journal of Childhood Education 12(1), a1092. https://doi.org/10.4102/ sajce.v12i1.1092
Mullineaux, P.Y. & Dilalla, L.F., 2009, ‘Preschool pretend play behaviors and early adolescent creativity’, The Journal of Creative Behavior 43(1), 41–57. https://doi. org/10.1002/J.2162-6057.2009.TB01305.X
Honey, E (2007) Examining the categorisation of imaginative play & repetitive behaviours in Autism Spectrum Disorders. Doctoral thesis, Durham University. University of Durham (United Kingdom)  Ph.D Degree.  England. https://www.proquest.com/dissertations-theses/examining-categorisation-imaginative-play-amp/docview/301706070/se-2?accountid=178282
Rakoczy, H. (2017). Theoryofmind.  PartVI: Socialand       emotional development
Ward ,H & Sturmey, P. (2012). Component analysis of behaviour skills training in functional analysis. Behavioral Interventions, 27, 75–92.
Wolfberg, P., DeWitt, M., Young, G. S., & Nguyen, T. (2015). Integrated play groups: Promoting symbolic play and social engagement with typical peers in children with ASD across settings. Journal of autism and developmental disorders, 45, 830-845.
 
 

Files

Share

How to cite

Statistics