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ETD Abstract Container

Abstract Header

The Effects of Generative Play Instruction on Pretense Play Behavior and Restricted Stereotypic Behaviors in Young Children With Autism Spectrum Disorder

Schnell, Senny T.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1313028969

Abstract Details

2011, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
Play is an integral part of typical development. It is composed of a multitude of increasingly complex skills. Symbolic play represents a developmental cusp during which typically developing children demonstrate increasingly advanced social, communicative, and cognitive skills. Play skills in children diagnosed with Autism Spectrum Disorders are limited, typically including smaller play repertoires composed of basic play skills. Direct instruction of play supports the acquisition of play skills as well as related behaviors, including social skills, adaptive skills, and communication. The generalization of play skills is intrinsic to typically developing infants, though may require intentional programming by interventionists for children on the autism spectrum. This study implemented a least to most prompting strategy embedded in a matrix for teaching symbolic play to children with ASD. Increased Play With Pretense Behaviors were demonstrated with trained and untrained toy sets across participants. Limitations in research design and implementation will be discussed, with an emphasis on the continued exemption of programming for generalization. Recommendations for programming for generalization and specific collateral effects of play-based intervention constructed using behavior analytic strategies are presented.
Diane Sainato (Advisor)
Helen Cannella-Malone (Committee Member)
Howard Goldstein (Committee Member)
364 p.
Special Education
symbolic play; autism; generative instruction; stereotypy

Recommended Citations

Citations

  • Schnell, S. T. (2011). The Effects of Generative Play Instruction on Pretense Play Behavior and Restricted Stereotypic Behaviors in Young Children With Autism Spectrum Disorder [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313028969

    APA Style (7th edition)

  • Schnell, Senny. The Effects of Generative Play Instruction on Pretense Play Behavior and Restricted Stereotypic Behaviors in Young Children With Autism Spectrum Disorder. 2011. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1313028969.

    MLA Style (8th edition)

  • Schnell, Senny. "The Effects of Generative Play Instruction on Pretense Play Behavior and Restricted Stereotypic Behaviors in Young Children With Autism Spectrum Disorder." Doctoral dissertation, Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313028969

    Chicago Manual of Style (17th edition)

osu1313028969
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© 2011, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.
Release 3.2.12