PRETEND PLAY AND LANGUAGE ASSESSMENT AND CURRICULUM

Transcription

1 PRETEND PLAY AND LANGUAGE ASSESSMENT AND CURRICULUM Nancy Champlin, BCBA Melissa Schissler, BCBA WIBA 2018

2 Intrductin Acquisitin vs. prductin f play (Jahr, & Eldevik, 2007) Predictive f cmmunicative wrd use and later language (Casby, 2003; Tmasell, 1995) Age-apprpriate play skills = scial inclusin with peers (Thiemann-Burque, Brady, & Fleming, 2012)

3 Categry f Play Familiar Observed Cmmunity

4 Objects f Play Play item Object substitutin Imagining absent bject

5 Self as agent Passive figure Active figure

6 Rtating Cmbining Character Rles

7 Essential Skills fr Scidramatic Play Initiating Respnding Expanding

8

9 Assessing Typical Children s Imaginary Play t Mre Effectively Prgram fr Children with Autism

10 Assessment Participants 37 children Ages 2 ½ - 5 Male and female dyads One hur scidramatic play pprtunity

11 Assessment Target Behavirs: Play schemes Tys Vcalizatins Agent f play Object f play Categry f play Advanced play Essential skills

12 2 ½ Years Old Initiating Expanding Passive figure --Vide Remved--

13 3 Years Old Observed categry f play Active figure Self as agent Abstract play Cmbining play Initiating in scial play --Vide Remved--

14 4 Years Old Cmmunity categry f play Passive figure Character rle Cmbining play Expanding in scial play --Vide Remved--

15 5 Years Old Familiar, bserved, cmmunity categries f play Self as agent Cmbining play Initiating, respnding, expanding in scial play --Vide Remved--

16 Play Actins By Ages

17 Categries f Play Acrss Ages

18 Agent f Play Acrss Ages

19 Advanced Play Acrss Ages

20 Scial Play Acrss Ages

21 Discussin Variety f tys Play with figures Categry f play schemes Vcalizatins in play

22 Assessing Typical Children s Imaginary Play t Mre Effectively Prgram fr Children with Autism

23 Purpse Fundatinal skills f play 19 teachable cmpnents Acquisitin Generalizatin

24 Sequence f Play

25 Self as Agent

26 Passive Figure

27 Active Figure

28 Abstract Play

29 Sequence f Play

30 Mastery Independent first trial Interventin 3 cnsecutive independent respnses Least-t-mst prmpting N respnse Inapprpriate A/V Actin in the absence f a vcalizatin A/V inapprpriately paired

31 Participants Participant Age Hurs f ABA Casey 5 ½ 40 hurs per week --Pht Remved-- Gabe 3 ½ 40 hurs per week --Pht Remved-- Nathen 3 30 hurs per week --Pht Remved--

32 Gabe Phase a Phase a Target 1: Perfrms actin and crrespnding vcalizatin as multiple figures --Vide Remved--

33 Trials t Acquisitin Gabe a1 b1 b2 c1 c2 c3 d1 d2 d3 e1 e2 e3 f1 f2 f3 g1 g2 g3 h1 A: Eat Cake V: "Yummy" A: Put n Hat V: "Hat" A: Brush Hair V: "Brush, Brush"

34 Casey Phase h Phase h Target 1: Perfrms actin and crrespnding as multiple figures --Vide Remved--

35 Trials t Acquisitin Casey a1 b1 b2 c1 c2 c3 d1 d2 d3 e1 e2 e3 f1 f2 f3 g1 g2 g3 h1 A: Put n Hat V: "Hat" A: Brush Hair V: "Brush" A: Eat Cake V: "Cake"

36 Nathen Phase f Phase f Target 3: Perfrms actin and crrespnding vcalizatin t self then ffers item t peer --Vide Remved--

37 Trials t Acquisitin Nathen a1 b1 b2 c1 c2 c3 d1 d2 d3 e1 e2 e3 f1 f2 f3 g1 g2 g3 h1 A: Eat Cake V: "Cake" A: Put n Hat V: "Hat" A: Drink Water V: "Water" A: Brush Hair V: "Brush"

38 Discussin Participants were able t acquire a variety f targets withut training Decrease in vcal prtests Increase in requests t play Increase in vcalizatins ccurring with nvel play actins Increased mtivatin fr peer interactins

39 New Research Teaching Children Diagnsed with Autism a Chain f Play Actins and Crrespnding Vcalizatins Examining Independent Pretend Play Skills in Typically Develping Children An Evaluatin f Typically Develping Children s Scidramatic Play and Language Skills

40 Thank yu! See yu at ABAI in San Dieg Sympsium #113 Wrkshp #47

41 References Lewis, V., Bucher, J., Luptn, L., Watsn, S. (2000). Relatinships between symblic play, functinal play, verbal and nn-verbal ability in yung children. Internatinal Jurnal f Language and Cmmunicatin Disrders, 1, Lifter, K., Sulzer-Azarff, B., Andersn, S., & Edwards Cwdert, G. (1993). Teaching play activities t preschl children with disabilities: the imprtance f develpmental cnsideratin. Jurnal f Early Interventin. 17(2), McCune-Niclich, L. (1981). Tward symblic functining: structure f early pretend games and ptential parallels with language. Child Develpment, 52(3), McCune, L.(1995). A nrmative study f representatinal play at the transitin t language. Develpmental Psychlgy, 31(2), Palechka, G., MacDnald, R., (2010). A cmparisn f the acquisitin f play skills using instructr-created vide mdels and cmmercially available vides. Educatin and Treatment f Children, 33,

42 References Stahmer, A., (1995). Teaching symblic play skills t children with autism using pivtal respnse training. Jurnal f Autism and Develpmental Disrders, 25, Strian, T. (2003). The rp;e pf,pde;mg amd request type n symblic cmprehensin f bjects and gestures in yung children. Jurnal f Child Language, 30, Thiemann-Burque, K. S., Brady, N.C., Fleming, K. K. (2011). Symblic play f preschlers with severe cmmunicatin impairments with autism and ther develpmental delays; mre similarities than differences. Jurnal f Autism and Develpmental Disrders, 42, Tmasell, M., (1995). Jint attentin as scial cgnitin. C. Mre and P.J. Dunham Jint Attentin; It s rigins and Rle in Develpment Hillsdale, NJ Erlbaum, Tth, K., Munsn, J., & Meltzff, A. (2006). Early predictrs f cmmunicatin develpment in yung children with atusim spectrum disrder: jint attentin, imitatin, and ty play. Jurnal f Autism and Develpmental Disrders, 36(8),

43 References Bartn, E.E., Wlery, M., (2008). Teaching pretend play t children with disabilities. Tpics in Early Childhd Special Educatin, 28, Casby, M. (2003). The develpment f play in infants. Cmmunicatin Disrders Quarterly, 24(4), Charman, T., & Barn-Chen, S. (1997() Brief Reprt: Prmpted pretend play in autism. Jurnal f Autism and Devlepmental Disrder, 27(3), Gldstein, H., Cisar, C.L., (1992). Prmting interactin during scidramatic play: teaching scripts t typical preschlers and classmates with disabilities. Jurnal f Applied Behavir Analysis, 25, Jahr and Eldevik, (2007). Respnse variability and turn taking in cperative play. Jurnal f Speech-Language Pathlgy and Applied Behavir Analysis, (2.2), Ingersll, B. & Schreibman, L. (2006). Teaching reciprcal imitatin skills t yung children with autism using a naturalistic behaviral apprach: effects n language, pretend play, and jint attentin. Jurnal f Autism and Develpmental Disrders, 36 (4),