PRETEND PLAY AND LANGUAGE ASSESSMENT AND CURRICULUM Nancy Champlin, BCBA Melissa Schissler, BCBA WIBA 2018
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)
Categry f Play Familiar Observed Cmmunity
Objects f Play Play item Object substitutin Imagining absent bject
Self as agent Passive figure Active figure
Rtating Cmbining Character Rles
Essential Skills fr Scidramatic Play Initiating Respnding Expanding
Assessing Typical Children s Imaginary Play t Mre Effectively Prgram fr Children with Autism
Assessment Participants 37 children Ages 2 ½ - 5 Male and female dyads One hur scidramatic play pprtunity
Assessment Target Behavirs: Play schemes Tys Vcalizatins Agent f play Object f play Categry f play Advanced play Essential skills
2 ½ Years Old Initiating Expanding Passive figure --Vide Remved--
3 Years Old Observed categry f play Active figure Self as agent Abstract play Cmbining play Initiating in scial play --Vide Remved--
4 Years Old Cmmunity categry f play Passive figure Character rle Cmbining play Expanding in scial play --Vide Remved--
5 Years Old Familiar, bserved, cmmunity categries f play Self as agent Cmbining play Initiating, respnding, expanding in scial play --Vide Remved--
Play Actins By Ages
Categries f Play Acrss Ages
Agent f Play Acrss Ages
Advanced Play Acrss Ages
Scial Play Acrss Ages
Discussin Variety f tys Play with figures Categry f play schemes Vcalizatins in play
Assessing Typical Children s Imaginary Play t Mre Effectively Prgram fr Children with Autism
Purpse Fundatinal skills f play 19 teachable cmpnents Acquisitin Generalizatin
Sequence f Play
Self as Agent
Passive Figure
Active Figure
Abstract Play
Sequence f Play
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
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--
Gabe Phase a Phase a Target 1: Perfrms actin and crrespnding vcalizatin as multiple figures --Vide Remved--
Trials t Acquisitin 20 18 Gabe 16 14 12 10 8 6 4 2 0 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"
Casey Phase h Phase h Target 1: Perfrms actin and crrespnding as multiple figures --Vide Remved--
Trials t Acquisitin 18 16 Casey 14 12 10 8 6 4 2 0 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"
Nathen Phase f Phase f Target 3: Perfrms actin and crrespnding vcalizatin t self then ffers item t peer --Vide Remved--
Trials t Acquisitin 16 14 Nathen 12 10 8 6 4 2 0 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"
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
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
Thank yu! Nancy.Champlin@cncepts.cm Melissa.Schissler@cncepts.cm See yu at ABAI in San Dieg Sympsium #113 Wrkshp #47
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, 117-127. 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), 139-159. McCune-Niclich, L. (1981). Tward symblic functining: structure f early pretend games and ptential parallels with language. Child Develpment, 52(3), 785-797. McCune, L.(1995). A nrmative study f representatinal play at the transitin t language. Develpmental Psychlgy, 31(2), 199-206. 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, 457-474.
References Stahmer, A., (1995). Teaching symblic play skills t children with autism using pivtal respnse training. Jurnal f Autism and Develpmental Disrders, 25, 127-141. 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, 27-45. 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, 863-873. 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, 103-130. 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), 993-1005.
References Bartn, E.E., Wlery, M., (2008). Teaching pretend play t children with disabilities. Tpics in Early Childhd Special Educatin, 28, 109-125. Casby, M. (2003). The develpment f play in infants. Cmmunicatin Disrders Quarterly, 24(4), 163-174. Charman, T., & Barn-Chen, S. (1997() Brief Reprt: Prmpted pretend play in autism. Jurnal f Autism and Devlepmental Disrder, 27(3), 325-332. 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, 265-280. Jahr and Eldevik, (2007). Respnse variability and turn taking in cperative play. Jurnal f Speech-Language Pathlgy and Applied Behavir Analysis, (2.2), 190-194. 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), 487-505.