Using Least-To-Most Prompting to Increase the Frequency and Diversity of Pretend Play in Children with Autism

IF 2 4区教育学 Q1 EDUCATION, SPECIAL Topics in Early Childhood Special Education Pub Date : 2020-09-29 DOI:10.1177/0271121420942850

Dincer Saral, Burcu Ulke-Kurkcuoglu

引用次数: 3

Abstract

We examined the effects of the least-to-most prompting (LTM) procedure with contingent imitation (CI) on increasing the frequency and diversity of pretend play in children with autism spectrum disorder (ASD) using a multiple probe across toy sets single-case research design. Three children with ASD ages 5 to 6 years took part in the study. LTM was functionally related to increases in the frequency and diversity of children’s pretend play. Novel pretend play behaviors, sequences, and vocalizations also increased for all children. Importantly, all children maintained the target skills 1, 2, and 4 weeks after the intervention and generalized them across their homes, mothers, and different toys.

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使用最少至最多提示提高自闭症儿童假装游戏的频率和多样性

本研究采用跨玩具集的多探针单案例研究设计，研究了随机模仿(CI)的最小到最大提示(LTM)程序对增加自闭症谱系障碍(ASD)儿童假装游戏的频率和多样性的影响。三名5至6岁的自闭症儿童参加了这项研究。LTM在功能上与儿童假装游戏的频率和多样性的增加有关。新颖的假装游戏行为、顺序和发声也在所有儿童中有所增加。重要的是，所有的孩子在干预后1、2和4周都保持了目标技能，并在他们的家庭、母亲和不同的玩具中进行了推广。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.

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