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PRETEND PLAY AND LANGUAGE ASSESSMENT AND CURRICULUM
Transcript of PRETEND PLAY AND LANGUAGE ASSESSMENT AND CURRICULUM
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PRETEND PLAY AND LANGUAGE
ASSESSMENT AND CURRICULUM
Nancy Champlin, BCBA
Melissa Schissler, BCBA
ACI Learning Centers
WIBA 2018
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Introduction
o Acquisition vs. production of play (Jahr, & Eldevik, 2007)
o Predictive of communicative word use and later language (Casby, 2003; Tomasello, 1995)
o Age-appropriate play skills = social inclusion with peers (Thiemann-Bourque, Brady, & Fleming, 2012)
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Familiar Observed Community
Category of Play
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Play itemObject
substitution
Imagining absent object
Objects of Play
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Self as agent
Passive figure
Active figure
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Rotating CombiningCharacter
Roles
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Initiating Responding Expanding
Essential Skills for Sociodramatic Play
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Assessing Typical Children’s Imaginary Play to More Effectively Program for
Children with Autism
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Assessment
o Participants
• 37 children
• Ages 2 ½ - 5
• Male and female dyads
o One hour sociodramatic play opportunity
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Assessment
o Target Behaviors:
• Play schemes
• Toys
• Vocalizations
• Agent of play
• Object of play
• Category of play
• Advanced play
• Essential skills
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2 ½ Years Old
o Initiating
o Expanding
o Passive figure --Video Removed--
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3 Years Old
o Observed category of play
o Active figure
o Self as agent
o Abstract play
o Combining play
o Initiating in social play
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4 Years Old
o Community category of play
o Passive figure
o Character role
o Combining play
o Expanding in social play
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5 Years Old
o Familiar, observed, community
categories of play
o Self as agent
o Combining play
o Initiating, responding,
expanding in social play
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Play Actions By Ages
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Categories of Play Across Ages
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Agent of Play Across Ages
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Advanced Play Across Ages
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Social Play Across Ages
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Discussion
o Variety of toys
o Play with figures
o Category of play schemes
o Vocalizations in play
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Assessing Typical Children’s Imaginary Play to More Effectively Program for
Children with Autism
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Purpose
o Foundational skills of play
• 19 teachable
components
• Acquisition
• Generalization
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Sequence of Play
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Self as Agent
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Passive Figure
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Active Figure
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Abstract Play
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Sequence of Play
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Interventiono Mastery
• Independent first trial
• 3 consecutive independent
responses
o Least-to-most prompting
• No response
• Inappropriate A/V
• Action in the absence of a vocalization
• A/V inappropriately paired
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Participants
Participant Age Hours of ABA
Casey 5 ½ 40 hours per
week
Gabe 3 ½ 40 hours per
week
Nathen 330 hours per
week
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Gabe Phase a
Phase a Target 1:
Performs action and
corresponding
vocalization as
multiple figures
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Gabe
0
2
4
6
8
10
12
14
16
18
20
a1 b1 b2 c1 c2 c3 d1 d2 d3 e1 e2 e3 f1 f2 f3 g1 g2 g3 h1
Tri
als
to A
cquis
itio
nGabe
A: Eat Cake
V: "Yummy"
A: Put on Hat
V: "Hat"
A: Brush Hair
V: "Brush, Brush"
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Casey Phase h
Phase h Target 1:
Performs action and
corresponding as
multiple figures
--Video Removed--
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Casey
0
2
4
6
8
10
12
14
16
18
a1 b1 b2 c1 c2 c3 d1 d2 d3 e1 e2 e3 f1 f2 f3 g1 g2 g3 h1
Tri
als
to A
cquis
itio
nCasey
A: Put on Hat
V: "Hat"
A: Brush Hair
V: "Brush"
A: Eat Cake
V: "Cake"
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Nathen Phase f
Phase f Target 3:
Performs action and
corresponding
vocalization to self
then offers item to
peer
--Video Removed--
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Nathen
0
2
4
6
8
10
12
14
16
a1 b1 b2 c1 c2 c3 d1 d2 d3 e1 e2 e3 f1 f2 f3 g1 g2 g3 h1
Tri
als
to A
cquis
itio
nNathen
A: Eat Cake
V: "Cake"
A: Put on Hat
V: "Hat"
A: Drink Water
V: "Water"
A: Brush Hair
V: "Brush"
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Discussion
o Participants were able to acquire a variety of targets
without training
o Decrease in vocal protests
o Increase in requests to play
o Increase in vocalizations occurring with novel play
actions
o Increased motivation for peer interactions
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New Research
Teaching Children Diagnosed with Autism a Chain of Play Actions and Corresponding Vocalizations
Examining Independent Pretend Play Skills in Typically Developing Children
An Evaluation of Typically Developing Children’s Sociodramatic Play and Language Skills
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Thank you!
See you at ABAI in San Diego
Symposium #113
Workshop #47
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Referenceso Lewis, V., Boucher, J., Lupton, L., Watson, S. (2000). Relationships between
symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language and Communication Disorders, 1, 117-127.
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o McCune-Nicolich, L. (1981). Toward symbolic functioning: structure of early pretend games and potential parallels with language. Child Development, 52(3), 785-797.
o McCune, L.(1995). A normative study of representational play at the transition to language. Developmental Psychology, 31(2), 199-206.
o Palechka, G., MacDonald, R., (2010). A comparison of the acquisition of play skills using instructor-created video models and commercially available videos. Education and Treatment of Children, 33, 457-474.
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Referenceso Stahmer, A., (1995). Teaching symbolic play skills to children with autism using
pivotal response training. Journal of Autism and Developmental Disorders, 25,
127-141.
o Striano, T. (2003). The rp;e pf ,pde;omg amd request type on symbolic
comprehension of objects and gestures in young children. Journal of Child
Language, 30, 27-45.
o Thiemann-Bourque, K. S., Brady, N.C., Fleming, K. K. (2011). Symbolic play of
preschoolers with severe communication impairments with autism and other
developmental delays; more similarities than differences. Journal of Autism and
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o Tomasello, M., (1995). Joint attention as social cognition. C. Moore and P.J.
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Referenceso Barton, E.E., Wolery, M., (2008). Teaching pretend play to children with
disabilities. Topics in Early Childhood Special Education, 28, 109-125.
o Casby, M. (2003). The development of play in infants. Communication Disorders Quarterly, 24(4), 163-174.
o Charman, T., & Baron-Cohen, S. (1997() Brief Report: Prompted pretend play in autism. Journal of Autism and Devleopmental Disorder, 27(3), 325-332.
o Goldstein, H., Cisar, C.L., (1992). Promoting interaction during sociodramatic play: teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25, 265-280.
o Jahr and Eldevik, (2007). Response variability and turn taking in cooperative play. Journal of Speech-Language Pathology and Applied Behavior Analysis, (2.2), 190-194.
o Ingersoll , B. & Schreibman, L. (2006). Teaching reciprocal imitatin skills to young children with autism using a naturalistic behavioral approach: effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36 (4), 487-505.