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首页> 外文学位 >Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers.
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Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers.

机译：玩法：增加自闭症幼儿及其典型同伴社交互动的策略。

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摘要

Playgroups are central to learning in typical preschool classrooms because it is within playgroups that preschool-age children learn both preacademic and social skills. However, this critical avenue of learning is often closed to young children with autism who may have difficulty initiating play interactions with other children as well as responding appropriately to the play initiations of peers.;A multiple-baseline probe design was used in this study to examine the effects of a visual intervention strategy, the Keys to Play, on (a) the play initiations of four young children with autism in inclusive preschool classes, (b) responses to initiations of peers, (c) engagement time and level of play within playgroups, and (d) communicative behaviors used in play initiations. The study also examined the collateral effects of the strategy on the social skills of typically developing peers.;The Keys to Play intervention package was successful in increasing the play initiations of the participating young children with autism and their appropriate responses to the play initiations proffered by peers. Engagement time within playgroups concomitantly increased as did the sophistication level of play. Verbal language used for initiative purposes increased, but other communicative forms of play initiation saw continued usage as well. Positive change in the social skills of typically developing peers was also observed.
机译：游戏组对于典型的学前班教室来说是学习的核心，因为学龄前儿童在游戏组中既可以学习学前技能也可以学习社交技能。但是，这种关键的学习途径通常对自闭症幼儿不开放，他们可能难以与其他儿童进行游戏互动以及对同龄人的游戏方式做出适当的反应。；本研究使用多基线探针设计检验视觉干预策略，游戏关键对（a）四个幼儿在包容性学前班中的自闭症的游戏开始，（b）对同伴的发起的反应，（c）参与时间和游戏水平的影响在游戏组中，以及（d）在游戏开始中使用的交流行为。该研究还研究了该策略对典型发展中的同龄人社交技能的附带影响。;``玩耍的关键''干预措施成功地增加了自闭症参与者的玩耍启蒙程度，并增加了他们对由自闭症儿童提出的玩耍启蒙行为的适当反应同行。随着游戏水平的提高，游戏组中的参与时间也随之增加。用于主动目的的口头语言有所增加，但其他交流形式的游戏开始也得到了继续使用。还观察到典型发展中的同龄人的社交技能发生了积极变化。

著录项

  • 作者

    Nelson, Catherine B.;

  • 作者单位

    The University of Utah.;

  • 授予单位 The University of Utah.;
  • 学科 Education Special.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 142 p.
  • 总页数 142
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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