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Peer-Mediated Sandplay and Symbolic Play in Children with Autism Spectrum Disorder.

机译：自闭症谱系障碍儿童的同伴介导的沙盘游戏和象征性游戏。

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摘要

This manuscript describes an exploratory study that assessed whether play with typically developing peers increased the use of symbolic play in children with Autism Spectrum Disorder (ASD). A version of a sandplay intervention previously investigated by Lu, Petersen, Lacroix, and Rousseau (2010), and modified to include peer-mediated play was used. The intervention explored the effects of sandplay with typically developing peers on engagement in symbolic play by children with ASD. A multiple-case intervention design was used with three children with ASD with varying degrees of severity in functioning. While use of symbolic play by two of the children did increase from baseline with the introduction of the peer-mediated sandplay intervention, these effects were inconsistent. Furthermore, only one of the children demonstrated a continued increase in symbolic play at the follow-up phase. While the results of the intervention are inconclusive, these results necessitate further investigation into this method of intervention for children with autism spectrum disorder, specifically in regard to ASD severity. Theoretical and treatment implications are offered, as well as directions for future research.
机译：该手稿描述了一项探索性研究，该研究评估了与自闭症谱系障碍症（ASD）患儿的同伴发育中的同伴一起玩耍是否会增加符号游戏的使用。使用了以前由Lu，Petersen，Lacroix和Rousseau（2010）进行调查的沙盘游戏干预版本，并对其进行了修改以包括同伴介导的游戏。这项干预措施探讨了与典型发展中的同伴进行沙盘游戏对自闭症儿童进行象征性游戏的影响。对三名患有不同程度严重功能障碍的ASD儿童进行了多病例干预设计。随着同伴介导的沙盘游戏干预的引入，其中两个孩子使用象征性游戏的确比基线有所增加，但这些效果并不一致。此外，在后续阶段，只有一名儿童表现出象征性游戏的持续增长。尽管干预的结果尚无定论，但这些结果需要进一步研究这种针对自闭症谱系障碍儿童的干预方法，特别是关于ASD严重程度的干预。提供了理论和治疗意义，以及未来研究的方向。

著录项

  • 作者

    Adley, Meagan.;

  • 作者单位

    Antioch University.;

  • 授予单位 Antioch University.;
  • 学科 Clinical psychology.;Social psychology.;Developmental psychology.;Behavioral psychology.
  • 学位 Psy.D.
  • 年度 2016
  • 页码 74 p.
  • 总页数 74
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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