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首页> 外文期刊>Evidence based communication assessment and intervention >Interventions in children's play: Video modeling produces positive outcomes in reciprocal pretend play for children who demonstrate abilities in pretend play
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Interventions in children's play: Video modeling produces positive outcomes in reciprocal pretend play for children who demonstrate abilities in pretend play

机译：对儿童游戏的干预：视频建模为表现出儿童游戏能力的儿童在相互的儿童游戏中产生积极的效果

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Design: A multiple-probe design across three play scls was used to teach reciprocal pretend play sequences to young children with autism. Multiple follow-up probes wore conducted ono month following mastery of two of the toy scts to assess maintenance. Allocation: The two boys with autism (7 and 5 years of age; participated in earlier video modeling studies to learn sequences of verbalization;; and play activities, which they learned in the context of solitary play. The two poors were selected based on prior experience as poor tutors. The tnrcc toy sets-air port, zoo, and grill-were allocated arbitrarily and in that order across the two dyads.
机译：设计：跨三个游戏scls的多探针设计用于向自闭症的幼儿教授相互的假装游戏顺序。在掌握了两个玩具小样之后的一个月内，进行了多次后续探查，以评估维护情况。分配：两个自闭症男孩（7岁和5岁;参加了较早的视频建模研究，以学习口头表达的顺序;以及他们在单独游戏的背景下学习的游戏活动。这两个穷人是根据先前的经验选出的经验丰富的补习老师，将tnrcc玩具套装（飞机场，动物园和烧烤炉）随意分配，并按顺序排列在两个二元组中。

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