Teaching games to young children with autism spectrum disorder using special interests and video modelling
Background Children with autism spectrum disorder (ASD) may exhibit delayed play skills or repetitive play and have difficulty engaging in spontaneous play with peers. Method A multiple-probe design across participants was used to investigate the effectiveness of a video modelling intervention and t...
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| Veröffentlicht in: | Journal of intellectual & developmental disability 2015-04, Vol.40 (2), p.198-212 |
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| container_title | Journal of intellectual & developmental disability |
| container_volume | 40 |
| creator | Jung, Sunhwa Sainato, Diane M. |
| description | Background Children with autism spectrum disorder (ASD) may exhibit delayed play skills or repetitive play and have difficulty engaging in spontaneous play with peers.
Method A multiple-probe design across participants was used to investigate the effectiveness of a video modelling intervention and the use of children's special interests on their engagement with games and with peers for kindergarten children with ASD.
Results Results indicated that all three children with ASD demonstrated increased engagement with the games and social engagement with their peers. Inappropriate behaviour decreased with the intervention. The effects were maintained during the follow-up and generalised to a novel game. Social validity data indicated that the study was meaningful and the intervention was feasible and effective.
Conclusion Future research should focus on designing play skills interventions that serve to motivate both children with ASD and their typically developing peers in order to promote more spontaneous and interactive play among them. |
| doi_str_mv | 10.3109/13668250.2015.1027674 |
| format | Article |
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Method A multiple-probe design across participants was used to investigate the effectiveness of a video modelling intervention and the use of children's special interests on their engagement with games and with peers for kindergarten children with ASD.
Results Results indicated that all three children with ASD demonstrated increased engagement with the games and social engagement with their peers. Inappropriate behaviour decreased with the intervention. The effects were maintained during the follow-up and generalised to a novel game. Social validity data indicated that the study was meaningful and the intervention was feasible and effective.
Conclusion Future research should focus on designing play skills interventions that serve to motivate both children with ASD and their typically developing peers in order to promote more spontaneous and interactive play among them.</description><identifier>ISSN: 1366-8250</identifier><identifier>ISSN: 1469-9532</identifier><identifier>EISSN: 1469-9532</identifier><identifier>DOI: 10.3109/13668250.2015.1027674</identifier><identifier>CODEN: JIDDFG</identifier><language>eng</language><publisher>Abingdon: Routledge</publisher><subject>Autism ; autism spectrum disorder ; Behavior Change ; Children & youth ; Computer & video games ; Educational Games ; Effectiveness studies ; Instruction ; Interaction ; Interpersonal Competence ; Intervention ; Kindergarten ; Learner Engagement ; Modeling (Psychology) ; Outcomes of Education ; Pervasive Developmental Disorders ; play skills ; restricted interests ; Skill Development ; social engagement ; social skills ; Student Interests ; Teaching Methods ; video modelling ; Video Technology ; Young Children</subject><ispartof>Journal of intellectual & developmental disability, 2015-04, Vol.40 (2), p.198-212</ispartof><rights>2015 Australasian Society for Intellectual Disability, Inc. 2015</rights><rights>Copyright Taylor & Francis Ltd. 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c430t-2a2858aa363feec43d0f9f0a6eac2e25282ee26a2ec78bc9c7bc599ba7ceac283</citedby><cites>FETCH-LOGICAL-c430t-2a2858aa363feec43d0f9f0a6eac2e25282ee26a2ec78bc9c7bc599ba7ceac283</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,30999</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1189448$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Jung, Sunhwa</creatorcontrib><creatorcontrib>Sainato, Diane M.</creatorcontrib><title>Teaching games to young children with autism spectrum disorder using special interests and video modelling</title><title>Journal of intellectual & developmental disability</title><description>Background Children with autism spectrum disorder (ASD) may exhibit delayed play skills or repetitive play and have difficulty engaging in spontaneous play with peers.
Method A multiple-probe design across participants was used to investigate the effectiveness of a video modelling intervention and the use of children's special interests on their engagement with games and with peers for kindergarten children with ASD.
Results Results indicated that all three children with ASD demonstrated increased engagement with the games and social engagement with their peers. Inappropriate behaviour decreased with the intervention. The effects were maintained during the follow-up and generalised to a novel game. Social validity data indicated that the study was meaningful and the intervention was feasible and effective.
Conclusion Future research should focus on designing play skills interventions that serve to motivate both children with ASD and their typically developing peers in order to promote more spontaneous and interactive play among them.</description><subject>Autism</subject><subject>autism spectrum disorder</subject><subject>Behavior Change</subject><subject>Children & youth</subject><subject>Computer & video games</subject><subject>Educational Games</subject><subject>Effectiveness studies</subject><subject>Instruction</subject><subject>Interaction</subject><subject>Interpersonal Competence</subject><subject>Intervention</subject><subject>Kindergarten</subject><subject>Learner Engagement</subject><subject>Modeling (Psychology)</subject><subject>Outcomes of Education</subject><subject>Pervasive Developmental Disorders</subject><subject>play skills</subject><subject>restricted interests</subject><subject>Skill Development</subject><subject>social engagement</subject><subject>social skills</subject><subject>Student Interests</subject><subject>Teaching Methods</subject><subject>video modelling</subject><subject>Video Technology</subject><subject>Young Children</subject><issn>1366-8250</issn><issn>1469-9532</issn><issn>1469-9532</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kMtOwzAURCMEEqXwCZUssU7xI06cHagqL1ViU9aWa9-0rpK42AlV_x5HKSxZ2b4-c2c0STIjeM4ILh8Iy3NBOZ5TTPicYFrkRXaRTEiWl2nJGb2M98ikA3Sd3ISwxxhnDPNJsl-D0jvbbtFWNRBQ59DJ9fEZh7Xx0KKj7XZI9Z0NDQoH0J3vG2RscN6AR30YtMPcqhrZtgMPoQtItQZ9WwMONc5AXUfqNrmqVB3g7nxOk8_n5Xrxmq4-Xt4WT6tUx0hdShUVXCjFclYBxJnBVVlhlcegFCinggLQXFHQhdjoUhcbzctyowo9EIJNk_tx78G7rz6mkXvX-zZaSpILwjGLnUSKj5T2LgQPlTx42yh_kgTLoVb5W6scapXnWqNuNurAW_2nWb4TIsosG9wfx3_bVs436uh8bWSnTrXzlVettmFY_5_FD2yYiuM</recordid><startdate>20150403</startdate><enddate>20150403</enddate><creator>Jung, Sunhwa</creator><creator>Sainato, Diane M.</creator><general>Routledge</general><general>Taylor & Francis</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K9.</scope></search><sort><creationdate>20150403</creationdate><title>Teaching games to young children with autism spectrum disorder using special interests and video modelling</title><author>Jung, Sunhwa ; Sainato, Diane M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c430t-2a2858aa363feec43d0f9f0a6eac2e25282ee26a2ec78bc9c7bc599ba7ceac283</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Autism</topic><topic>autism spectrum disorder</topic><topic>Behavior Change</topic><topic>Children & youth</topic><topic>Computer & video games</topic><topic>Educational Games</topic><topic>Effectiveness studies</topic><topic>Instruction</topic><topic>Interaction</topic><topic>Interpersonal Competence</topic><topic>Intervention</topic><topic>Kindergarten</topic><topic>Learner Engagement</topic><topic>Modeling (Psychology)</topic><topic>Outcomes of Education</topic><topic>Pervasive Developmental Disorders</topic><topic>play skills</topic><topic>restricted interests</topic><topic>Skill Development</topic><topic>social engagement</topic><topic>social skills</topic><topic>Student Interests</topic><topic>Teaching Methods</topic><topic>video modelling</topic><topic>Video Technology</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Jung, Sunhwa</creatorcontrib><creatorcontrib>Sainato, Diane M.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><jtitle>Journal of intellectual & developmental disability</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Jung, Sunhwa</au><au>Sainato, Diane M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1189448</ericid><atitle>Teaching games to young children with autism spectrum disorder using special interests and video modelling</atitle><jtitle>Journal of intellectual & developmental disability</jtitle><date>2015-04-03</date><risdate>2015</risdate><volume>40</volume><issue>2</issue><spage>198</spage><epage>212</epage><pages>198-212</pages><issn>1366-8250</issn><issn>1469-9532</issn><eissn>1469-9532</eissn><coden>JIDDFG</coden><abstract>Background Children with autism spectrum disorder (ASD) may exhibit delayed play skills or repetitive play and have difficulty engaging in spontaneous play with peers.
Method A multiple-probe design across participants was used to investigate the effectiveness of a video modelling intervention and the use of children's special interests on their engagement with games and with peers for kindergarten children with ASD.
Results Results indicated that all three children with ASD demonstrated increased engagement with the games and social engagement with their peers. Inappropriate behaviour decreased with the intervention. The effects were maintained during the follow-up and generalised to a novel game. Social validity data indicated that the study was meaningful and the intervention was feasible and effective.
Conclusion Future research should focus on designing play skills interventions that serve to motivate both children with ASD and their typically developing peers in order to promote more spontaneous and interactive play among them.</abstract><cop>Abingdon</cop><pub>Routledge</pub><doi>10.3109/13668250.2015.1027674</doi><tpages>15</tpages></addata></record> |
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| identifier | ISSN: 1366-8250 |
| ispartof | Journal of intellectual & developmental disability, 2015-04, Vol.40 (2), p.198-212 |
| issn | 1366-8250 1469-9532 1469-9532 |
| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source |
| subjects | Autism autism spectrum disorder Behavior Change Children & youth Computer & video games Educational Games Effectiveness studies Instruction Interaction Interpersonal Competence Intervention Kindergarten Learner Engagement Modeling (Psychology) Outcomes of Education Pervasive Developmental Disorders play skills restricted interests Skill Development social engagement social skills Student Interests Teaching Methods video modelling Video Technology Young Children |
| title | Teaching games to young children with autism spectrum disorder using special interests and video modelling |
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