Increasing functional and symbolic play skills of children with autism using activity schedules and script -fading.

Title: Increasing functional and symbolic play skills of children with autism using activity schedules and script -fading.
Identifier: AAI3278416
identifier: 3278416
Creator: Woods, Jennifer.
Contributor: Adviser: Claire L. Poulson
Date: 2007
Language: English
Publisher: City University of New York.
Subject: Psychology, Behavioral
Abstract: Children with autism exhibit play skills deficits. The current study examined the effectiveness of using activity schedules with embedded script-fading on the play skills of four children with autism. A multiple-baseline-across-activities-experimental design demonstrated experimental control. All learners engaged in systematic increases in play responding from baseline to intervention. Three learners engaged in systematic increases in unscripted verbal responding. Three learners engaged in generalized play responding during teaching sessions from play responses with prompts and reinforcers to play responses without prompts and reinforcers. Three learners also engaged in generalized play responding during test sessions without the presence of the intervention package. Finally, three learners engaged in play responding during a 4-6 week follow-up. Results demonstrated that children with autism can be taught to engage in play responding using activity schedules with script-fading.
Type: dissertation
Source: PQT Legacy CUNY.xlsx
degree: Ph.D.

Media: Increasing functional and symbolic play skills of children with autism using activity schedules and script -fading.