Teaching “Imaginary Objects” Symbolic Play to Young Children with Autism Spectrum Disorder

Authors

Gabrielle Lee, Western UniversityFollow
Sheng Xu, Chongqing Normal University
Shufang Guo, Zhengzhou Preschool Education College
Lina Gilic, State University of New York College at Old Westbury
Yunhuan Pu, Sichuan University
Jiacheng Xu, Chongqing Normal University

Document Type

Article

Publication Date

7-2-2019

Journal

Journal of Autism and Developmental Disorders

Volume

49

Issue

10

First Page

4109

Last Page

4122

URL with Digital Object Identifier

https://doi.org/10.1007/s10803-019-04123-9

Abstract

Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3-7 years) participated in this study. A multiple-probe across three participants and two settings design was employed to evaluate the effects of intraverbal training on the acquisition and generalization of imaginary objects symbolic play. Results indicated that all children acquired and maintained target imaginary objects play activities. Generalization to untaught activities occurred in one child. All three children’ symbolic play emerged or increased in free play after the instruction.

Notes

“This is a post-peer-review, pre-copyedit version of an article published in the Journal of Autism and Developmental Disorders. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10803-019-04123-9”.