Using Least-To-Most Prompting to Increase the Frequency and Diversity of Pretend Play in Children with Autism

被引：3

作者：

Saral, Dincer ^{[1
]}

Ulke-Kurkcuoglu, Burcu ^{[2
]}

机构：

[1] Hacettepe Univ, Ankara, Turkey

[2] Anadolu Univ, Eskisehir, Turkey

来源：

TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION | 2022年 / 42卷 / 01期

关键词：

autism spectrum disorder; pretend play; system of least prompts; least-to-most prompting; contingent imitation; YOUNG-CHILDREN; SKILLS; DISABILITIES; TEACHERS;

D O I：

10.1177/0271121420942850

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

We examined the effects of the least-to-most prompting (LTM) procedure with contingent imitation (CI) on increasing the frequency and diversity of pretend play in children with autism spectrum disorder (ASD) using a multiple probe across toy sets single-case research design. Three children with ASD aged 5 to 6 years took part in the study. LTM was functionally related to increases in the frequency and diversity of children's pretend play. Novel pretend play behaviors, sequences, and vocalizations also increased for all children. Importantly, all children maintained the target skills 1, 2, and 4 weeks after the intervention and generalized them across their homes, mothers, and different toys.

引用

页码：33 / 49

页数：17

共 23 条

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