Effects of sociodramatic play training on children with autism

Danielle M. Thorp, Aubyn Stahmer, Laura Schreibman

Research output: Contribution to journalArticle

114 Scopus citations

Abstract

We assessed the effects of teaching sociodramatic play to three children with autism. The training was conducted using a variation of Pivotal Response Training (PRT), a program traditionally used to teach language to children with autism. Measures of play skills, social behavior, and language skills were obtained before treatment, after treatment, and at a followup period. The correlation between language and pretend play was explored, as was the relationship between sociodramatic play and social competence. Positive changes were observed in play, language, and social skills. These changes generalized across toys and settings, although little generalization to other play partners occurred. Effects of play training with children with autism and maintenance of behavior change is discussed.

Original languageEnglish (US)
Pages (from-to)265-282
Number of pages18
JournalJournal of Autism and Developmental Disorders
Volume25
Issue number3
DOIs
StatePublished - Jun 1 1995

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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