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 language | English (US) |
|---|---|
| Pages (from-to) | 265-282 |
| Number of pages | 18 |
| Journal | Journal of Autism and Developmental Disorders |
| Volume | 25 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jun 1 1995 |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
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Effects of sociodramatic play training on children with autism. / Thorp, Danielle M.; Stahmer, Aubyn; Schreibman, Laura.
In: Journal of Autism and Developmental Disorders, Vol. 25, No. 3, 01.06.1995, p. 265-282.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Effects of sociodramatic play training on children with autism
AU - Thorp, Danielle M.
AU - Stahmer, Aubyn
AU - Schreibman, Laura
PY - 1995/6/1
Y1 - 1995/6/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=0029072116&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0029072116&partnerID=8YFLogxK
U2 - 10.1007/BF02179288
DO - 10.1007/BF02179288
M3 - Article
VL - 25
SP - 265
EP - 282
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
SN - 0162-3257
IS - 3
ER -