pretend play and language assessment and curriculum

ACI Learning Centers www.ACILearningCenters.com

PRETEND PLAY AND LANGUAGE

ASSESSMENT AND CURRICULUM

Nancy Champlin, BCBA

Melissa Schissler, BCBA

ACI Learning Centers

WIBA 2018


Introduction

o Acquisition vs. production of play (Jahr, & Eldevik, 2007)

o Predictive of communicative word use and later language (Casby, 2003; Tomasello, 1995)

o Age-appropriate play skills = social inclusion with peers (Thiemann-Bourque, Brady, & Fleming, 2012)


Familiar Observed Community

Category of Play


Play itemObject

substitution

Imagining absent object

Objects of Play


Self as agent

Passive figure

Active figure


Rotating CombiningCharacter

Roles


Initiating Responding Expanding

Essential Skills for Sociodramatic Play


Assessing Typical Children’s Imaginary Play to More Effectively Program for

Children with Autism


Assessment

o Participants

• 37 children

• Ages 2 ½ - 5

• Male and female dyads

o One hour sociodramatic play opportunity


Assessment

o Target Behaviors:

• Play schemes

• Toys

• Vocalizations

• Agent of play

• Object of play

• Category of play

• Advanced play

• Essential skills


2 ½ Years Old

o Initiating

o Expanding

o Passive figure --Video Removed--


3 Years Old

o Observed category of play

o Active figure

o Self as agent

o Abstract play

o Combining play

o Initiating in social play

--Video Removed--


4 Years Old

o Community category of play

o Passive figure

o Character role

o Combining play

o Expanding in social play

--Video Removed--


5 Years Old

o Familiar, observed, community

categories of play

o Self as agent

o Combining play

o Initiating, responding,

expanding in social play

--Video Removed--


Play Actions By Ages


Categories of Play Across Ages


Agent of Play Across Ages


Advanced Play Across Ages


Social Play Across Ages


Discussion

o Variety of toys

o Play with figures

o Category of play schemes

o Vocalizations in play


Assessing Typical Children’s Imaginary Play to More Effectively Program for

Children with Autism


Purpose

o Foundational skills of play

• 19 teachable

components

• Acquisition

• Generalization


Sequence of Play


Self as Agent


Passive Figure


Active Figure


Abstract Play


Sequence of Play


Interventiono Mastery

• Independent first trial

• 3 consecutive independent

responses

o Least-to-most prompting

• No response

• Inappropriate A/V

• Action in the absence of a vocalization

• A/V inappropriately paired


Participants

Participant Age Hours of ABA

Casey 5 ½ 40 hours per

week

Gabe 3 ½ 40 hours per

week

Nathen 330 hours per

week

--Photo Removed--

--Photo Removed--

--Photo Removed--


Gabe Phase a

Phase a Target 1:

Performs action and

corresponding

vocalization as

multiple figures

--Video Removed--


Gabe

0

2

4

6

8

10

12

14

16

18

20

a1 b1 b2 c1 c2 c3 d1 d2 d3 e1 e2 e3 f1 f2 f3 g1 g2 g3 h1

Tri

als

to A

cquis

itio

nGabe

A: Eat Cake

V: "Yummy"

A: Put on Hat

V: "Hat"

A: Brush Hair

V: "Brush, Brush"


Casey Phase h

Phase h Target 1:

Performs action and

corresponding as

multiple figures

--Video Removed--


Casey

0

2

4

6

8

10

12

14

16

18


Tri

als

to A

cquis

itio

nCasey

A: Put on Hat

V: "Hat"

A: Brush Hair

V: "Brush"

A: Eat Cake

V: "Cake"


Nathen Phase f

Phase f Target 3:

Performs action and

corresponding

vocalization to self

then offers item to

peer

--Video Removed--


Nathen

0

2

4

6

8

10

12

14

16


Tri

als

to A

cquis

itio

nNathen

A: Eat Cake

V: "Cake"

A: Put on Hat

V: "Hat"

A: Drink Water

V: "Water"

A: Brush Hair

V: "Brush"


Discussion

o Participants were able to acquire a variety of targets

without training

o Decrease in vocal protests

o Increase in requests to play

o Increase in vocalizations occurring with novel play

actions

o Increased motivation for peer interactions


New Research

Teaching Children Diagnosed with Autism a Chain of Play Actions and Corresponding Vocalizations

Examining Independent Pretend Play Skills in Typically Developing Children

An Evaluation of Typically Developing Children’s Sociodramatic Play and Language Skills


Thank you!

o [email protected]

o [email protected]

See you at ABAI in San Diego

Symposium #113

Workshop #47


Referenceso Lewis, V., Boucher, J., Lupton, L., Watson, S. (2000). Relationships between

symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language and Communication Disorders, 1, 117-127.

o Lifter, K., Sulzer-Azaroff, B., Anderson, S., & Edwards Cowdert, G. (1993). Teaching play activities to preschool children with disabilities: the importance of developmental consideration. Journal of Early Intervention. 17(2), 139-159.

o McCune-Nicolich, L. (1981). Toward symbolic functioning: structure of early pretend games and potential parallels with language. Child Development, 52(3), 785-797.

o McCune, L.(1995). A normative study of representational play at the transition to language. Developmental Psychology, 31(2), 199-206.

o Palechka, G., MacDonald, R., (2010). A comparison of the acquisition of play skills using instructor-created video models and commercially available videos. Education and Treatment of Children, 33, 457-474.


Referenceso Stahmer, A., (1995). Teaching symbolic play skills to children with autism using

pivotal response training. Journal of Autism and Developmental Disorders, 25,

127-141.

o Striano, T. (2003). The rp;e pf ,pde;omg amd request type on symbolic

comprehension of objects and gestures in young children. Journal of Child

Language, 30, 27-45.

o Thiemann-Bourque, K. S., Brady, N.C., Fleming, K. K. (2011). Symbolic play of

preschoolers with severe communication impairments with autism and other

developmental delays; more similarities than differences. Journal of Autism and

Developmental Disorders, 42, 863-873.

o Tomasello, M., (1995). Joint attention as social cognition. C. Moore and P.J.

Dunham Joint Attention; It’s origins and Role in Development Hillsdale, NJ

Erlbaum, 103-130.

o Toth, K., Munson, J., & Meltzoff, A. (2006). Early predictors of communication

development in young children with atusim spectrum disorder: joint attention,

imitation, and toy play. Journal of Autism and Developmental Disorders, 36(8),

993-1005.


Referenceso Barton, E.E., Wolery, M., (2008). Teaching pretend play to children with

disabilities. Topics in Early Childhood Special Education, 28, 109-125.

o Casby, M. (2003). The development of play in infants. Communication Disorders Quarterly, 24(4), 163-174.

o Charman, T., & Baron-Cohen, S. (1997() Brief Report: Prompted pretend play in autism. Journal of Autism and Devleopmental Disorder, 27(3), 325-332.

o Goldstein, H., Cisar, C.L., (1992). Promoting interaction during sociodramatic play: teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25, 265-280.

o Jahr and Eldevik, (2007). Response variability and turn taking in cooperative play. Journal of Speech-Language Pathology and Applied Behavior Analysis, (2.2), 190-194.

o Ingersoll , B. & Schreibman, L. (2006). Teaching reciprocal imitatin skills to young children with autism using a naturalistic behavioral approach: effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36 (4), 487-505.

pretend play and language assessment and curriculum

Documents