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.
Similar content being viewed by others
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5 ® ). Washington, DC: Author.
Baron-Cohen, S. (1987). Autism and symbolic play. British Journal of Developmental Psychology, 5(2), 139–148. https://doi.org/10.1111/j.2044-835X.1987.tb01049.x.
Barton, E. E. (2010). Development of a taxonomy of pretend play for children with disabilities. Infants and Young Children, 23(4), 247–261. https://doi.org/10.1097/IYC.0b013e3181f22072.
Centers for Disease Control and Prevention. (2018). Screening and diagnosis of autism spectrum disorder for healthcare providers. Retrieved June 24, 2019, from https://www.cdc.gov/ncbddd/autism/hcp-screening.html.
Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird, G., & Drew, A. (1997). Infants with autism: An investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33(5), 781–789.
Copple, C., Bredekamp, S., & National Association for the Education of Young Children (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.
D’Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), 5–11. https://doi.org/10.1177/10983007030050010801.
Dauphin, M., Kinney, E., Stromer, R., & Koegel, R. L. (2004). Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with autism. Journal of Positive Behavior Interventions, 6(4), 238–250. https://doi.org/10.1177/10983007040060040501.
DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29(4), 519–533. https://doi.org/10.1901/jaba.1996.29-519.
DiCarlo, C. E., & Reid, D. H. (2004). Increasing pretend toy play of toddlers with disabilities in an inclusive setting. Journal of Applied Behavior Analysis, 37(2), 197–207. https://doi.org/10.1901/jaba.2004.37-197.
Dunn, L. M., & Dunn, L. (1981). Peabody picture vocabulary test—Revised. Circle Pines, MN: American Guidance Service.
Dupere, S., MacDonald, R. P. F., & Ahearn, W. H. (2013). Using video modeling with substitutable loops to teach varied play to children with autism. Journal of Applied Behavior Analysis, 46(3), 662–668. https://doi.org/10.1002/jaba.68.
Feng, H., & Sun, W.-C. (2017). Tzu-pi cheng fa chan pen wei ping liang hsi tung [developmentally-based behavior assessment system for children with autism]. Taipei: Hua-Teng Publisher.
Greer, R. D., & Du, L. (2015). Identification and establishment of reinforcers that make the development of complex social language possible. International Journal of Behavior Analysis & Autism Spectrum Disorders, 1(1), 13–34.
Horne, P. J., & Lowe, C. F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65(1), 185–241. https://doi.org/10.1901/jeab.1996.65-185.
Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation 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. https://doi.org/10.1007/s10803-006-0089-y.
Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620. https://doi.org/10.1111/j.1469-7610.2005.01567.x.
Ledford, J. R., & Gast, D. L. (2018). Combination and other designs. In J. R. Ledford & D. L. Gast (Eds.), Single case research methodology: Applications in special education and behavioral sciences (3rd ed., pp. 334–364). New York: Routledge.
Lee, G. T., Feng, H., Xu, S., & Jin, S.-J. (2019). Increasing “object-substitution” symbolic play in young children with autism spectrum disorders. Behavior Modification, 43(1), 82–114. https://doi.org/10.1177/0145445517739276.
Leslie, A. M. (1987). Pretense and representation: The origins of “theory of mind”. Psychological Review, 94(4), 412–426. https://doi.org/10.1037/0033-295X.94.4.412.
Lifter, K., Sulzer-Azaroff, B., Anderson, S. R., & Cowdery, G. E. (1993). Teaching play activities to preschool children with disabilities: The importance of developmental considerations. Journal of Early Intervention, 17(2), 139–159. https://doi.org/10.1177/105381519301700206.
Lord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule: second edition (ADOS-2) manual (Part I): Modules 1–4 (2nd ed.). Torrance, CA: Western Psychological Services.
Lu, J. P., Yang, Z. W., Shu, M. Y., & Su, L. Y. (2004). Er tong gu du zheng liang biao ping ding de xin du xiao du fen xi [Reliability and validity analysis of the Childhood Autism Rating Scale]. Zhong Guo Xian Dai Yi Xue Za Zhi, 14(3), 119–123.
Lydon, H., Healy, O., & Leader, G. (2011). A comparison of video modeling and pivotal response training to teach pretend play skills to children with autism spectrum disorder. Research in Autism Spectrum Disorders, 5(2), 872–884. https://doi.org/10.1016/j.rasd.2010.10.002.
MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions, 20(4), 225–238. https://doi.org/10.1002/bin.197.
MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42(1), 43–55. https://doi.org/10.1901/jaba.2009.42-43.
MacManus, C., MacDonald, R., & Ahearn, W. H. (2015). Teaching and generalizing pretend play in children with autism using video modeling and matrix training. Behavioral Interventions, 30(3), 191–218. https://doi.org/10.1002/bin.1406.
McCune, Lorraine. (1995). A normative study of representational play in the transition to language. Developmental Psychology, 31(2), 198–206. https://doi.org/10.1037/0012-1649.31.2.198.
McCune, L. (2010). Developing symbolic abilities. In B. Wagoner (Ed.), Symbolic transformation: The mind in movement through culture and society (pp. 193–208). London: Routledge Press.
Mets, B., Mulick, J. A., & Butter, E. M. (2016). Autism: A twenty-first century fad magnet. In R. M. Foxx & J. A. Mulick (Eds.), Controversial therapies for autism and intellectual disabilities: Fad, fashion, and science in professional practice (2nd ed., pp. 169–195). New York: Routledge, Taylor & Francis Group.
Morrison, R., Sainato, D., Benchaaban, D., & Endo, S. (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25(1), 58–72. https://doi.org/10.1177/105381510202500106.
Nuzzolo-Gomez, R., Leonard, M. A., Ortiz, E., Rivera, C. M., & Greer, R. D. (2002). Teaching children with autism to prefer books or toys over stereotypy or passivity. Journal of Positive Behavior Interventions, 4(2), 80–87. https://doi.org/10.1177/109830070200400203.
Orr, E., & Geva, R. (2015). Symbolic play and language development. Infant Behavior and Development, 38, 147–161. https://doi.org/10.1016/j.infbeh.2015.01.002.
Paterson, C., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31(5), 660–681. https://doi.org/10.1177/0145445507301651.
Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to a student with autism using video modeling with a sibling as model and play partner. Education and Treatment of Children, 29(3), 517–526.
Sang, B., & Miao, X. (1990). pí bó dí tú piàn cí huì cè yàn xiū dìng bǎn shàng hǎi shì shì yòng cháng mó de xiū dìng [Teh revision of the Peabody Picture Vocabulary Test - Revised (PPVT-R) in Shanghai]. Xīn Lǐ Kē Xué Tōng Xùn [Information on Psychological Sciences], 27(5), 15–20.
Schopler, E., Reichler, R. J., & Renner, B. R. (2002). The childhood autism rating scale (CARS). Los Angeles: Western Psychological Services.
Shanman, D. (2013). The relation between components of naming and conditioned seeing (Doctoral dissertation, Teachers College, 2013). https://doi.org/10.7916/D8N87J0Z.
Skinner, B. F. (1953). Science and human behavior. New York, NY: Free Press.
Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.
Stahmer, A. C. (1995). Teaching symbolic play skills to children with autism using pivotal response training. Journal of Autism and Developmental Disorders, 25(2), 123–141.
Wechsler, David. (1989). Wechsler preschool and primary scale of intelligence-revised. San Antonio, TX: Psychological Corporation.
Wechsler, D. (2003). Wechsler intelligence scale for children ® (4th ed.). San Antonio, TX: Psychological Corporation.
Zhang, H. C. (2008). Wei shi er tong zhi li liang biao-di si ban [The Wechsler Intelligence Scale for children–4th edition]. Zhuhai, Guangdong: King-May Psychological Assessment Technology Development Ltd.
Zhang, H. C. (2009). Wei shi you er liang biao xiu gai ban de xin li xue ce liang fen xi [Psychometrical analysis of Chinese version of Wechsler Preschool and Primary Scale of Intelligence-Revised]. Chinese Journal of Psychological Science, 15(5), 1–13.
Author information
Authors and Affiliations
Contributions
All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by SX, SG, LG, and YP. The first draft of the manuscript was written by GTL and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
Corresponding author
Ethics declarations
Conflict of interest
All authors involved in this study do not have any interests that might be interpreted as influencing the research.
Ethical Approval
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed Consent
Informed consent was obtained from the parents of the child participants included in the study.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendix 1. The Social Validity Questionnaire
Appendix 1. The Social Validity Questionnaire
1: Strongly disagree/dissatisfied; 2: disagree/dissatisfied; 3: neutral/no opinion; 4: agree/satisfied, 5: strongly agree/satisfied
Item\rating | 1 | 2 | 3 | 4 | 5 | |
---|---|---|---|---|---|---|
1 | The instruction is important to my child | |||||
2 | The content is developmentally appropriate | |||||
3 | The 1:1 teaching format is adequate | |||||
4 | The instructor is qualified and experienced | |||||
5 | The frequency of weekly sessions and the durations are arranged properly | |||||
6 | The location is appropriate | |||||
7 | The schedule of instruction is manageable | |||||
8 | I am satisfied with the overall progress of my child’s play skills | |||||
9 | I am satisfied with the results of the instruction | |||||
10 | I would recommend the instruction to other parents | |||||
11 | My child likes to come for the instruction |
12. Please share your comments/experiences about the instruction, or do you have any suggestions to improve the instruction?
Rights and permissions
About this article
Cite this article
Lee, G.T., Xu, S., Guo, S. et al. Teaching “Imaginary Objects” Symbolic Play to Young Children with Autism. J Autism Dev Disord 49, 4109–4122 (2019). https://doi.org/10.1007/s10803-019-04123-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10803-019-04123-9