{"title":"在自闭症儿童的装扮游戏中促进互惠关系","authors":"Chengan Yuan, Lanqi Wang, Mengdie Long, Shaokang Zheng","doi":"10.1007/s10864-024-09553-9","DOIUrl":null,"url":null,"abstract":"<p>Due to the challenges in reciprocal pretend play in children with autism spectrum disorder (ASD), the current study examined the effectiveness of a set of procedures, including in vivo modeling, the differential observing response procedure, and prompt delay with differential reinforcement, on improving reciprocal pretend play responses in children with ASD. We recruited three target children and three non-target peer partners, all diagnosed with ASD and aged between 4 and 5 years. In a multiple baseline design, the intervention produced independent reciprocal play actions and verbalizations in the target participants and increased consecutive reciprocal exchanges within each dyad during pretend play. Improvements were maintained after the intervention was removed and when using non-instructional toy sets.</p>","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Promoting Reciprocity During Pretend Play in Children with Autism\",\"authors\":\"Chengan Yuan, Lanqi Wang, Mengdie Long, Shaokang Zheng\",\"doi\":\"10.1007/s10864-024-09553-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Due to the challenges in reciprocal pretend play in children with autism spectrum disorder (ASD), the current study examined the effectiveness of a set of procedures, including in vivo modeling, the differential observing response procedure, and prompt delay with differential reinforcement, on improving reciprocal pretend play responses in children with ASD. We recruited three target children and three non-target peer partners, all diagnosed with ASD and aged between 4 and 5 years. In a multiple baseline design, the intervention produced independent reciprocal play actions and verbalizations in the target participants and increased consecutive reciprocal exchanges within each dyad during pretend play. Improvements were maintained after the intervention was removed and when using non-instructional toy sets.</p>\",\"PeriodicalId\":47391,\"journal\":{\"name\":\"Journal of Behavioral Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2024-06-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Behavioral Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10864-024-09553-9\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Behavioral Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10864-024-09553-9","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Promoting Reciprocity During Pretend Play in Children with Autism
Due to the challenges in reciprocal pretend play in children with autism spectrum disorder (ASD), the current study examined the effectiveness of a set of procedures, including in vivo modeling, the differential observing response procedure, and prompt delay with differential reinforcement, on improving reciprocal pretend play responses in children with ASD. We recruited three target children and three non-target peer partners, all diagnosed with ASD and aged between 4 and 5 years. In a multiple baseline design, the intervention produced independent reciprocal play actions and verbalizations in the target participants and increased consecutive reciprocal exchanges within each dyad during pretend play. Improvements were maintained after the intervention was removed and when using non-instructional toy sets.
期刊介绍：
The Journal of Behavioral Education is an international forum dedicated to publishing original research papers on the application of behavioral principles and technology to education. Education is defined broadly and the journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting. Each quarterly issue presents empirical research investigating best-practices and innovative methods to address a wide range of educational targets and issues pertaining to the needs of diverse learners and to implementation. The Journal of Behavioral Education is a peer-reviewed scholarly journal whose target audience is educational researchers and practitioners including general and special education teachers, school psychologists, and other school personnel. Rigorous experimental designs, including single-subject with replication and group designs are considered for publication. An emphasis is placed on direct observation measures of the primary dependent variable in studies of educational issues, problems, and practices. Discussion articles and critical reviews also are published.
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