Literaturnachweis - Detailanzeige
Autor/inn/en | Doernberg, Ellen A.; Russ, Sandra W.; Dimitropoulos, Anastasia |
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Titel | Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder |
Quelle | In: Journal of Autism and Developmental Disorders, 51 (2021) 2, S.576-588 (13 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Doernberg, Ellen A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3257 |
DOI | 10.1007/s10803-020-04547-8 |
Schlagwörter | Play; Autism; Pervasive Developmental Disorders; Intervention; Children; Skill Development; Cognitive Development; Affective Behavior; Emotional Development; Program Effectiveness; Imagination |
Abstract | Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder marked by socio-emotional deficits, and difficulties with pretend play skills. Play skills are related to processes of adaptive functioning and emotion understanding. The present pilot study implemented an in-person pretend play intervention to school-aged children (ages 6 to 9 years, intervention group = 18, control group = 7) diagnosed with high-functioning ASD (HF-ASD), to increase children's cognitive and affective play skills, and emotional understanding abilities. The intervention consisted of 5 weekly sessions, 15-20 minutes each. The intervention group significantly increased in imagination and cognitive play skills, which generalized to increased skills in emotional understanding. Findings demonstrate the positive impact of a short, easily facilitated, accessible play intervention for school-aged children with HF-ASD. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |