Kim Y T, Lombardino L J, Rothman H, Vinson B
Ment Retard. 1989 Jun;27(3):159-65.
The effects of intervention versus nonintervention on the length and diversity of symbolic behaviors in children with mental retardation (classified as trainable) were compared. Eight children were matched on several variables and divided into two groups. The experimental, intervention group received 10 therapy sessions that were focused on symbolic play development; the control, nonintervention group did not receive play intervention. Children in the experimental group demonstrated qualitative as well as quantitative changes in their symbolic play profile. Clinical implications of these findings were discussed.
比较了干预与不干预对智力发育迟缓儿童（分类为可训练型）象征性行为的时长和多样性的影响。八名儿童在多个变量上进行了匹配，并被分为两组。实验组（干预组）接受了10次以象征性游戏发展为重点的治疗课程；对照组（非干预组）未接受游戏干预。实验组的儿童在其象征性游戏概况方面表现出了质和量的变化。讨论了这些研究结果的临床意义。
