Vousden Bethany, Wilkes-Gillan Sarah, Cordier Reinie, Froude Elspeth
Faculty of Health Sciences, the Australian Catholic University, North Sydney, New South Wales, Australia.
School of Occupational Therapy and Social Work, Curtin University, Perth, WA, Australia.
Aust Occup Ther J. 2019 Apr;66(2):183-192. doi: 10.1111/1440-1630.12530. Epub 2018 Oct 9.
BACKGROUND/AIM: Children with ASD are known to have lower play skills than their typically developing peers. However, the play skills of children with ASD are rarely investigated using observational measures in the context of their everyday peer-to-peer play interactions. To explore the play skills of children with ASD and their aged matched classmates during a peer-to-peer play interaction.
Using convenience sampling, four children with ASD (5-11 years) attending mainstream schools were recruited for this multiple case design study. Each child with ASD was paired with one of their aged matched typically developing classmates. Children's play skills were measured using the Test of Playfulness (ToP). Additional case data were collected through teacher-reported social skills and behaviours. Rasch analysis was utilised to convert raw ToP scores into an interval level overall score for each child. Children's individual ToP item scores, social skills and behaviours are presented by case.
The two children with ASD who had the highest ToP scores, also had the highest teacher-reported social skills. All children with ASD had greatest difficulty on ToP items reflecting suspension of reality and framing. Two children with ASD had higher ToP scores than their classmate. In these two cases, the classmates had similar play skills of children with ASD.
The play skills of children with ASD varied by case. Across the cases, teacher-reported social skills, classmate age and existence of friendship between children were all factors observed to influence play. These findings require replication and investigation in larger scale studies.
背景/目的：已知患有自闭症谱系障碍（ASD）的儿童的游戏技能低于其发育正常的同龄人。然而，在日常的同伴互动情境中，很少使用观察性测量方法来研究患有ASD的儿童的游戏技能。为了探索患有ASD的儿童及其年龄匹配的同学在同伴互动游戏中的游戏技能。
采用便利抽样法，招募了4名在主流学校就读的患有ASD的儿童（5 - 11岁）参与这项多案例设计研究。每名患有ASD的儿童与一名年龄匹配的发育正常的同学配对。使用游戏性测试（ToP）来测量儿童的游戏技能。通过教师报告的社交技能和行为收集额外的案例数据。利用拉施分析将ToP原始分数转换为每个儿童的区间水平总分。按案例呈现儿童的ToP单项分数、社交技能和行为。
ToP分数最高的两名患有ASD的儿童，其教师报告的社交技能也最高。所有患有ASD的儿童在反映现实暂停和框架构建的ToP项目上遇到的困难最大。两名患有ASD的儿童的ToP分数高于其同学。在这两个案例中，同学的游戏技能与患有ASD的儿童相似。
患有ASD的儿童的游戏技能因案例而异。在所有案例中，教师报告的社交技能、同学年龄以及儿童之间的友谊存在都是观察到的影响游戏的因素。这些发现需要在更大规模的研究中进行重复和调查。
