Faculty of Education, Western University, 1137 Western Road, London, ON, N6G 1G7, Canada.
Chongqing Key Laboratory of Psychological Diagnosis and Education Technology for Children with Special Needs, School of Education, Chongqing Normal University, No. 37 Middle Route of University Town, Shapingba District, Chongqing, 401331, China.
J Autism Dev Disord. 2019 Oct;49(10):4109-4122. doi: 10.1007/s10803-019-04123-9.
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.
象征性游戏技能对于语言习得和儿童发展很重要。自闭症谱系障碍（ASD）儿童通常在表现这种游戏行为方面存在困难。想象性物体象征性游戏是指儿童在没有实际物体的情况下进行游戏动作的行为。本研究纳入了 3 名 ASD 儿童（3-7 岁）。采用跨三个参与者和两个设置的多个探针设计来评估言语内训练对想象性物体象征性游戏习得和泛化的影响。结果表明，所有儿童都习得和维持了目标想象性物体游戏活动。在一个儿童中观察到向未教授活动的泛化。在教学后，所有三个儿童的象征性游戏在自由游戏中出现或增加。
