Raulston Tracy J, Ousley Ciara L, Hinton Emily M, Ramirez Andrea M
Texas State University, San Marcos, TX USA.
Clinic for Autism Research, Evaluation, and Support, San Marcos, TX USA.
Behav Anal Pract. 2024 Oct 11;17(4):1216-1227. doi: 10.1007/s40617-024-01002-3. eCollection 2024 Dec.
Play is critical to child development. In early childhood, object play evolves from exploratory behavior to complex symbolic play. Engagement during play, particularly joint engagement, is essential for learning and social interaction. Board Certified Behavior Analysts® (BCBAs) who provide early intervention services to young autistic children may experience barriers when designing programming and data collection systems for play and engagement. In this paper, we compare Naturalistic Developmental Behavioral Intervention (NDBI) and Natural Environment Teaching (NET) approaches. Considerations for measuring object play and engagement during naturalistic play routines are presented. We encourage BCBAs to consider simple frequency counts when measuring object play actions and interval recording or rating scales for tracking engagement states. These methods may better accommodate the variability in play and engagement behavior, allow for more flexible play routines, and support a more nuanced analysis of child progress.
玩耍对儿童发展至关重要。在幼儿期，物体玩耍从探索行为演变为复杂的象征性玩耍。玩耍过程中的参与，尤其是共同参与，对学习和社交互动至关重要。为患有自闭症的幼儿提供早期干预服务的注册行为分析师（BCBAs）在设计玩耍和参与的项目及数据收集系统时可能会遇到障碍。在本文中，我们比较了自然发展行为干预（NDBI）和自然环境教学（NET）方法。文中还介绍了在自然玩耍常规中测量物体玩耍和参与度的注意事项。我们鼓励注册行为分析师在测量物体玩耍行为时考虑简单的频率计数，以及使用间隔记录或评定量表来跟踪参与状态。这些方法可能能更好地适应玩耍和参与行为的变异性，允许更灵活的玩耍常规，并支持对儿童进展进行更细致入微的分析。
