Stahmer A C
University of California, San Diego, USA.
J Autism Dev Disord. 1995 Apr;25(2):123-41. doi: 10.1007/BF02178500.
Used Pivotal Response Training (PRT) to teach 7 children with autism to engage in symbolic play behaviors. Symbolic play, complexity of play behavior, and creativity of play were assessed. In addition, generalization measures were obtained across settings, toys, and play partners. Interaction with the play partners and comparison with typical controls were also examined. Results indicated that children with autism rarely exhibited symbolic play before training or after a control condition. After specific symbolic play training using PRT, all of the children learned to perform complex and creative symbolic play actions at levels similar to that of language-matched typical controls. In most cases the children generalized their play to new toys, environments, and play partners and continued to engage in symbolic play behavior after a 3-month follow-up period. In addition, interaction skills improved after training. Treatment implications for these findings are discussed.
采用关键反应训练（PRT）方法对7名自闭症儿童进行教学，以促使他们参与象征性游戏行为。对象征性游戏、游戏行为的复杂性以及游戏的创造性进行了评估。此外，还针对不同场景、玩具和游戏伙伴进行了泛化测量。同时也考察了与游戏伙伴的互动情况以及与典型对照组的比较。结果表明，自闭症儿童在训练前或对照条件后很少表现出象征性游戏行为。在使用PRT进行特定的象征性游戏训练后，所有儿童都学会了执行复杂且富有创造性的象征性游戏动作，其水平与语言匹配的典型对照组相似。在大多数情况下，儿童能够将他们的游戏泛化到新玩具、新环境和新游戏伙伴上，并且在3个月的随访期后仍继续参与象征性游戏行为。此外，训练后互动技能也有所提高。文中讨论了这些研究结果的治疗意义。
