Thorp D M, Stahmer A C, Schreibman L
Psychology Department 0109, University of California, San Diego, La Jolla 92093-0109, USA.
J Autism Dev Disord. 1995 Jun;25(3):265-82. doi: 10.1007/BF02179288.
We assessed the effects of teaching sociodramatic play to three children with autism. The training was conducted using a variation of Pivotal Response Training (PRT), a program traditionally used to teach language to children with autism. Measures of play skills, social behavior, and language skills were obtained before treatment, after treatment, and at a follow-up period. The correlation between language and pretend play was explored, as was the relationship between sociodramatic play and social competence. Positive changes were observed in play, language, and social skills. These changes generalized across toys and settings, although little generalization to other play partners occurred. Effects of play training with children with autism and maintenance of behavior change is discussed.
我们评估了对三名自闭症儿童进行社会戏剧性游戏教学的效果。培训采用了关键反应训练（PRT）的一种变体，该方案传统上用于教授自闭症儿童语言。在治疗前、治疗后以及随访期间获取了游戏技能、社交行为和语言技能的测量结果。探讨了语言与假装游戏之间的相关性，以及社会戏剧性游戏与社会能力之间的关系。在游戏、语言和社交技能方面观察到了积极变化。这些变化在不同玩具和场景中具有普遍性，不过对其他游戏伙伴的普遍性较小。讨论了自闭症儿童游戏训练的效果以及行为变化的维持情况。
