Cross L A, Coster W J
California Children's Services, San Francisco, USA.
Am J Occup Ther. 1997 Nov-Dec;51(10):808-14. doi: 10.5014/ajot.51.10.808.
Clinical writings on sensory integration treatment and theory have long professed that play serves as an important means of implementing treatment goals. However, to date, there has been little research that examines this aspect of the intervention. With the use of play language as an indicator for the occurrence of play, this study examined the frequency and characteristics associated with symbolic play language that therapists and children use during sensory integration therapy. This study is part of an ongoing research program designed to examine therapist-child interactions.
The frequency of symbolic play language observed in 41 videotaped treatment sessions of therapist-child dyads (21 children, 12 therapists) was recorded with the Challenge Coding System. The presence of symbolic play language was recorded if the child or therapist used language that incorporated the child, therapist, equipment, or activity into a symbolic or pretend play theme. The frequency of symbolic play language and percentage of time spent using play language were calculated. Associations among frequency of play language, child age, and behavior during the session (e.g., seeking assistance, cooperation) were also examined.
Symbolic play language proved to be a major feature of sensory integration treatment sessions. It also correlated with child age and with some features associated with therapeutic interactions (i.e., child tries hard, child seeks assistance, therapist assists child, therapist modifies activity, therapist structures activity).
The results suggest that these therapists used play language frequently and that this usage may support children in sensory integrative therapy to successfully accomplish activities.
长期以来，关于感觉统合治疗与理论的临床著作一直宣称游戏是实现治疗目标的重要手段。然而，迄今为止，很少有研究探讨干预的这一方面。本研究以游戏语言作为游戏发生的指标，考察了治疗师和儿童在感觉统合治疗过程中使用的象征性游戏语言的频率及特点。本研究是一项正在进行的旨在考察治疗师与儿童互动的研究项目的一部分。
采用挑战编码系统记录在41个治疗师与儿童二元组（21名儿童，12名治疗师）的录像治疗 session 中观察到的象征性游戏语言的频率。如果儿童或治疗师使用的语言将儿童、治疗师、设备或活动纳入象征性或假装游戏主题，则记录象征性游戏语言的存在情况。计算象征性游戏语言的频率以及使用游戏语言所花费时间的百分比。还考察了游戏语言频率、儿童年龄与 session 期间行为（如寻求帮助、合作）之间的关联。
象征性游戏语言被证明是感觉统合治疗 session 的一个主要特征。它还与儿童年龄以及一些与治疗互动相关的特征（即儿童努力尝试、儿童寻求帮助、治疗师帮助儿童、治疗师修改活动、治疗师组织活动）相关。
结果表明，这些治疗师频繁使用游戏语言，并且这种使用可能有助于感觉统合治疗中的儿童成功完成活动。
