Effects of the Use of Visual Strategies in Play Groups for Children with Autism Spectrum Disorders and their Peers

Ganz, Jennifer B.; Flores, Margaret M.

doi:10.1007/s10803-007-0463-4

Cited by 71 publications

(56 citation statements)

References 27 publications

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“…In the current study, VI appeared equally effective with in vivo modeling and SP, which was a surprising finding since it has been well reported that individuals with autism usually face difficulties when instructed verbally [15,83]. A possible explanation might be that the predominant instructional method in the current school was the use of VI alongside some picture applications (e.g.…”

Section: Discussionsupporting

confidence: 55%

New Techniques in Interventions for Children with Autism Spectrum

Nikopoulos¹,

Manolitsis²

2016

Autism Open Access

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IntroductionAutism is a lifelong neurodevelopmental disorder, which prevalence has shown a steady increase in the past four decades [1][2][3]. It has lifetime consequences with a range of impacts on the health, economic wellbeing, social integration and quality of life of individuals with the disorder and also on their families, healthcare professionals, teachers and potentially the rest of the society. Recent estimates have shown that families of children with autism, and in essence the entire healthcare system, face significant economic burden worldwide [4,5]. As a result of these compelling impacts, there have been consistent reports in the literature identifying the critical need for further research that aims to expand and improve the currently available interventions in an effort to address the individualized needs of this population [6][7][8].Since 1981, applied behavior analysis (ABA) has been regarded as the treatment of choice for individuals with autism [9]. All these years, a vast range of instructional tactics incorporating the principles of ABA have been developed, such as those known as visual supports (VS), which have shown very encouraging results in the treatment of individuals with autism [10][11][12]. This is because people with this condition have been reported to process visual information easier than auditory information [13][14][15]. In vivo modeling, static pictures (SP) and video modeling constitute the predominant VS methods for teaching individuals with autism complex or multiplex skills and task sequences.In vivo modeling involves the child observing a person model engaging in a targeted behavior live, and then imitating the behavior of the model [16]. In vivo modeling has been used to teach play skills [17]; social skills [18,19]; or contextually appropriate affective behavior [20,21]. Static pictures visually depict the steps of the chained task analysis or the final product of the targeted task [22,23]. They have been used to enhance, for example, daily living skills [24]; community skills [25,26]; food preparation skills [27,28]; or vocational skills [29].Video modeling involves an individual watching a videotaped demonstration and then imitating the behavior of the model [30,31], while the model can be a peer, a sibling, an adult, or even oneself [32,33]. The list of video modeling achievements is growing fast and includes, for example, teaching of functional living skills [34][35][36][37]; conversational skills [16,[38][39][40]; social language (expressive) skills [41][42][43]; academic skills [44,45]; perspective taking [46,47]; socially relevant behaviors and play skills [48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64]; iPod use [65]; generalized imitation skills [66]; or transitional behaviors [67].A few studies have been conducted to compare the effectiveness of in vivo modeling, SP and VM instructional methods. For example, CharlopChristy et al. [16] compared the effectiveness of VM versus in vivo modeling for teaching developmental skills to children ...

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Section: Discussionsupporting

confidence: 55%

New Techniques in Interventions for Children with Autism Spectrum

Nikopoulos¹,

Manolitsis²

2016

Autism Open Access

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“…The most commonly employed visual supports were Social Stories (e.g., Sansosti and Powell-Smith 2008;Scattone 2008;Thiemann and Goldstein 2001), scripts (e.g., Ganz and Flores 2008;MacDuff et al 2007), and visual activity schedules (e.g., Betz et al 2008). Visual supports were also used in tandem with other intervention types, including ABA (e.g., Crozier and Tincani 2007), peer training (e.g., Ganz and Flores 2008;Kohler et al 2007), and video modeling (e.g., Sansosti and Powell-Smith 2008;Scattone 2008). Overall, the studies using visual supports had positive findings, suggesting they can be an effective method for enhancing social understanding and structuring social interactions or communication for preschool and school-aged children with autism.…”

Section: Visualmentioning

confidence: 99%

Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework

Reichow

Volkmar

2009

J Autism Dev Disord

521

369

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This paper presents a best evidence synthesis of interventions to increase social behavior for individuals with autism. Sixty-six studies published in peer-reviewed journals between 2001 and July 2008 with 513 participants were included. The results are presented by the age of the individual receiving intervention and by delivery agent of intervention. The findings suggest there is much empirical evidence supporting many different treatments for the social deficits of individuals with autism. Using the criteria of evidence-based practice proposed by Reichow et al. (Journal of Autism and Developmental Disorders, 38:1311-1318, 2008), social skills groups and video modeling have accumulated the evidence necessary for the classifications of established EBP and promising EBP, respectively. Recommendations for practice and areas of future research are provided.

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“…Post hoc data analysis included additional coding of the PD utterances as Scripted (S), Related (R) or Novel (N) conceptually based on Ganz and Flores (2008). Reliability coding was completed on 25% of the transcriptions with 92% agreement.…”

Section: Response Definition and Reliabilitymentioning

confidence: 99%

“…Video Modeling (Maione and Mirenda 2006;MacDonald et al 2009), graphic symbols (Johnson et al 2003), and scripts (Ganz and Flores 2008;Goldstein and Cisar 1992) have all demonstrated positive results for participants with ASD. Recently, Ganz and Flores (2008) investigated the use of visual cues within dramatic playgroups for preschoolers with ASD. Written scripts with picture cues were utilized to teach verbal utterances related to themes (i.e.…”

Section: Introductionmentioning

confidence: 99%

“…The current study is similar to Ganz and Flores (2008) and Krantz and McClannahan (1993) in that it focuses on increasing the play skills of children with ASD through scripting and role-play. Yet it is unique in that the target behavior is the more narrowly focused play dialogue, or the verbalizations made for the characters during pretend play.…”

Section: Introductionmentioning

confidence: 99%

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Picture Me Playing: Increasing Pretend Play Dialogue of Children with Autism Spectrum Disorders

Murdock

Hobbs

2010

J Autism Dev Disord

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This study examined the effectiveness of the Picture Me Playing intervention for increasing the play dialogue of preschool children with ASD during pretend play opportunities with typical peers. Picture Me Playing is a pictorially enhanced, script based intervention targeting character role play through a narrative vignette. A single-treatment counterbalanced design was utilized to contrast the performance of intervention and comparison groups, followed by within-subject analysis. Results indicated significant increases in play dialogue represented by both scripted and novel utterances. Results generalized to an unscripted play opportunity with novel toys.

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Effects of the Use of Visual Strategies in Play Groups for Children with Autism Spectrum Disorders and their Peers

Cited by 71 publications

References 27 publications

New Techniques in Interventions for Children with Autism Spectrum

New Techniques in Interventions for Children with Autism Spectrum

Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework

Picture Me Playing: Increasing Pretend Play Dialogue of Children with Autism Spectrum Disorders

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