From Tarantulas to Toilet Brushes

Winter-Messiers, Mary Ann

doi:10.1177/07419325070280030301

Cited by 99 publications

(47 citation statements)

References 9 publications

(14 reference statements)

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“…Although the use of strength-based interventions and children's special interests has been suggested (Boudreau & D'Entremont, 2010;Jung & Sainato, 2013;Winter-Messiers, 2007), few experimental studies have been conducted. In this study, the special interests of the participants (i.e., Mickey Mouse and the princesses) were incorporated into the video "model" and intervention games in order to motivate the participants' play.…”

Section: Discussionmentioning

confidence: 99%

“…Winter-Messiers (2007) suggested using strengthbased interventions in which the special interests of children with ASD are used in positive ways to enhance their performance. In some studies, the special interests of these children were used as contingent reinforcers to increase task performance or decrease the inappropriate behaviours of children with ASD (Charlop-Christy & Haymes, 1996.…”

Section: Introductionmentioning

confidence: 99%

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Teaching games to young children with autism spectrum disorder using special interests and video modelling

Jung

Sainato

2015

Journal of Intellectual and Developmental Disability

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Background Children with autism spectrum disorder (ASD) may exhibit delayed play skills or repetitive play and have difficulty engaging in spontaneous play with peers. Method A multiple-probe design across participants was used to investigate the effectiveness of a video modelling intervention and the use of children's special interests on their engagement with games and with peers for kindergarten children with ASD.Results Results indicated that all three children with ASD demonstrated increased engagement with the games and social engagement with their peers. Inappropriate behaviour decreased with the intervention. The effects were maintained during the follow-up and generalised to a novel game. Social validity data indicated that the study was meaningful and the intervention was feasible and effective. Conclusion Future research should focus on designing play skills interventions that serve to motivate both children with ASD and their typically developing peers in order to promote more spontaneous and interactive play among them.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching games to young children with autism spectrum disorder using special interests and video modelling

Jung

Sainato

2015

Journal of Intellectual and Developmental Disability

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“…Data suggest RIs can be used to improve the communication and social skills of children with ASD (Davis, Boon, Cihak & Fore, 2010;Spencer et al, 2008;Winter Messiers, 2007) and Koegal, Vernon, et al (2012) suggest that the more general interests of children with ASD may also be used. Children with ASD showed greater competence in social interaction when the interaction was related to their RI (Dunst et al, 2011;Koegal, Fredeen, et al, 2012;Winter Messiers et al, 2007) Whenever the child got too close a teacher or peer would say Òiceberg right aheadÓ to remind him.…”

Section: Inclusion Of Restricted Interests Improves Positive Outcomesmentioning

confidence: 99%

Teaching Children With Autism Spectrum Disorder With Restricted Interests

Gunn

Delafield‐Butt

2016

Review of Educational Research

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Inclusive education requires teachers to adapt to childrenÕs learning styles. Children with autism spectrum disorder bring challenges to classroom teaching, often exhibiting interests restricted to particular topics. Teachers can be faced with a dilemma either to accommodate these restricted interests (RIs) into teaching or to keep them out of the classroom altogether. In this article, we examined all peer-reviewed studies of teaching children with autism spectrum disorder with RIs published between 1990 and 2014. We to improve the social and educational experiences of all children, presenting a more pleasant and humane learning environment for everyone, as well as improving academic attainment (Briggs, 2004). Inclusion of children with SEN may require adaptations to the curriculum and classroom environment. In particular, children with autism have difficulties with learning, interacting and communicating with others, using an understanding language, thinking imaginatively and enjoying variation in activities, all of which are essential elements in classroom practice (Autism Working Group, 2002).Adaptive practices to the SEN of these children are therefore necessary and in some contexts, adequate provision is enshrined in law. 1 SEN for a particular child result from an interplay of several factors that fall broadly into four overlapping themes, of which disability and health is only one. The learning environment, family circumstances, and particular social and emotional needs of the child all contribute. Importantly, the styles of teaching and classroom practice that compose the learning environment can be a contributing factor, especially when educational practice does not take into adequate account a particular individualÕs circumstances and needs. In some cases, children with SEN may come up against barriers to learning and achievement as a result of an inflexible approach to the curriculum, to a schoolÕs ethos, or to teaching and learning methods that do not adapt to the SEN (Scottish Government, 2010).One prominent and practical concern for inclusion of ASD children into mainstream education is how best to work with restricted interests (RIs). These interests are objects or topics that ASD individuals pursue with focus and intensity, for example, demonstrating a fascination with hurricanes, that can restrict engagement with other objects or topics (Mancil & Pearl, 2008). In this paper we take inclusion to mean that children will be supported to work to the best of their ability and have their unique talents valued in the classroom, with teachers striving to provide enjoyable and effective learning experiences for all.!!! The restricted and repetitive interests of children with ASD pose particular challenges to teachers in mainstream settings. They can obstruct normal classroom practice and prevent curriculum teaching. And importantly, there is no consensus on how best to work with RIs in the classroom. On one hand, some teachers discipline and prohibit restrictive and repetitive interests to encour...

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“…They might also turn to screen media when they are bored and seeking entertainment; others might use screen media as a background noise, for educational purposes, for homework assignments or while spending time with friends or family [28,30,32,33]. For the functionality dimension in children and youth with ASD, some interesting findings concerning the social function need to be highlighted: Available evidence suggests that children with ASD use video games as an opportunity to interact with peers and thereby feel accepted [26,34]. In contrast, some children with ASD use video games and other screen media content in order to avoid social interaction or to compensate for a lack of friends [26,35].…”

Section: Introductionmentioning

confidence: 99%

Caregiver Reports of Screen Time Use of Children with Autism Spectrum Disorder: A Qualitative Study

Stiller

Weber

Strube

et al. 2019

Behavioral Sciences

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Screen based media have progressively become an integral part in the daily lives of children and youths with and without autism spectrum disorder (ASD). However, research that exclusively pursues the functionality of screen media use of children with ASD is extremely rare. Through a triangulated approach, the present study aims to fill this gap. We conducted 13 interviews with parents of children with ASD and supplemented this interview–study with an online survey including parents of children with ASD (n = 327). Children with ASD mostly used screen media (especially television) for their wellbeing, which is associated with chances and risks. Based on the parental interviews it is suggested that the media usage of children with ASD should be supervised. The results are discussed in terms of their practical implementation.

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From Tarantulas to Toilet Brushes

Cited by 99 publications

References 9 publications

Teaching games to young children with autism spectrum disorder using special interests and video modelling

Teaching games to young children with autism spectrum disorder using special interests and video modelling

Teaching Children With Autism Spectrum Disorder With Restricted Interests

Caregiver Reports of Screen Time Use of Children with Autism Spectrum Disorder: A Qualitative Study

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