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

Murdock, Linda C.; Hobbs, Jan Q.

doi:10.1007/s10803-010-1108-6

Cited by 33 publications

(15 citation statements)

References 40 publications

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“…Youth with ASD may experience difficulty imitating others' gestures and faces (Lainé, Rauzy, Tardif, & Gepner, 2011), inferring mental states of others (Baron-Cohen, Jolliffe, Mortimore, & Robertson, 1997), and orienting focus to a shared object (Pruett et al, 2011). They may play less effectively than typically developing peers (Anderson, Moore, Godfrey, & Fletcher-Flinn, 2004) because they often find initiating and responding to social bids challenging (Murdock & Hobbs, 2011). They are generally less able to participate meaningfully in complex imaginative games, an inability that may limit the attention they receive from peers (Jordan, 2003).…”

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confidence: 99%

An Exploration of a Community-Based LEGO® Social-Skills Program for Youth with Autism Spectrum Disorder

MacCormack

Matheson

Hutchinson

2015

eei

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Clinical interventions have been effective at increasing social skills of youth with autism spectrum disorder (ASD). However, generalization of those skills to non-clinical environments is often low. To reduce this generalization gap, community-based programs have been designed to help youth develop social skills in naturalistic settings. This paper describes a community-based social-skills intervention for youths with ASD aged 7–12, which was designed to build on the findings of a previous study. In this program, youths with ASD co-operated with siblings and peers in structured and unstructured play over the course of four weeks. The researchers conducted extensive observations of the play by the youths and conducted interviews with the youths with ASD, their parents, and program staff. Both in our observations and in the perceptions of the parents, the youths with ASD increased their play and socialization. Using Vygotsky’s (1978) socio-cultural theory as a guiding framework, we describe the components of this intervention that contributed to the changes observed in the youths’ play and social interactions. We developed a model that includes components of instruction, interest, play- based learning, and the structure of program, and which provides an explanation of intervention effectiveness to be explored in future research.

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confidence: 99%

An Exploration of a Community-Based LEGO® Social-Skills Program for Youth with Autism Spectrum Disorder

MacCormack

Matheson

Hutchinson

2015

eei

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“…There are various interventions given to children with autism to regain their ability to pretend play. In a study conducted by Murdock and Hobbs (2011), used the Picture Me Playing intervention to enhance the pretend play skills in preschool autistic and typically developed children. According to Smily et al, (2015) stated the Imitation learning for ten weeks of intervention in children with autism and showed improvement in imitation play skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Play Preference and Pretend Play Skills between Typically Developed Children and Autism

Vetrayan¹,

Nazir²,

Paulraj³

2016

E-BPJ

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Pretend play emerged at the age of 18 months in children. The imagination of children creates new play ideas it has incorporated into their play. But Autism children find difficulty in play. Hence, this study aimed to find the different types of pretend and preference play among autistic and typical children. The total sample of 40 is divided into 20 each group respectively. Data analyzed by using Chi-Square result in the significant difference between the pretend play and play preference X² = 42.81 (p=0.05 and p=0.01). Future study needs to examine with larger samples.

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“…On the other hand, behavioural treatment could represent the effective intervention strategy for autism [21–23]. A plethora of behavioural strategies and social skill trainings have been used [24–26]. However, it has been demonstrated that no definitive behavioural intervention completely improves all symptoms for all ASD patients [27, 28].…”

Section: Autism Spectrum Disordersmentioning

confidence: 99%

Autism Spectrum Disorders: Is Mesenchymal Stem Cell Personalized Therapy the Future?

Siniscalco

Sapone

Cirillo

et al. 2012

Journal of Biomedicine and Biotechnology

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Autism and autism spectrum disorders (ASDs) are heterogeneous neurodevelopmental disorders. They are enigmatic conditions that have their origins in the interaction of genes and environmental factors. ASDs are characterized by dysfunctions in social interaction and communication skills, in addition to repetitive and stereotypic verbal and nonverbal behaviours. Immune dysfunction has been confirmed with autistic children. There are no defined mechanisms of pathogenesis or curative therapy presently available. Indeed, ASDs are still untreatable. Available treatments for autism can be divided into behavioural, nutritional, and medical approaches, although no defined standard approach exists. Nowadays, stem cell therapy represents the great promise for the future of molecular medicine. Among the stem cell population, mesenchymal stem cells (MSCs) show probably best potential good results in medical research. Due to the particular immune and neural dysregulation observed in ASDs, mesenchymal stem cell transplantation could offer a unique tool to provide better resolution for this disease.

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

Cited by 33 publications

References 40 publications

An Exploration of a Community-Based LEGO® Social-Skills Program for Youth with Autism Spectrum Disorder

An Exploration of a Community-Based LEGO® Social-Skills Program for Youth with Autism Spectrum Disorder

Play Preference and Pretend Play Skills between Typically Developed Children and Autism

Autism Spectrum Disorders: Is Mesenchymal Stem Cell Personalized Therapy the Future?

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