The Effects of Teaching Play Strategies on Social Interaction for a Child With Autism: A Case Study

Francke, Julie; Geist, Eugene

doi:10.1080/02568540409595028

Cited by 9 publications

(4 citation statements)

References 8 publications

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“…The first is the increase in the number of people covered, from the beginning of childhood autism to the definition of adult autism, making the concept of autism more comprehensive. The second is the continuous updating of connotation and extension, the increasingly clear diagnostic criteria in connotation, and the addition and removal of related syndromes in extension, all of which make the concept of autism more perfect [ 11 ]. But in this spectrum, the most important feature is the three core symptoms of autism: social interaction disorder, speech disorder, and behavior disorder.…”

Section: Related Workmentioning

confidence: 99%

Evaluation and Analysis of the Intervention Effect of Systematic Parent Training Based on Computational Intelligence on Child Autism

Ouyang

2022

Computational and Mathematical Methods in Medicine

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Autism, also known as pervasive developmental disorder or autism spectrum disorder, is a group of clinical syndromes of developmental delay or impairment. Social impairment, verbal communication impairment, and behavioral impairment are the three conditions for the diagnosis of autism spectrum disorder, according to the American Psychiatric Association’s Diagnostic and Statistical Manual. According to relevant statistics, about 1 in 100 children is now diagnosed with autism, and their rehabilitation treatment is also valued by people from all walks of life. In the rehabilitation training of autistic children, it is found that the rehabilitation training of autistic children should pay attention to the role of parents and family environment. It is crucial that parents receive systematic training and act as partners in the development of the intervention plan. Research shows that a specific structured education and skills training program for parents of children with autism can be beneficial in improving behavioral problems, functional communication, and symptoms of autism in children with autism. To this end, this paper has completed the following work: Secondly, a portion of the systematic training of CA parents is discussed, followed by an explanation of the structure and principles of BPNN. Finally, the BPNN is utilized to create a model for assessing the impact of systematic parent instruction on CA. The experimental findings suggest that the proposed BPNN outperforms the competition.

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Section: Related Workmentioning

confidence: 99%

Evaluation and Analysis of the Intervention Effect of Systematic Parent Training Based on Computational Intelligence on Child Autism

Ouyang

2022

Computational and Mathematical Methods in Medicine

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“…Their mother often forced them into play activities together. Francke and Geist (2003) pointed out that children with autism have difficulty expressing their needs, resist change, prefer solitary play, throw tantrums, and are unresponsive to verbal cues during play. The Vietnamese American child with autism seemed to be in line with this assessment.…”

Section: Discussionmentioning

confidence: 99%

“…In a case study of a 3-year-old boy with autism, Francke and Geist (2003) discovered that teaching play strategies immensely helped broaden his social play behavior in addition to his cognitive level of play. A baseline observation was followed by observations during structured teaching, free choice playtime, and group activities over the school year.…”

mentioning

confidence: 99%

Play Interactions between Children with Autism and their Siblings in a European American and a Vietnamese American Family

Sage¹,

Jegatheesan

2012

Child Studies in Diverse Contexts

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We examined play interactions between siblings when one child has autism in a Vietnamese American and a European American family. Analysis was based on video recorded free play sessions with each set of siblings at their home. Interviews with the typically developing sibling and parents also provided supplemental data to aid our knowledge about their play behavior. This study describes the role of the typically developing sibling in play and the types of play engaged in by siblings. Findings indicate that the two sets of siblings differed in their play behavior. Specifically, significant differences were noted in the role of the typically developing sibling in play, and the types of play engaged in by the siblings. The perceptions of the typically developing siblings and parents regarding autism also differed across families, significantly affecting their play behavior. Implications for research are described.

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“…Some examinations have yielded gains in play skills (Francke & Geist, 2003), task mastery (Hungelmann, 2001), independent functioning and interpersonal behavior (Persson, 2000), academic and cognitive functioning (Ozonoff & Cathcart;Schopler & Hennike, 1990), and decreases in self-injurious behavior (Norgate, 1998). However, Smith (1999) suggests that these data are limited as a result of quasi-experimental design, potential confounds, or pretest group differences.…”

Section: Teacchmentioning

confidence: 99%

Treating Childhood Psychopathology and Developmental Disabilities

2009

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The Effects of Teaching Play Strategies on Social Interaction for a Child With Autism: A Case Study

Cited by 9 publications

References 8 publications

Evaluation and Analysis of the Intervention Effect of Systematic Parent Training Based on Computational Intelligence on Child Autism

Evaluation and Analysis of the Intervention Effect of Systematic Parent Training Based on Computational Intelligence on Child Autism

Play Interactions between Children with Autism and their Siblings in a European American and a Vietnamese American Family

Treating Childhood Psychopathology and Developmental Disabilities

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