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Record: 1
Title:
Child Behaviors of Young Children With Autism Spectrum Disorder Across
Play Settings.
Authors:
MacDonald, Megan1megan.macdonald@oregonstate.edu
Hatfield, Bridget1
Twardzik, Erica2
Source:
Adapted Physical Activity Quarterly Jan2017, Vol. 34 Issue 1, p19 14p.
Language:
English
Subject Terms:
*APRAXIA
*CHILD development
*CHILDREN
*CONDUCT of life
*MOTOR ability
*PLAY
AUTISM -- Psychological aspects
COMMUNICATION
COMPARATIVE studies
CORRELATION (Statistics)
PARENTS
PROBABILITY theory
SOCIAL skills
T-test (Statistics)
VIDEO recording
EFFECT sizes (Statistics)
DESCRIPTIVE statistics
INTRACLASS correlation
Keyword(s):
ASD; early childhood; motor skills
Abstract:
The hallmark characteristics of a diagnosis of autism spectrum disorder (ASD)
are deficits in social communicative skills and the use of repetitive and/or
stereo-typed behaviors. In addition, children with ASD experience known
motor-skill delays. The purpose of this study was to examine salient child
 behaviors of young children with and without ASD in 2 distinctly different
play settings: a traditional social-play-based setting and a motor-behavior-
based play setting. Child behavior (engagement toward parent, negativity, and
attention) and dyad characteristics (connectedness) were examined in 2
distinctly different play settings. Results indicated that children with ASD
performed more like their peers without ASD in a social-play-based setting
and less like their peers in a motor-behavior-based play setting. Aspects of our
results shed light on the critical need to develop creative methods of early
intervention that combine efforts in all aspects of child development, including
motor-skill development. ABSTRACT FROM AUTHOR
Author Affiliations:
1
Oregon State University; 2 University of Michigan
ISSN:
07365829
Document Information:
Publication Type: Article Update Code: 20170222
Accession Number:
121353696
Database:
SPORTDiscus with Full Text

Record: 2
Title:
Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills
to Children with Autism
Author(s):
Besler, Fatma; Kurt, Onur
Source:
Educational Sciences: Theory and Practice, v16 n1 p209-230 Feb 2016. 22 pp.
Peer Reviewed:
Yes
ISSN:
1303-0485
Descriptors:
Autism, Modeling (Psychology), Video Technology, Evidence Based Practice,
Mothers, Fidelity, Skill Development, Parent Education, Pretests Posttests,
Evaluation Criteria, Instructional Effectiveness, Play, Parents as Teachers,
Early Childhood Education, Foreign Countries, Pervasive Developmental
Disorders, Interviews, Adult Education, Early Childhood Education
Identifiers:
Turkey
Abstract:
Video modeling is an evidence-based practice that can be used to provide
instruction to individuals with autism. Studies show that this instructional
practice is effective in teaching many types of skills such as self-help skills,
social skills, and academic skills. However, in previous studies, videos used in
the video modeling process were prepared and implemented by researchers
and teachers. However, it is important to train family members on how to
prepare video recordings and how to implement video modeling with
treatment integrity. This study examines whether mothers of children with
 autism can learn to prepare video recordings and implement video modeling
with treatment integrity, and whether such video modeling is effective in
teaching a play skill to the children. The play skill to be taught was building a
model train using Lego bricks. The study was conducted with the participation
of three boys with autism, ages 4-6 years, and their mothers, and a multiple
probe design across participants was used. Results of the study showed that
mothers were able to implement video modeling with high treatment integrity.
All the children who participated in the study were able to learn the target
skill, maintain their learning, and generalize to non-teaching conditions.
Results also showed that the intervention had an acceptable level of social
validity.
Abstractor:
As Provided
Number of References:
56
Number of Pages:
22
Publication Type:
Journal Articles; Reports - Research
Availability:
Full Text from ERIC Available online:
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ110118
2
Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol
Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-
216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web
site: http://www.estp.com.tr/
Journal Code:
JAN2017
Entry Date:
2016
Accession Number:
EJ1101182
Database:
ERIC

Record: 3
Title:
Teaching Functional Play Skills to a Young Child with Autism Spectrum
Disorder through Video Self-Modeling.
Authors:
Lee, Sharon
Lo, Ya-yu
Lo, Yafen
Source:
Journal of Autism & Developmental Disorders. Aug2017, Vol. 47 Issue 8,
p2295-2306. 12p. 1 Diagram, 1 Chart, 1 Graph.
Document Type:
Article
Subjects:
 TREATMENT of autism
EXPERIMENTAL design
CASE study (Research)
PLAY
SOCIAL skills education
VIDEO recording
FUNCTIONAL training
CHILDREN
Author-Supplied Keywords:
Autism spectrum disorder
Functional play skills
Generalization
Video self-modeling
Abstract:
The researchers used a single-case, multiple probe design across three sets of
toys (i.e., farm toy, doctor's clinic toy, and rescue toy) to examine the effects
of video self-modeling (VSM) on the functional play skills of a 5-year-old
child with autism spectrum disorder. The findings showed a functional relation
between VSM and increased percentages of functional play actions across the
toy sets. The participant's percentages of the targeted functional play skills for
the intervention toys remained high 1 week and 2 weeks after the intervention
ceased. Additionally, preliminary generalization results showed slight
improvement in the percentages of functional play actions with the
generalization toys that were not directly taught. Limitations, practical
implications, and directions for future research are discussed. [ABSTRACT
FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of
Springer Science & Business Media B.V. and its content may not be copied or
emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email
articles for individual use. This abstract may be abridged. No warranty is
given about the accuracy of the copy. Users should refer to the original
published version of the material for the full abstract. (Copyright applies to all
Abstracts.)
ISSN:
1573-3432
DOI:
10.1007/s10803-017-3147-8
Accession Number:
124131936
Database:
Consumer Health Complete - EBSCOhost

Record: 4
Title:
Teaching Social Play Skills to Adults and Children with Autism as an
Approach to Building Rapport
Author(s):
Shireman, Molly L.; Lerman, Dorothea C.; Hillman, Conrad B.
Source:
 Journal of Applied Behavior Analysis, v49 n3 p512-531 Sep 2016. 20 pp.
Peer Reviewed:
Yes
ISSN:
0021-8855
Descriptors:
Autism, Pervasive Developmental Disorders, Interpersonal Relationship,
Interpersonal Competence, Play, Skill Development, Daily Living Skills,
Intellectual Disability, Vocational Education, Parent Caregiver Relationship,
Parent Education, Caregiver Training, Caregiver Child Relationship, Adult
Education
Abstract:
Adults with autism spectrum disorder (ASD) and no intellectual disabilities
were taught to increase the social play skills of children with ASD as part of a
vocational training program. Participants included 3 adults, aged 21 to 27
years, and 6 children with ASD. Probes conducted throughout the study
evaluated whether play skills training affected a measure of rapport between
the adult and child. Results demonstrated the effectiveness of behavioral skills
training for teaching the adult participants the appropriate play skills. In
addition, the children's social engagement increased. Finally, rapport probes
showed that play skills training increased levels of proximity, our measure of
rapport, between the adults and children.
Abstractor:
As Provided
Number of Pages:
20
Publication Type:
Journal Articles; Reports - Research
Availability:
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-
6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-
journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
URL:
http://dx.doi.org/10.1002/jaba.299
Journal Code:
JAN2017
Entry Date:
2016
Accession Number:
EJ1113658
Database:
ERIC

References

MacDonald, M., Hatfield, B., & Twardzik, E. (2017). Child Behaviors of Young
Children With Autism Spectrum Disorder Across Play Settings. Adapted
Physical Activity Quarterly, 34(1), 19-32.
Besler, F., & Kurt, O. (2016). Effectiveness of Video Modeling Provided by Mothers
in Teaching Play Skills to Children with Autism. Educational Sciences:
Theory And Practice, 16(1), 209-230.

Lee, S., Lo, Y., & Lo, Y. (2017). Teaching Functional Play Skills to a Young Child
with Autism Spectrum Disorder through Video Self-Modeling. Journal Of
Autism & Developmental Disorders, 47(8), 2295-2306. doi:10.1007/s10803-
017-3147-8

Shireman, M. L., Lerman, D. C., & Hillman, C. B. (2016). Teaching Social Play
Skills to Adults and Children with Autism as an Approach to Building
Rapport. Journal Of Applied Behavior Analysis, 49(3), 512-531.