25 mai 2021

Améliorer le jeu de simulation pour les enfants autistes en découvrant les propriétés stimulantes d'objets réels

Aperçu: G.M. 

Les enfants avec un diagnostic de "trouble du spectre de l'autisme" (dTSA) manquent souvent de compétences de jeu symbolique. L'attribution de propriétés simulées (APP) est un type de jeu symbolique dans lequel un enfant traite les propriétés simulées d'un objet (par exemple, sentir une fleur jouet et dire: «Ça sent la rose!»).
Trois garçons chinois (âgés de 5 à 6 ans) avec un dTSA ont fait partie des participants. Une conception à sondes multiples sur 5 objets a été utilisée pour déterminer les effets d'une intervention qui impliquait d'avoir l'expérience de l'enfant et de toucher les propriétés sensorielles d'objets réels (par exemple, rose).
Des objets de test correspondants, y compris des faux (par exemple, un jouet en forme de fleur) et des objets arbitraires (par exemple, un bâton), ont été utilisés pour évaluer si les réponses tactiles pour les propriétés sensorielles ont été transférées.
Les résultats ont indiqué que les 3 enfants ont émis des propriétés de stimulus pour les objets de test et ont maintenu la compétence pendant 7 à 10 semaines après l'intervention. Deux participants ont également mesuré de nouvelles propriétés (non cibles) pour les objets de test.

. 2021 May 24.  doi: 10.1002/jaba.843. 

Improving pretend play for children with autism through experiencing the stimulus properties of real objects

Gabrielle T Lee  1 , Xiaoyi Hu  2 , Yanhong Liu  2 , Zijin Yang  3
Affiliations

Abstract

Children with autism spectrum disorder (ASD) often lack symbolic play skills. Attribution of pretend properties (APP) is a type of symbolic play in which a child tacts pretend properties of an object (e.g., smelling a toy flower and saying, "It smells like a rose!"). Three Chinese boys (5-6 years of age) with ASD served as participants. A multiple-probe design across 5 objects was used to determine the effects of an intervention that involved having the child experience and tact sensory properties of real objects (e.g., rose). Corresponding test objects, including mock (e.g., a toy flower) and arbitrary objects (e.g., a stick), were used to evaluate whether tact responses for sensory properties were transferred. Results indicated that all 3 children emitted tacts of stimulus properties for test objects and maintained the skill for 7 to 10 weeks following the intervention. Two participants also tacted novel (nontarget) properties for test objects.

Keywords: autism spectrum disorder; relational frame theory; stimulus properties; symbolic play; transfer of stimulus functions. 

References

REFERENCES

    1. Annett, J. M., & Leslie, J. C. (1995). Stimulus equivalence classes involving olfactory stimuli. The Psychological Record, 45(3), 439-450. https://doi.org/10.1007/BF03395153
    1. Baron-Cohen, S. (1987). Autism and symbolic play. British Journal of Developmental Psychology, 5(2), 139-148. https://doi.org/10.1111/j.2044-835X.1987.tb01049.x
    1. Barton, E. E. (2010). Development of a taxonomy of pretend play for children with disabilities. Infants and Young Children, 23(4), 247-261. https://doi.org/10.1097/IYC.0b013e3181f22072
    1. Barton, E. E. (2015). Teaching generalized pretend play and related behaviors to young children with disabilities. Exceptional Children, 81, 489-506. https://doi.org/10.1177/0014402914563694
    1. Belisle, J., Stanley, C. R., Alholail, A. M., Galliford, M. E., & Dixon, M. R. (2019). Abstraction of tactile properties by individuals with autism and Down syndrome using a picture-based communication system. Journal of Applied Behavior Analysis, 52(2), 467-475. https://doi.org/10.1002/jaba.526
    1. Bush, K. M. (1993). Stimulus equivalence and cross-modal transfer. The Psychological Record, 43, 567-584. https://doi.org/10.1007/BF03395900
    1. Copple, C., Bredekamp, S., & National Association for the Education of Young Children (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed). National Association for the Education of Young Children. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs...
    1. Critchfield, T. S., & Rehfeldt, R. A. (2020). Engineering emergent learning with nonequivalence relations. In J. O. Cooper, T. E. Heron, & W. L. Heward (Eds.), Applied behavior analysis (3rd ed., pp. 497-526). Pearson.
    1. DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29, 519-533. https://doi.org/10.1901/jaba.1996.29-519
    1. Fienup, D. M., & Dixon, M. R. (2006). Acquisition and maintenance of visual-visual and visual-olfactory equivalence classes. European Journal of Behavior Analysis, 7(1), 87-98. https://doi.org/10.1080/15021149.2006.11434266
    1. Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2018). Multiple baseline and multiple probe designs. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (3rd ed., pp. 239-281). Routledge.
    1. Green, G. (1990). Differences in development of visual and auditory-visual equivalence relations. American Journal of Mental Retardation, 95(3), 260-270.PMID: 2261159
    1. Hayes, L. J., Tilley, K. J., & Hayes, S. C. (1988). Extending equivalence class membership to gustatory stimuli. The Psychological Record, 38(4), 473-482. https://doi.org/10.1007/BF03395040
    1. Horne, P. J., & Lowe, C. F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65(1), 185-241. https://doi.org/10.1901/jeab.1996.65-185
    1. Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611-620. https://doi.org/10.1111/j.1469-7610.2005.01567.x
    1. Lee, G., LeePark, H., Kim, S., Park, M., & Park, S. (2020). Using intraverbal training to increase symbolic play in children with autism spectrum disorder. Behavioral Interventions, 35(3), 467-482. https://doi.org/10.1002/bin.1726
    1. Lee, G. T., Feng, H., Xu, S., & Jin, S. (2019). Increasing “object-substitution” symbolic play in young children with autism spectrum disorders. Behavior Modification, 43(1), 82-114. https://doi.org/10.1177/0145445517739276
    1. Lee, G. T., Hu, X., Liu, Y., & Ren, Y. (2020). Effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in children with autism spectrum disorder. Behavior Modification. Advance online publication. https://doi.org/10.1177/0145445520939856
    1. Lee, G. T., Qu, K., Hu, X., Jin, N., & Huang, J. (2020). Arranging play activities with missing items to increase object-substitution symbolic play in children with autism spectrum disorder. Disability and Rehabilitation. Advance online publication. https://doi.org/10.1080/09638288.2020.1734107
    1. Lee, G. T., Xu, S., Guo, S., Gilic, L., Pu, Y., & Xu, J. (2019). Teaching “imaginary objects” symbolic play to young children with autism. Journal of Autism and Developmental Disorders, 49(10), 4109-4122. https://doi.org/10.1007/s10803-019-04123-9
    1. Leslie, A. M. (1987). Pretense and representation: The origins of “theory of mind.” Psychological Review, 94(4), 412-426. https://doi.org/10.1037/0033-295X.94.4.412
    1. Lord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule, 2nd ed. (ADOS-2) Manual (Part I): Modules 1-4. Western Psychological Services.
    1. Lu, J. P., Yang, Z. W., Shu, M. Y., & Su, L. Y. (2004). Er tong gu du zheng liang biao ping ding de xin du xiao du fen xi [Reliability and validity analysis of the Childhood Autism Rating Scale]. Zhong Guo Xian Dai Yi Xue Za Zhi, 14(3), 119-123.
    1. McCune, L. (2010). Developing symbolic abilities. In B. Wagoner (Ed.), Symbolic transformation: The mind in movement through culture and society (pp. 193-208). Routledge Press.
    1. McKeel, A., & Matas, J. (2017). Utilizing PEAK relational training system to teach visual, gustatory, and auditory relations to adults with developmental disabilities. Behavior Analysis in Practice, 10(3), 252-260. https://doi.org/10.1007/s40617-017-0194-8
    1. Mullen, S., Dixon, M. R., Belisle, J., & Stanley, C. (2017). Establishing auditory-tactile-visual equivalence classes in children with autism and developmental delays. The Analysis of Verbal Behavior, 33(2), 283-289. https://doi.org/10.1007/s40616-017-0092-8
    1. Nuzzolo-Gomez, R., & Greer, R. D. (2004). Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history. The Analysis of Verbal Behavior, 20, 63-76. https://doi.org/10.1007/BF03392995
    1. Qiu, J., Barton, E. E., & Choi, G. (2019). Using system of least prompts to teach play to young children with disabilities. The Journal of Special Education, 52(4), 242-251. https://doi.org/10.1177/0022466918796479
    1. Rehfeldt, R. A., & Dixon, M. R. (2005). Evaluating the establishment and maintenance of visual-visual and gustatory-visual equivalence relations in adults with developmental disabilities. Behavior Modification, 29(4), 696-707. https://doi.org/10.1177/0145445503261048
    1. Schopler, E., Reichler, R. J., & Renner, B. R. (2002). The childhood autism rating scale (CARS). Western Psychological Services.
    1. Stahmer, A. C. (1995). Teaching symbolic play skills to children with autism using pivotal response training. Journal of Autism and Developmental Disorders, 25(2), 123-141. https://doi.org/10.1007/BF02178500
    1. Toussaint, K. A., & Tiger, J. H. (2010). Teaching early braille literacy skills within a stimulus equivalence paradigm to children with degenerative visual impairments. Journal of Applied Behavior Analysis, 43(2), 181-194. https://doi.org/10.1901/jaba.2010.43-181
    1. Twyman, J. S. (1996). The functional independence of impure mands and tacts of abstract stimulus properties. The Analysis of Verbal Behavior, 13, 1-19. https://doi.org/10.1007/BF03392903

 

Publié par à
Libellés : ,

Aucun commentaire:

Enregistrer un commentaire

Inscription à : Publier les commentaires (Atom)