Facilitating pretend play skills for youngsters with autism through literacy based interventions
Download
1 / 52

Facilitating Pretend Play Skills for Youngsters with Autism through Literacy-Based Interventions - PowerPoint PPT Presentation


  • 75 Views
  • Uploaded on

Facilitating Pretend Play Skills for Youngsters with Autism through Literacy-Based Interventions. ISAAC, 2012 Joanne M. Cafiero Cynthia Pearl. Rationale for Project. High engagement in repeated readings using adapted literature Absence or low levels of pretend play

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Facilitating Pretend Play Skills for Youngsters with Autism through Literacy-Based Interventions' - teague


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Facilitating pretend play skills for youngsters with autism through literacy based interventions

Facilitating Pretend Play Skills for Youngsters with Autism through Literacy-Based Interventions

ISAAC, 2012

Joanne M. Cafiero

Cynthia Pearl


Rationale for project
Rationale for Project through Literacy-Based Interventions

  • High engagement in repeated readings using adapted literature

  • Absence or low levels of pretend play

  • Absence or low levels of interactive play

  • Prior Action Research on Pretend Play with Preschoolers with ASD


Facilitating pretend play through literacy interventions
Facilitating Pretend Play through Literacy Interventions through Literacy-Based Interventions

  • Environments:

    • self-contained ASD program in general education environment

    • Home

  • Inclusion opportunities:

    • in Specials, Recess and planned activities with typical peers

  • Partnership with teacher, family and consultant

  • Action Research Model


Action research
Action Research through Literacy-Based Interventions

  • Research conducted within the environment that results will be utilized

  • Goals, research questions taken from IEP or questions of practitioners

  • Can be messy and evolving

  • Utilizes qualitative and quantitative measurements

  • Facilitates immediate implementation of results


Why is pretend play important
Why is Pretend Play Important? through Literacy-Based Interventions

  • Play is the “work” of childhood

  • Presumes perspective taking

  • Skills correlate with language development

  • Evolves from solitary to parallel to interactive in typical children


Why is literacy important
Why is literacy important? through Literacy-Based Interventions

  • Visual medium targets strengths.

  • Current research dictates that providing opportunity facilitates literacy learning.

  • Literacy and AAC are inextricably entwined.

  • Reading and writing can segue into functional communication.


Facilitating pretend play skills for youngsters with autism through literacy based interventions

Teaching Pretend Play Scripts to Pre-K students with ASD Through Adapted Literature(Cafiero, Manthey-Silvio& Pearl, 2007; Cafiero & Pearl, 2009)

  • Collected language samples from typical kids

  • Developed adapted literature (text above; adapted text below) from sample

  • Read book in group reading for 3 weeks

  • Videotaped independent unprompted play for baseline and 5 intervention probes

Joanne M. Cafiero PhD, 2011


It s time to play with my toy cars by cindy pearl
It’s Time to Play with My Toy Cars Through Adapted Literatureby Cindy Pearl


Pretend play time to get gas
Pretend Play: Time to Get Gas Through Adapted Literature

  • Book read in group instruction.

  • Each student had his/her own book.

  • Related Balanced Literacy activities with target words & sentences daily.

  • Videotaped baseline, intervention and 3 probes of individual students

  • Data taken from videotapes


Pretend play behaviors gas station actions
Pretend-play Behaviors: Gas Station: Actions Through Adapted Literature

Putting man in car

Driving to gas pump

Putting in nozzle; filling up

Leaving gas station

Joanne M. Cafiero PhD, 2010


Pretend play behaviors gas station scripts
Pretend-play Behaviors: Gas Station: Scripts Through Adapted Literature

“This is my car”

“Uh-oh, I’m out of gas.”

“I’m putting in gas.”

“I’m putting in more gas”

“Gas is finished, bye-bye.”

Joanne M. Cafiero PhD, 2010


Facilitating pretend play skills for youngsters with autism through literacy based interventions

Joanne M. Cafiero PhD, 2010 Through Adapted Literature


Facilitating pretend play skills for youngsters with autism through literacy based interventions

Joanne M. Cafiero PhD, 2010 Through Adapted Literature


Integrated literacy activities using balanced literacy model
Integrated Literacy Activities Using Balanced Literacy Model Through Adapted Literature

  • Word Study Using Target Words

    • Word building

    • Phonics

    • Phonemic awareness

  • Writing Using Target Words

    • Sentence building

    • Close writing activities

  • Self-Selected Reading

    • Books made available for independent reading


Thematic curricular unit car wash
Thematic Curricular Unit: Car Wash Through Adapted Literature


Results teaching pretend play through adapted literature
Results: Teaching Pretend Play Through Adapted Literature Through Adapted Literature

  • Qualitative:

    • “crystal clear” speech and spontaneous generating of appropriate language.

    • Longer periods of engaging in targeted pretend play behaviors

    • Fewer off-task and stereotypic and self-stimulatory behaviors

    • Maintained play and language at 18 month probe

Joanne M. Cafiero PhD, 2011


Pretend play skill maintenance 1 5 years later
Pretend Play Skill Maintenance: 1.5 years later Through Adapted Literature

  • Students maintained play scheme skills without book; more skills with book present

  • Students who learned scripts (Baby to Bed) maintained the non-linguistics (lullabye, “shhh”, kiss good night)

  • Students independently requested to play and generalized to novel objects & environments


New findings 3 years later
New Findings: 3 years later Through Adapted Literature

  • Students from original study requested opportunities to pretend play with targeted items when given the opportunity.

  • Target students maintained 20-40% of scripts and 100% of actions

  • Target students selected Pretend Play activity as highly preferred reinforcer


Facilitating pretend play toy cars phase 2
Facilitating Pretend Play Toy Cars: Phase 2 Through Adapted Literature

  • Primary Autism Class

  • Implemented intervention with modeling and literature

  • Did not include robust literacy extension activities

  • Baseline & 3 Video Probes


Identifying specific play behaviors
Identifying Specific Play Behaviors Through Adapted Literature

  • Observed typically developing kids engaging in the targeted pretend play

    • Pretend play included concrete figures, objects

  • Charted actions and scripts

  • Took photos of identified actions

  • Created literature using photos and scripts


Pretend play skill acquisition
Pretend Play Skill Acquisition Through Adapted Literature


Observations
Observations Through Adapted Literature

  • Increases in play actions

  • No Increases in play language (scripts)

  • Demonstrated interest in play schemes when others were engaged with it.

  • More interest in interactive play than in previous pilot study with younger CWA


Pretend play in the home my restaurant
Pretend Play in the home: Through Adapted LiteratureMy Restaurant

  • Restaurant theme selected from favorite pretend play activity of two typical brothers, 8-9 years old

  • Videotape of Restaurant play; actions & scripts identified

  • Selected 10 of most appropriate actions & scripts for book

  • Photographed boys engaged in activity for book: excluded adults and prompts


Pretend play teddy kenneth
Pretend Play: Teddy & Kenneth Through Adapted Literature

  • Twin boys, 9 years old, Dx ASD

  • Non-verbal & limited speakers

  • Participated in structured literacy program in school

  • Majority of play time is solitary screen time (iPad, TV, videos)

  • Engaged parents

    • Read story 2x/day

    • Played restaurant 1x/day


My restaurant
My Restaurant Through Adapted Literature

  • Parents and caregiver read story 2x day

  • Once with props; acting it out

  • Once without

  • Limited related literacy activities around target vocabulary (sentence building)

  • Weekly coaching and videotaped probes


My restaurant1

My Restaurant Through Adapted Literature


Bethany is a customer in my restaurant
Bethany is a customer in My Restaurant Through Adapted Literature


Hi welcome to my restaurant
Hi. Welcome to My Restaurant Through Adapted Literature.


Here is your menu
Here is your menu. Through Adapted Literature


Bethany reads the menu
Bethany reads the menu. Through Adapted Literature


Can i take your order
Can I take your order? Through Adapted Literature


Facilitating pretend play skills for youngsters with autism through literacy based interventions

What do you like to drink? Through Adapted LiteratureBethany says “I want some water, please.”


Here is your drink
Here is your drink. Through Adapted Literature


What would you like to eat
What would you like to eat? Through Adapted Literature

Bethany says: “I’d like a pizza”.


Here is your pizza
Here is your pizza. Through Adapted Literature


Bethany eats her pizza
Bethany eats her pizza. Through Adapted Literature


Here is your check
Here is your check. Through Adapted Literature


Bethany pays the check
Bethany pays the check. Through Adapted Literature


I put the money in my pocket
I put the money in my pocket. Through Adapted Literature


Thank you please come back
Thank you, please come back. Through Adapted Literature


The end

The Through Adapted LiteratureEnd


My restaurant measuring outcomes
My Restaurant: Measuring Outcomes Through Adapted Literature

  • Simple data collection method

  • Weighted prompts for coding % independence

    • 3 fully independent

    • 2 Gestural prompt

    • 1 Verbal prompt

    • 0 No response

  • Observations of activity around theme noted anecdotally


My restaurant2
My Restaurant Through Adapted Literature


Independence in pretend play kenneth
% Independence in Pretend Play: Kenneth Through Adapted Literature


Independence in pretend play teddy
% Independence in Pretend Play: Teddy Through Adapted Literature


Results
Results: Through Adapted Literature

  • Increases in % independence in actions

  • Increases in % independence using scripts

  • More novel pretend play around toy foods

  • Increased engagement with play partners

  • Increases in independent performance of play actions and scripts with book present


What we learned
What We Learned: Through Adapted Literature

  • Data collection should represent smaller increments of performance

  • Applying gentle pressure by putting hand on shoulder breaks autistic inertia in some children

  • Total package (story, word study, cross curricular activities) total immersion may be the factor that defines greater levels of Pretend Play skill acquisition