facilitating pretend play skills for youngsters with autism through literacy-based interventions...
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Facilitating Pretend Play Skills for Youngsters with Autism through
Literacy-Based InterventionsISAAC, 2012
Joanne M. CafieroCynthia Pearl
Rationale for Project
• 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
• 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
• 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?
• 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?
• 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.
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 Carsby Cindy Pearl
Pretend Play: Time to Get Gas
• 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
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
“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
Joanne M. Cafiero PhD, 2010
Joanne M. Cafiero PhD, 2010
Integrated Literacy Activities Using Balanced Literacy Model
• 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
MathCounting carsColor identificationMatching PCS (PCS-PCS; PCS-word; word-word)Patterning with target words
CommunicationRequesting play itemsUsing target language in play
Fine MotorCutting, pasting Using pencilsManipulating
Gross MotorCar playRiding car play
TechnologyInteractive vocabulary on P2GWord match & other technology games.
SocializationAppropriate toy play in inclusive environments
Results: Teaching Pretend Play 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
• 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
• 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
• Primary Autism Class
• Implemented intervention with modeling and literature
• Did not include robust literacy extension activities
• Baseline & 3 Video Probes
Identifying Specific Play Behaviors
• 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
Javier Olivia Mark Aidan0%
5%
10%
15%
20%
25%
30%
35%
BaselineIntervention
Observations
• 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
• 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
• 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
• 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 Restaurant
Bethany is a customer in My Restaurant
32
Hi. Welcome to My Restaurant.
33
Here is your menu.
34
Bethany reads the menu.
35
Can I take your order?
36
What do you like to drink?Bethany says “I want some water, please.”
37
Here is your drink.
38
What would you like to eat? Bethany says: “I’d like a pizza”.
39
Here is your pizza.
40
Bethany eats her pizza.
41
Here is your check.
42
Bethany pays the check.
43
I put the money in my pocket.
44
Thank you, please come back.
45
TheEnd
My Restaurant: Measuring Outcomes
• 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 RestaurantActions Scripts
Greets customer “Hi, Welcome to My Restaurant”
Gives menu to customer “Here is your menu”
Takes order “Can I take your order”
Brings drink “What would you like to drink?”
Brings pizza “What would you like to eat?”
Waits for customer to finish eating
Brings check “Here is your check.”
Takes money
Puts in pocket “Thank you, Please come back.”
% Independence in Pretend Play: Kenneth
Baseline Probe 1 Probe 2 Probe 3 Probe 40%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
ActionsScripts
% Independence in Pretend Play: Teddy
Baseline Probe 1 Probe 2 Probe 3 Probe 4 Book Probe
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
ActionsScripts
Results:
• 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:
• 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
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