Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice

A repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5–8 years, with a placement within a specialist educational provision, and who d...

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Autores principales: Marwick, Helen, Jarvie, Karena, Cowie, Hilary, Johnston, Lorna, Hammond-Evans, Nicola, Cockayne, Rachael
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Original Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9213294/
https://www.ncbi.nlm.nih.gov/pubmed/34244915
http://dx.doi.org/10.1007/s10803-021-05156-9
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author Marwick, Helen
Jarvie, Karena
Cowie, Hilary
Johnston, Lorna
Hammond-Evans, Nicola
Cockayne, Rachael
author_facet Marwick, Helen
Jarvie, Karena
Cowie, Hilary
Johnston, Lorna
Hammond-Evans, Nicola
Cockayne, Rachael
author_sort Marwick, Helen
collection PubMed
description A repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5–8 years, with a placement within a specialist educational provision, and who demonstrated restricted play, participated in weekly sessions using the Playboxes approach over a period of 3 months. Pre- and post-approach pretend play abilities were assessed using the Symbolic Play Test and the Test of Pretend Play. Every child gained increased age-equivalent scores on the Test of Pretend Play, ranging from + 8 to + 30 months. Pretend Play abilities can support developmental outcomes and incorporation of this approach into regular practice could be of value for autistic children.
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spelling pubmed-92132942022-06-23 Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice Marwick, Helen Jarvie, Karena Cowie, Hilary Johnston, Lorna Hammond-Evans, Nicola Cockayne, Rachael J Autism Dev Disord Original Paper A repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5–8 years, with a placement within a specialist educational provision, and who demonstrated restricted play, participated in weekly sessions using the Playboxes approach over a period of 3 months. Pre- and post-approach pretend play abilities were assessed using the Symbolic Play Test and the Test of Pretend Play. Every child gained increased age-equivalent scores on the Test of Pretend Play, ranging from + 8 to + 30 months. Pretend Play abilities can support developmental outcomes and incorporation of this approach into regular practice could be of value for autistic children. Springer US 2021-07-09 2022 /pmc/articles/PMC9213294/ /pubmed/34244915 http://dx.doi.org/10.1007/s10803-021-05156-9 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Original Paper
Marwick, Helen
Jarvie, Karena
Cowie, Hilary
Johnston, Lorna
Hammond-Evans, Nicola
Cockayne, Rachael
Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice
title Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice
title_full Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice
title_fullStr Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice
title_full_unstemmed Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice
title_short Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice
title_sort developing pretend play in autistic children using the playboxes joint play approach as part of ongoing practice
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9213294/
https://www.ncbi.nlm.nih.gov/pubmed/34244915
http://dx.doi.org/10.1007/s10803-021-05156-9
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