Teaching symbolic play skills to children with autism using Pivotal Response Training

@article{Stahmer1995TeachingSP,
  title={Teaching symbolic play skills to children with autism using Pivotal Response Training},
  author={Aubyn C. Stahmer},
  journal={Journal of Autism and Developmental Disorders},
  year={1995},
  volume={25},
  pages={123-141}
}
  • A. Stahmer
  • Published 1 April 1995
  • Psychology
  • Journal of Autism and Developmental Disorders
Used Pivotal Response Training (PRT) to teach 7 children with autism to engage in symbolic play behaviors. Symbolic play, complexity of play behavior, and creativity of play were assessed. In addition, generalization measures were obtained across settings, toys, and play partners. Interaction with the play partners and comparison with typical controls were also examined. Results indicated that children with autism rarely exhibited symbolic play before training or after a control condition… 
Social Validation of Symbolic Play Training for Children with Autism.
The present study examined the social significance of changes resulting from teaching symbolic play skills to children with autism using Pivotal Response Training (PRT). Qualitatively obtained
Symbolic play is correlated with language ability in both typically developing children and children with autism
The present study examined the social significance of changes resulting from teaching symbolic play skills to children with autism using Pivotal Response Training (PRT). Qualitatively obtained
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An experiment regarding a procedure targeting “object-substitution” symbolic play skills, which consisted of intraverbal training, picture prompts, and modeling of play actions with children with autism spectrum disorders.
The Acquisition and Generalization of Joint Attention and Symbolic Play Skills in Young Children with Autism
For children with autism, acquiring and generalizing new skills can be particularly difficult and may be affected by child characteristics. Forty-one preschool children with autism were recruited
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Positive changes were observed in play, language, and social skills, although little generalization to other play partners occurred and the correlation between language and pretend play was explored.
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