I Wanna Play Too: Factors Related to Changes in Social Behavior for Children With and Without Autism Spectrum Disorder After Implementation of a Structured Outdoor Play Curriculum
I Wanna Play Too: Factors Related to Changes in Social Behavior for Children With and Without Autism Spectrum Disorder After Implementation of a Structured Outdoor Play Curriculum
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我也想玩：实施结构化户外游戏课程后，与自闭症谱系障碍和非自闭症谱系障碍儿童社会行为变化相关的因素
DOI：
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发表时间：
2018
影响因子：
3.9
通讯作者：
Sonja M. T. Ziegler
中科院分区：
文献类型：
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作者：
M. Morrier;Sonja M. T. Ziegler
患有自闭症谱系障碍（ASD）的儿童在非结构化游戏中难以与同龄同龄人互动（例如，在操场上）。35名患有和不患有ASD的幼儿和学龄前儿童参加了一个结构化的15分钟户外游戏课程。干预，伙伴游戏，使用熟悉的歌曲，运动和游戏，以促进同伴的社会互动。2 × 3方差分析评估了基线、伙伴游戏和推广到免费支付期间整体目标社会行为的变化。多元回归分析研究了与社会互动增加有关的因素。预测因素为儿童ASD状态和儿童年龄。结果表明，好友游戏增加了整体的社会互动，社会互动的影响ASD状态比年龄。对从业人员的影响突出。
Children with autism spectrum disorder (ASD) have difficulties interacting with same-aged peers during unstructured play (e.g., on the playground). Thirty-five toddler and preschool children with and without ASD participated in a structured 15-min outdoor play curriculum. The intervention, the Buddy Game, used familiar songs, movement, and games to promote peer social interaction. A 2 × 3 ANOVA assessed changes in overall targeted social behaviors during baseline, the Buddy Game, and generalization to free-pay. Multiple regression analyses examined factors related to increases in social interactions. Predictors were ASD status of child and age of child. Results indicated the Buddy Game increased overall social interactions and that social interactions were influenced more by ASD status than age. Implications for practitioners are highlighted.