Including Children with Autism in Social and Imaginary Play with Typical Peers: Integrated Play Groups Model
Including Children with Autism in Social and Imaginary Play with Typical Peers: Integrated Play Groups Model
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发表时间：
2012-10
影响因子：
0.9
通讯作者：
Pamela Wolfberg;K. Bottema‐Beutel;Mila DeWitt
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文献类型：
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作者：
Pamela Wolfberg;K. Bottema‐Beutel;Mila DeWitt
同伴游戏体验是儿童社交、发展和文化的重要组成部分。自闭症儿童在社交和想象游戏中面临着独特的挑战，这使他们面临被同龄人排斥的高风险。如果没有明确的支持，他们可能会与同龄人以及鼓励发展成长的持续互动游戏保持孤立。本文重点介绍综合游戏小组 (IPG) 的理论和使用，该小组提供基于研究的综合干预措施，帮助自闭症谱系儿童在常规社交环境中与典型同龄人一起玩耍。本文探讨了游戏的本质以及它给自闭症儿童带来的发展和社会文化问题。作者描述了 IPG，重点关注其概念设计和称为引导参与的干预方法。他们强调了 IPG 在老年人群中的创新用途，并讨论了综合青少年社会群体。他们总结了研究和开发工作，并讨论了 IPG 对未来的影响。关键词： 自闭症儿童与发育 成长；引导参与；综合游戏小组 (IPG)；综合青少年社会群体；同伴游戏 半个多世纪的研究已广泛记录了同伴游戏体验对于儿童发展、社会化和文化参与的重要性（Elkind 2007；Miller 和 Almon 2009）。虽然一般发育中的儿童在与同龄人一起玩耍时几乎不需要动力或指导，但患有自闭症的儿童在获得平等机会参与同侪游戏体验并从中受益时遇到了重大障碍。这里的自闭症是指自闭症谱系障碍的广义定义，其中包括严重、中度和轻度形式，正如 2013 年 5 月发布的精神疾病诊断和统计手册 (DSM-5) 的未来版本所提议的（美国精神病学协会 2012 年）。自闭症儿童在社交和想象游戏中面临着独特的挑战，这使他们面临被同龄人排斥的高风险。如果没有明确的支持，他们可能会保持孤立状态，从而被剥夺了鼓励发展成长和有意义的同伴关系的持续互动游戏体验。综合游戏小组 (IPG) 模型的诞生源于对许多被排除在共同同伴游戏体验之外的儿童的关注。 IPG 通过让自闭症儿童在常规社交场合与典型的同龄人和兄弟姐妹一起玩耍来为他们提供支持。经过二十年的研究和实践，IPG 不断发展，通常受到不断扩大的自闭症领域的新发展的影响。自闭症同伴社交和游戏研究所 (www.autiminstitute.com) 推进 IPG 培训、研究和开发工作。 IPG 被公认为针对自闭症谱系儿童的既定最佳实践之一（美国言语听力协会 2006 年；Darling-Hammond 等人 2005 年；Disalvo 和 Oswald 2002 年；Iovannone 2003 年；国家自闭症中心 2009 年），已广泛应用于地区、国家和国际学校和社区项目。 IPG 最初是为幼儿和中期儿童（3 岁至 11 岁）开发的，现在通过融入本质上有趣且吸引不同年龄段群体的创意活动来适应老年人群。本文重点介绍适用于儿童和适用于青少年的 IPG 模型背后的理论。我们首先从发展和社会文化的角度审视游戏的本质以及它给自闭症儿童带来的问题。接下来我们描述IPG的概念设计和针对儿童的干预方法（引导参与）。我们强调通过综合青少年社会团体 (ITSG) 对老年人群进行 IPG 模式的创新扩展。最后，我们总结了相关研究并讨论了它们的含义。 自闭症儿童的游戏挑战虽然自闭症谱系中的个体自然彼此不同，但作为一个群体，他们在玩耍时面临着非常相似的障碍。 ……
Peer-play experiences are a vital part of children's socialization, development, and culture. Children with autism face distinct challenges in social and imaginary play, which place them at high risk for being excluded by peers. Without explicit support, they are likely to remain isolated from peers and the consistent interactive play that encourages developmental growth. This article focuses on the theory and use of Integrated Play Groups (IPGs), which offer a comprehensive, research-based intervention that helps children on the autism spectrum engage in play with typical peers in regular social settings. The article examines the nature of play and the developmental and sociocultural problems it presents for children with autism. The authors describe IPGs, focusing on their conceptual design and the interventional approach to them called guided participation. They highlight innovative uses of IPGs for older populations and discuss Integrated Teen Social Groups. They summarize research and development efforts and discuss the implications of IPGs for the future. Key words: children with autism and developmetal growth; guided participation; Integrated Play Groups (IPGs); Integrated Teen Social Groups; peer playThe significance of peer-play experiences for children's development, socialization, and cultural participation has been extensively documented in over a half century of research (Elkind 2007; Miller and Almon 2009). While typically developing children need little motivation or guidance to play with peers, children with autism encounter significant obstacles gaining equal access to and benefits from inclusion in peer-play experiences. Autism refers here to a broad definition of autism spectrum disorders, which includes severe, moderate, and mild forms as proposed for the future edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) due out in May 2013 (American Psychiatric Association 2012). Children with autism face distinct challenges in social and imaginary play, which place them at high risk for being excluded by peers. Without explicit support, they are likely to remain isolated and thus to be deprived of consistent interactive play experiences that encourage developmental growth and meaningful peer relationships.The Integrated Play Groups (IPG) model grew from a concern for the many children excluded from common peer-play experiences. IPGs support children with autism by engaging them in play with typical peers and siblings in regular social settings. With two decades of research and practice, IPGs have evolved, often shaped by new developments in the ever-expanding field of autism. The Autism Institute on Peer Socialization and Play (www.autiminstitute.com) advances IPG training, research, and development efforts. Recognized as one of the established best practices for children on the autism spectrum (American Speech-Language-Hearing Association 2006; Darling-Hammond et al. 2005; Disalvo and Oswald 2002; Iovannone 2003; National Autism Center 2009), IPGs have been widely used in regional, national, and international school and community programs. Originally developed for children in early and middle childhood (ages three to eleven years), IPGs are now being adapted for older populations by incorporating creative activities that are playful in nature and appealing to diverse age groups.This article focuses on the theory behind the IPG model as applied to children and as adapted for adolescents. We begin with an examination of the nature of play and the problems it presents for children with autism from devel- opmental and sociocultural perspectives. We next describe the conceptual design of IPGs and the intervention approach (guided participation) for children. We highlight innovative extensions of the IPG model for older populations through Integrated Teen Social Groups (ITSGs). We conclude by summarizing the rel- evant research and discussing their implications.Play Challenges for Children with AutismWhile individuals across the autism spectrum naturally differ from one another, as a group they face remarkably similar obstacles when it comes to play. …