etadd_47(3) - Division on Autism and Developmental Disabilities
etadd_47(3) - Division on Autism and Developmental Disabilities
etadd_47(3) - Division on Autism and Developmental Disabilities
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Method<br />
Participants<br />
Four male children participated in this investigati<strong>on</strong>.<br />
The investigati<strong>on</strong> was c<strong>on</strong>ducted at a<br />
day treatment program for children with autism.<br />
The program features an integrative <strong>and</strong><br />
cross-disciplinary team approach to treatment.<br />
All four children were enrolled five days a<br />
week for six hours per day throughout the<br />
investigati<strong>on</strong>. Each child received approximately<br />
the same treatment during the course<br />
of investigati<strong>on</strong>, which was based <strong>on</strong> applied<br />
behavior analysis principles utilizing a staff<br />
ratio of nearly 1:1 <strong>and</strong> incorporating behavior,<br />
speech, recreati<strong>on</strong>al, <strong>and</strong> occupati<strong>on</strong>al therapy<br />
(individualized). Thus, “treatment” as a<br />
c<strong>on</strong>founding variable was held c<strong>on</strong>stant. Most<br />
importantly, n<strong>on</strong>e of the children received<br />
separate instructi<strong>on</strong> <strong>on</strong> play skills during the<br />
investigati<strong>on</strong>. The program staff was blind to<br />
the hypotheses of the investigati<strong>on</strong>.<br />
Participants were r<strong>and</strong>omly selected from<br />
the program; two were selected from a classroom<br />
comprised of 2–3 year olds recently diagnosed<br />
with autism, <strong>and</strong> two were selected<br />
from a classroom comprised of children with<br />
increased cognitive challenges <strong>and</strong> poor language<br />
skills. We stratified the selecti<strong>on</strong> to get<br />
a wider range of play skills, cognitive skills <strong>and</strong><br />
language skills. Informed c<strong>on</strong>sent was obtained<br />
from each of the child’s parents or<br />
guardians prior to admissi<strong>on</strong> to the investigati<strong>on</strong>.<br />
See Table 1 for diagnosis, demographic,<br />
<strong>and</strong> initial developmental characteristics.<br />
The Preschool Language Scale, 4th Editi<strong>on</strong><br />
(PLS-4) was also carried out at the end of the<br />
interventi<strong>on</strong>.<br />
Instructi<strong>on</strong>al Video<br />
A video model was created for each of the<br />
developmental levels of play <strong>on</strong> the Kasari et<br />
al. (2006) scale (Table 2), except levels 3 <strong>and</strong><br />
4 were combined into <strong>on</strong>e level <strong>and</strong> model,<br />
levels 7 <strong>and</strong> 9 were combined into <strong>on</strong>e level<br />
<strong>and</strong> model, <strong>and</strong> levels 15 <strong>and</strong> 16 were combined<br />
into <strong>on</strong>e level <strong>and</strong> model. These levels<br />
were combined due to difficulties in accurately<br />
<strong>and</strong> c<strong>on</strong>sistently assigning play acts between<br />
levels. Each video model depicted three<br />
play acts or sequences at that level of play,<br />
each using a different toy or set of toys, accompanied<br />
by scripted language which not<br />
<strong>on</strong>ly related to the modeled play act or sequence<br />
(e.g., “put in” when inserting a puzzle<br />
piece) but also c<strong>on</strong>sisted of a length of utterance,<br />
syntax <strong>and</strong> morphology appropriate for<br />
a typically–developing child who had<br />
achieved the level of play being modeled.<br />
All of the video models were developed<br />
based <strong>on</strong> the authors’ experience <strong>and</strong> were<br />
validated by observing the play <strong>and</strong> accompanying<br />
language of typically–developing children<br />
of various developmental levels who were<br />
provided with the selected toys <strong>and</strong> prompted<br />
to “play.” The primary author is a licensed<br />
clinical speech therapist with over 10 years<br />
experience with program development <strong>and</strong><br />
speech therapy with children with autism. The<br />
video models were acted by the sec<strong>on</strong>d author<br />
seated in a child–sized chair at the child-sized<br />
table in a speech therapy room. The acting<br />
author has over 10 years of experience engaging<br />
in play interventi<strong>on</strong> with children with<br />
autism. The camcorder was focused primarily<br />
<strong>on</strong> the toys modeled rather than the adult<br />
actor (e.g., tight shots in which the toys were<br />
the primary focus <strong>and</strong> <strong>on</strong>ly the adult actor’s<br />
h<strong>and</strong>s <strong>and</strong> arms were shown), except for the<br />
level 6 (Pretend Self) play video models, in<br />
which toys are extended towards self, <strong>and</strong> the<br />
combined levels 15 (Sociodramatic) <strong>and</strong> 16<br />
(Fantasy) play, where the entire body of the<br />
adult actor was included in the model.<br />
Experimental Design <strong>and</strong> Procedural Overview<br />
We used a single subject multiple baseline<br />
design across the four children.<br />
Baseline. A 15 minute free play sessi<strong>on</strong> was<br />
observed to assess the child’s mastery <strong>and</strong><br />
emergence level of play in a generalized setting<br />
(their classroom in the program) with a<br />
st<strong>and</strong>ard set of toys, including a peg board,<br />
puzzles, shape sorters, ring stackers, baskets,<br />
building blocks, a doctor kit, dress–up<br />
clothes, doll house with furniture <strong>and</strong> figures,<br />
play kitchen with food, plates <strong>and</strong> utensils,<br />
play farm with animals <strong>and</strong> assorted vehicles.<br />
The third baseline sessi<strong>on</strong> (regardless of the<br />
number of baseline sessi<strong>on</strong>s) was in the<br />
speech therapy room for every child to ensure<br />
that their play was not specific to the envir<strong>on</strong>ment.<br />
The observer used the developmental<br />
Video Modeling for Appropriate Play <strong>and</strong> C<strong>on</strong>nected Speech / 305