Use of a Creative Dance Intervention Package to Increase Social Engagement and Play Complexity of Young Children with Autism Spectrum Disorder

Play skills are central to development of children's language and cognitive skills. However, social, symbolic, and object play skills of children with autism spectrum disorder (ASD) are frequently impaired. This study examined the effects of a strategy that utilized preferred play materials, an...

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Bibliographic Details
Published in:Education and training in autism and developmental disabilities 2017-06, Vol.52 (2), p.170-185
Main Authors: Nelson, Catherine, Paul, Kristen, Johnston, Susan S., Kidder, Jaimee E.
Format: Article
Language:English
Subjects:
Autism
Autistic children
Behavior
Children & youth
Classrooms
Cognition & reasoning
Cognitive ability
Cognitive Development
Colleges & universities
Control Groups
Creative Activities
Dance
Early childhood education
Inclusion
Interpersonal Competence
Intervention
Language Skills
Longitudinal Studies
Maintenance
Observation
Peers
Pervasive Developmental Disorders
Preferences
Preschool children
Preschool Education
Program Effectiveness
Quality
Skill development
Social skills
Special education
Student Behavior
Student Participation
Teaching
Thinking Skills
Young Children
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Summary:Play skills are central to development of children's language and cognitive skills. However, social, symbolic, and object play skills of children with autism spectrum disorder (ASD) are frequently impaired. This study examined the effects of a strategy that utilized preferred play materials, antecedent creative dance activities, and priming of complex play with preferred play materials within dance activities on play behaviors of children with ASD during learning centers in inclusive preschool classrooms. Measured play skills included social play, specific social play levels, and play complexity. The strategy was successful in increasing skills in all three areas. However, skill maintenance was limited.
ISSN:2154-1647