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Facilitating Pretend Play Skills for Youngsters with Autism through Literacy-Based Interventions

Facilitating Pretend Play Skills for Youngsters with Autism through Literacy-Based Interventions. ISAAC, 2012 Joanne M. Cafiero Cynthia Pearl. Rationale for Project. High engagement in repeated readings using adapted literature Absence or low levels of pretend play

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Facilitating Pretend Play Skills for Youngsters with Autism through Literacy-Based Interventions

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  1. Facilitating Pretend Play Skills for Youngsters with Autism through Literacy-Based Interventions ISAAC, 2012 Joanne M. Cafiero Cynthia Pearl

  2. Rationale for Project • High engagement in repeated readings using adapted literature • Absence or low levels of pretend play • Absence or low levels of interactive play • Prior Action Research on Pretend Play with Preschoolers with ASD

  3. Facilitating Pretend Play through Literacy Interventions • Environments: • self-contained ASD program in general education environment • Home • Inclusion opportunities: • in Specials, Recess and planned activities with typical peers • Partnership with teacher, family and consultant • Action Research Model

  4. Action Research • Research conducted within the environment that results will be utilized • Goals, research questions taken from IEP or questions of practitioners • Can be messy and evolving • Utilizes qualitative and quantitative measurements • Facilitates immediate implementation of results

  5. Why is Pretend Play Important? • Play is the “work” of childhood • Presumes perspective taking • Skills correlate with language development • Evolves from solitary to parallel to interactive in typical children

  6. Why is literacy important? • Visual medium targets strengths. • Current research dictates that providing opportunity facilitates literacy learning. • Literacy and AAC are inextricably entwined. • Reading and writing can segue into functional communication.

  7. Teaching Pretend Play Scripts to Pre-K students with ASD Through Adapted Literature(Cafiero, Manthey-Silvio& Pearl, 2007; Cafiero & Pearl, 2009) • Collected language samples from typical kids • Developed adapted literature (text above; adapted text below) from sample • Read book in group reading for 3 weeks • Videotaped independent unprompted play for baseline and 5 intervention probes Joanne M. Cafiero PhD, 2011

  8. It’s Time to Play with My Toy Carsby Cindy Pearl

  9. Pretend Play: Time to Get Gas • Book read in group instruction. • Each student had his/her own book. • Related Balanced Literacy activities with target words & sentences daily. • Videotaped baseline, intervention and 3 probes of individual students • Data taken from videotapes

  10. Pretend-play Behaviors: Gas Station: Actions Putting man in car Driving to gas pump Putting in nozzle; filling up Leaving gas station Joanne M. Cafiero PhD, 2010

  11. Pretend-play Behaviors: Gas Station: Scripts “This is my car” “Uh-oh, I’m out of gas.” “I’m putting in gas.” “I’m putting in more gas” “Gas is finished, bye-bye.” Joanne M. Cafiero PhD, 2010

  12. Joanne M. Cafiero PhD, 2010

  13. Joanne M. Cafiero PhD, 2010

  14. Integrated Literacy Activities Using Balanced Literacy Model • Word Study Using Target Words • Word building • Phonics • Phonemic awareness • Writing Using Target Words • Sentence building • Close writing activities • Self-Selected Reading • Books made available for independent reading

  15. Thematic Curricular Unit: Car Wash

  16. Results: Teaching Pretend Play Through Adapted Literature • Qualitative: • “crystal clear” speech and spontaneous generating of appropriate language. • Longer periods of engaging in targeted pretend play behaviors • Fewer off-task and stereotypic and self-stimulatory behaviors • Maintained play and language at 18 month probe Joanne M. Cafiero PhD, 2011

  17. Pretend Play Skill Maintenance: 1.5 years later • Students maintained play scheme skills without book; more skills with book present • Students who learned scripts (Baby to Bed) maintained the non-linguistics (lullabye, “shhh”, kiss good night) • Students independently requested to play and generalized to novel objects & environments

  18. New Findings: 3 years later • Students from original study requested opportunities to pretend play with targeted items when given the opportunity. • Target students maintained 20-40% of scripts and 100% of actions • Target students selected Pretend Play activity as highly preferred reinforcer

  19. Facilitating Pretend Play Toy Cars: Phase 2 • Primary Autism Class • Implemented intervention with modeling and literature • Did not include robust literacy extension activities • Baseline & 3 Video Probes

  20. Identifying Specific Play Behaviors • Observed typically developing kids engaging in the targeted pretend play • Pretend play included concrete figures, objects • Charted actions and scripts • Took photos of identified actions • Created literature using photos and scripts

  21. Pretend Play Skill Acquisition

  22. Observations • Increases in play actions • No Increases in play language (scripts) • Demonstrated interest in play schemes when others were engaged with it. • More interest in interactive play than in previous pilot study with younger CWA

  23. Pretend Play in the home: My Restaurant • Restaurant theme selected from favorite pretend play activity of two typical brothers, 8-9 years old • Videotape of Restaurant play; actions & scripts identified • Selected 10 of most appropriate actions & scripts for book • Photographed boys engaged in activity for book: excluded adults and prompts

  24. Pretend Play: Teddy & Kenneth • Twin boys, 9 years old, Dx ASD • Non-verbal & limited speakers • Participated in structured literacy program in school • Majority of play time is solitary screen time (iPad, TV, videos) • Engaged parents • Read story 2x/day • Played restaurant 1x/day

  25. My Restaurant • Parents and caregiver read story 2x day • Once with props; acting it out • Once without • Limited related literacy activities around target vocabulary (sentence building) • Weekly coaching and videotaped probes

  26. My Restaurant

  27. Bethany is a customer in My Restaurant

  28. Hi. Welcome to My Restaurant.

  29. Here is your menu.

  30. Bethany reads the menu.

  31. Can I take your order?

  32. What do you like to drink?Bethany says “I want some water, please.”

  33. Here is your drink.

  34. What would you like to eat? Bethany says: “I’d like a pizza”.

  35. Here is your pizza.

  36. Bethany eats her pizza.

  37. Here is your check.

  38. Bethany pays the check.

  39. I put the money in my pocket.

  40. Thank you, please come back.

  41. TheEnd

  42. My Restaurant: Measuring Outcomes • Simple data collection method • Weighted prompts for coding % independence • 3 fully independent • 2 Gestural prompt • 1 Verbal prompt • 0 No response • Observations of activity around theme noted anecdotally

  43. My Restaurant

  44. % Independence in Pretend Play: Kenneth

  45. % Independence in Pretend Play: Teddy

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