Scholarlink

<p>This study aimed to teach autistic children to play with imaginary objects using video modeling delivered in a small group setting. The videos featured multiple exemplars of play actions accompanied by verbal descriptions. Four boys in China, aged 4–7 years and diagnosed with autism, participated in this study. A multiple probe design across participants was used to evaluate the effects. Results showed that video modeling effectively taught target imaginary play activities for all children. They not only demonstrated scripted play responses, but more important, unscripted responses also emerged. However, no consistent improvement in unscripted responses was observed across the target imaginary play activities for any participant. Pre- and postinstruction probes indicated a clear improvement in correctly naming pantomime actions in charades with an adult. It is particularly notable that by the end of the study, the children were able to play charades among themselves—taking on both the roles of actor and guesser—an activity they could not engage in before acquiring the skills in playing with imaginary objects.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Let’s Play Charades: Using Video Modeling to Teach Children on the Autism Spectrum to Play with Imaginary Objects

  • 期刊论文

  • 发表日期：

    2026年3月10日

查看全文
  • Gabrielle T. Lee,
  • Xiaoyi Hu,
  • Yifei Meng

摘要

This study aimed to teach autistic children to play with imaginary objects using video modeling delivered in a small group setting. The videos featured multiple exemplars of play actions accompanied by verbal descriptions. Four boys in China, aged 4–7 years and diagnosed with autism, participated in this study. A multiple probe design across participants was used to evaluate the effects. Results showed that video modeling effectively taught target imaginary play activities for all children. They not only demonstrated scripted play responses, but more important, unscripted responses also emerged. However, no consistent improvement in unscripted responses was observed across the target imaginary play activities for any participant. Pre- and postinstruction probes indicated a clear improvement in correctly naming pantomime actions in charades with an adult. It is particularly notable that by the end of the study, the children were able to play charades among themselves—taking on both the roles of actor and guesser—an activity they could not engage in before acquiring the skills in playing with imaginary objects.