We begin by reiterating the importance of pretend play and discuss the 5 elements of pretend play. We get into our main topic today, categories of play, and discuss the 3 categories of pretend play: familiar, observed, and community. For each category of play Nancy and Melissa break down the research and provide examples. We look at the core deficits of autism and what barriers we have seen when failing to target the appropriate category of play. It all wraps up with a discussion on data collection and implementation.
Thank you for listening! Please visit our website for more information or to purchase the Pretend Play and Language Assessment and Curriculum.
We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about. You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis(2nd ed.). Columbus, OH: Merrill Prentice Hall.
Lifter, K., Ellis, J., Cannon, B., & Anderson, S. R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27(4), 247-267.
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