Research Article
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An investigation of the opinions and suggestions of parents and teachers about the teaching of play skills to children with autism spectrum disorders.

Year 2019, Volume: 11 Issue: 2, 128 - 140, 20.12.2019
https://doi.org/10.20489/intjecse.670469

Abstract

The purpose of this study was to examine the opinions and suggestions of parents who have children with between the ages of three and seven who have autism spectrum disorder (ASD), and the teachers working with them. A semi-structured interview form was prepared and the final version was validated by seven experts in the field. Easily-accessible case sampling method was applied to determine the participants. Interviews were conducted with 15 selected parents and 15 teachers. The data obtained from the opinions were analyzed descriptively. The findings showed that both parents and teachers defined the play skills as an activity that supports the child's developmental areas. The demonstration of the play skills of children with ASD shows that they find teaching various skills and concepts through games necessary, as well as supporting the play development area of the child. Finally, both parents and teachers were found to need visual material for the teaching of play skills to the child diagnosed with ASD.

Supporting Institution

Anadolu University

Project Number

1801E006

References

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  • Aslan, K., Karamustafaoğlu, O. & Kurt, M. (2018). Teaching "The Internal Organs" to students with autism with an educational play. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18 (4), 1887-1902. https://doi.org/10.17240/aibuefd.2018.18.41844-456957
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  • Barton, E. E., Chen, C., Pribble, L., Pomes, M. & Kim, Y. (2013). Coaching preservice teachers to teach play skills to children with disabilities. Teacher Education and Special Education, 36(4), 330-349. https://doi.org/10.1177/0888406413505113
  • Barton, E.E. & Wolery, M. (2010). Training teachers to promote pretend play in young children with disabilities. Exceptional Children, 77(1), 85-106. https://doi.org/10.1177/001440291007700104
  • Bernard-Opitz, V., Sriram, N., & Sapuan, S. (1999). Enhancing vocal imitations in children with autism using the IBM speech viewer. Autism, 3, 131 -147. https://doi.org/10.1177/1362361399003002004
  • Boudreau, E., & D’Entremont, B. (2010). Improving the pretend play skills of preschoolers with autism spectrum disorders: The effects of video modeling. Journal of Developmental and Physical Disabilities, 22, 414-431. https://doi.org/10.1007/s10882-010-9201-5
  • Brett, A., Valle Riestra, D. M., Fischer, M., Rothlein, L., & Hughes, M. T. (2002). Play İn Preschool Classrooms: Perceptions of Teachers and Children. Journal of Early Childhood Teacher Education, 23(1), 71-79. https://doi.org/10.1080/1090102020230112
  • Brown, J., & Murray, D. (2001). Strategies for enhancing play skills for children with autism spectrum disorder. Education and Training in Mental Retardation and Developmental Disabilities, 312-317.
  • Campbell, J. L., Quincy, C., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semi- structured interviews: Problems of unitization and intercoder reliability and agreement. Sociological Methods & Research, 42, 294–320. https://doi.org/10.1177/0049124113500475
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  • Chan, P., Chen, C., Feng, H., Lee, Y. & Chen, K. (2016). Theory of mind deficit is associated with pretend play performance, but not playfulness, in children with autism spectrum disorder. Hong Kong Journal of Occupational Therapy, 28, 43-52. https://doi.org/10.1016/j.hkjot.2016.09.002
  • Cimsir, E. & Hunt, B. (2018) Students with Disabilities: Practical Information for School Counselors in Turkey. Int J Adv Counselling. 40, 122–132. https://doi.org/10.1007/s10447-017-9315-x
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  • D'Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), 5-11. https://doi.org/10.1177/10983007030050010801
  • DiCarlo, C. F. & Reid, D. H. (2004). Increasing pretend toy play of toddlers with disabilities in an inclusive setting. Journal of Applied Behavior Analysis, 37, 197–207. https://doi.org/10.1901/jaba.2004.37-197
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  • Erbay, F., & Durmuşoglu Saltalı, N. (2012). The place of the game in the daily life of the children of the age of six and the perception of play of the mothers. Ahi Evran University Kırşehir Education Faculty Journal (KEFAD), 13(2), 249-264.
  • Erden, S. (2001). Investigation of parents' and teachers' views on children's plays and toys in kindergartens. Unpublished Master's Thesis. Ankara University, Institute of Science and Technology, Ankara.
  • Fisher, J., (2008). Starting with the child. Buckingham, UK: Open University Press.
  • Freeman, S., & Kasari, C. (2013). Parent–child interactions in autism: Characteristics of play. Autism, 17(2), 147-161. https://doi.org/10.1177/1362361312469269
  • Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis and application (9th ed.). Upper Saddle River, NJ: Pearson.
  • Giren, S. (2016). Early childhood education teachers’ metaphors about play concept for preschoolers. Journal of Theory and Practice in Education, 12(1), 372-388.
  • Halmatov, S. (2017). Practical techniques in play therapy (revised / center 3rd edition)). Ankara: Pegem Akademi.
  • Hine, J. F., & Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26(2), 83-93. https://doi.org/10.1177/02711214060260020301
  • Hobson, R. P., Lee, A., & Hobson, J. A. (2009). Qualities of symbolic play among children with autism: A social-developmental perspective. Journal of Autism and Developmental Disorders, 39, 12-22. https://doi.org/10.1007/s10803-008-0589-z
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Year 2019, Volume: 11 Issue: 2, 128 - 140, 20.12.2019
https://doi.org/10.20489/intjecse.670469

Abstract

Project Number

1801E006

References

  • Adak Özdemir, A., & Ramazan, O. (2014). Pre-school teachers' views on the play. Journal of Research in Education and Teaching, 3(4), 298-308.
  • American Psychiatric Association (2013). Dianostic and statistical manual of mental disorder five edition. Washington DC: APA.
  • Aslan, K., Karamustafaoğlu, O. & Kurt, M. (2018). Teaching "The Internal Organs" to students with autism with an educational play. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18 (4), 1887-1902. https://doi.org/10.17240/aibuefd.2018.18.41844-456957
  • Baker, M. J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2, 66–84. https://doi.org/10.1177/109830070000200201
  • Barton, E. E., Chen, C., Pribble, L., Pomes, M. & Kim, Y. (2013). Coaching preservice teachers to teach play skills to children with disabilities. Teacher Education and Special Education, 36(4), 330-349. https://doi.org/10.1177/0888406413505113
  • Barton, E.E. & Wolery, M. (2010). Training teachers to promote pretend play in young children with disabilities. Exceptional Children, 77(1), 85-106. https://doi.org/10.1177/001440291007700104
  • Bernard-Opitz, V., Sriram, N., & Sapuan, S. (1999). Enhancing vocal imitations in children with autism using the IBM speech viewer. Autism, 3, 131 -147. https://doi.org/10.1177/1362361399003002004
  • Boudreau, E., & D’Entremont, B. (2010). Improving the pretend play skills of preschoolers with autism spectrum disorders: The effects of video modeling. Journal of Developmental and Physical Disabilities, 22, 414-431. https://doi.org/10.1007/s10882-010-9201-5
  • Brett, A., Valle Riestra, D. M., Fischer, M., Rothlein, L., & Hughes, M. T. (2002). Play İn Preschool Classrooms: Perceptions of Teachers and Children. Journal of Early Childhood Teacher Education, 23(1), 71-79. https://doi.org/10.1080/1090102020230112
  • Brown, J., & Murray, D. (2001). Strategies for enhancing play skills for children with autism spectrum disorder. Education and Training in Mental Retardation and Developmental Disabilities, 312-317.
  • Campbell, J. L., Quincy, C., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semi- structured interviews: Problems of unitization and intercoder reliability and agreement. Sociological Methods & Research, 42, 294–320. https://doi.org/10.1177/0049124113500475
  • Cardon, T. A. (2007). Initiations and interactions: Early intervention techniques for parents of children with autism spectrum disorders. Kansas: Autism Asperger Publishing.
  • Chan, P., Chen, C., Feng, H., Lee, Y. & Chen, K. (2016). Theory of mind deficit is associated with pretend play performance, but not playfulness, in children with autism spectrum disorder. Hong Kong Journal of Occupational Therapy, 28, 43-52. https://doi.org/10.1016/j.hkjot.2016.09.002
  • Cimsir, E. & Hunt, B. (2018) Students with Disabilities: Practical Information for School Counselors in Turkey. Int J Adv Counselling. 40, 122–132. https://doi.org/10.1007/s10447-017-9315-x
  • Creswell, J. W. (2007). Research design: Qualitative and quantitative approaches. (2nd ed.). Thousand Oaks, CA: Sage.
  • Davis, B.J., & Summers, M. (2015). Applying Dale's Cone of Experience to increase learning and retention: A study of student learning in a foundational leadership course. (Engineering Leaders Conference 2014) http://dx.doi.org/10.5339/qproc.2015.elc2014.6
  • D'Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), 5-11. https://doi.org/10.1177/10983007030050010801
  • DiCarlo, C. F. & Reid, D. H. (2004). Increasing pretend toy play of toddlers with disabilities in an inclusive setting. Journal of Applied Behavior Analysis, 37, 197–207. https://doi.org/10.1901/jaba.2004.37-197
  • Diken, İ. H., Ardıc, A., & Diken, Ö. (2011). GOBDÖ-2-TV-Gilliam Autistic Disorder Rating Scale-2-Turkish Version. Ankara: Maya Publishing House.
  • Doganay, J. (1998). Examining the opinions of parents of children attending kindergarten about children's play and toys. Unpublished Master Thesis. Ankara: Ankara University.
  • Dunlop, L. (2009). An introduction to early childhood special education: Birth to age five. New Jersey: Pearson Education Inc.
  • Erbay, F., & Durmuşoglu Saltalı, N. (2012). The place of the game in the daily life of the children of the age of six and the perception of play of the mothers. Ahi Evran University Kırşehir Education Faculty Journal (KEFAD), 13(2), 249-264.
  • Erden, S. (2001). Investigation of parents' and teachers' views on children's plays and toys in kindergartens. Unpublished Master's Thesis. Ankara University, Institute of Science and Technology, Ankara.
  • Fisher, J., (2008). Starting with the child. Buckingham, UK: Open University Press.
  • Freeman, S., & Kasari, C. (2013). Parent–child interactions in autism: Characteristics of play. Autism, 17(2), 147-161. https://doi.org/10.1177/1362361312469269
  • Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis and application (9th ed.). Upper Saddle River, NJ: Pearson.
  • Giren, S. (2016). Early childhood education teachers’ metaphors about play concept for preschoolers. Journal of Theory and Practice in Education, 12(1), 372-388.
  • Halmatov, S. (2017). Practical techniques in play therapy (revised / center 3rd edition)). Ankara: Pegem Akademi.
  • Hine, J. F., & Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26(2), 83-93. https://doi.org/10.1177/02711214060260020301
  • Hobson, R. P., Lee, A., & Hobson, J. A. (2009). Qualities of symbolic play among children with autism: A social-developmental perspective. Journal of Autism and Developmental Disorders, 39, 12-22. https://doi.org/10.1007/s10803-008-0589-z
  • Hoorn, V., Nourot, J., Scales, P. M. & Alward, K. R. (2015). Play at the center of the curriculum (6. Baskı). Cambridge: Pearson Press.
  • Jarmakowicz, P. (2015). Improving Pretend Play Skills of Children with Autism Using the Point-of-view Modeling and Multiple Video Exemplars (Doctoral dissertation, California State University, Stanislaus).
  • Jarrold, C., Boucher, J., & Smith, P. (1996). Generativity deficits in pretend play in autism. Journal of Developmental Psychology, 14, 275–300.
  • Johnson, J. E., Christie, J. F., & Wardle, F. (2005). Play, development, and early education. Pearson: Allyn and Bacon.
  • Jung, S., & Sainato, D. M. (2013). Teaching play skills to young children with autism. Journal of Intellectual and Developmental Disability, 38, 74-90. https://doi.org/10.3109/13668250.2012.732220
  • Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: a randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611–620. https://doi.org/10.1111/j.1469-7610.2005.01567.x
  • Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619-627. https://doi.org/10.1016/j.compedu.2012.03.007
  • Lewis, V. (2003). Play and language in children with autism. Autism, 7(4), 391-399. https://doi.org/10.1177/1362361303007004005
  • 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. https://doi.org/10.1177/105381510502700405
  • Lifter, K., Foster-Sanda, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and importance in early intervention/early childhood special education. Infants & Young Children, 24, 225-245. https://doi.org/10.1097/IYC.0b013e31821e995c
  • Lifter, K., Mason, E. J. & Barton, E. E. (2011). Children’s play: Where we have been and where we could go. Journal of Early Intervention, 33(4), 281-297. https://doi.org/10.1177/1053815111429465
  • Lifter, K., Sulzer-Azaroff, B., Anderson, S. & Cowdery, G. E. (1993). Teaching play activities to preschool children with disabilities: The importance of developmental considerations. Journal of Early Intervention, 17, 139–159. https://doi.org/10.1177/105381519301700206
  • Lin, C. C., & Tseng, Y. F. (2012). Videos and animations for vocabulary learning: A study on difficult words. Turkish Online Journal of Educational Technology-TOJET, 11(4), 346-355.
  • Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice. Wiley: San Francisco.
  • MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 20(4), 225-238. https://doi.org/10.1002/bin.197
  • MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42, 43-55. https://doi.org/10.1901/jaba.2009.42-43
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implemention. JosseyBass: San Francisco.
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There are 79 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Meryem Şentürk Cesur This is me 0000-0002-3763-8310

Serhat Odluyurt 0000-0001-5861-0627

Project Number 1801E006
Publication Date December 20, 2019
Published in Issue Year 2019 Volume: 11 Issue: 2

Cite

APA Şentürk Cesur, M., & Odluyurt, S. (2019). An investigation of the opinions and suggestions of parents and teachers about the teaching of play skills to children with autism spectrum disorders. International Journal of Early Childhood Special Education, 11(2), 128-140. https://doi.org/10.20489/intjecse.670469