Abstract

We evaluated an intervention package for teaching generative sociodramatic play activities to a young boy with an autism spectrum disorder. In Phase 1, the boy learned computer activity schedules that featured embedded video models of what to say and do. A 3 x 3 instructional matrix defined 9 activities to be performed involving combinations of 3 figurines and 3 actions. In Phase 2, the boy learned to use notebook schedules with pictures cuing sequences of different play activities. Phase 3 clarified and expanded the skills learned so far: Across 3 new instructional matrices, the boy learned 3 of the 9 activities within each matrix using video-enhanced computer schedules. For every activity taught directly, nearly 2 additional activities also occurred. The results recommend video-enhanced activity schedules to teach sociodramatic play and the use of matrix training to program for generative learning outcomes. (Contains 1 table and 2 figures.)

Citation

Dauphin, M., Kinney, E.M., Stromer, R. & Koegel, R.L. (2004). Using Video-Enhanced Activity Schedules and Matrix Training to Teach Sociodramatic Play to a Child with Autism. Journal of Positive Behavior Interventions, 6(4), 238-250. Retrieved January 18, 2022 from https://www.learntechlib.org/p/71092/.

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Keywords

• Attention Deficit Disorders
• autism
• Computer Uses in Education
• Cues
• Dramatic Play
• Hyperactivity
• Interpersonal Competence
• Intervention
• Males
• Matrices
• models
• Pervasive Developmental Disorders
• Play
• teaching methods
• Videotape Recordings
• Young Children