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 May 17, 2022 from https://www.learntechlib.org/p/71092/.

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

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