Developing symbolic play for children with autism using a joint-play intervention

Helen Margaret Marwick, Karena Jarvie, Lorna Johnston, Hilary Cowie, Nicola Quinn, Rachael Cunningham

Research output: Contribution to conferencePaper

Abstract

To examine developments in symbolic play using standardized measures following a joint-play intervention for children with autism
Naturalistic play interventions reflect the theoretical position that play difficulties in children with autism follow from reduced motivation to engage in shared playful activities with co-construction of pretence. Standardised measures of developments are needed to provide independent, systematic evidence of intervention effectiveness, and of the amenability of symbolic representational play abilities in autism to environmental support.
Seven children with autism, aged 5 -8 years, participated in weekly intervention sessions using the ‘playboxes’ joint play intervention (Marwick, 2006) over a period of 3 months. Professionals working with the children incorporated ‘playboxes’ into everyday support. Pre- and post-intervention abilities were assessed using the Symbolic Play Test (SPT) (Lowe and Costello, 1989) and the Test of Pretend Play (ToPP) (Lewis and Boucher, 1998).
Ethical considerations: Playboxes is an enjoyable playful intervention, accessible to professionals and families, designed to support social interaction. Informed consent was gained.
Pre- and post-intervention scores on the SPT were near the uppermost score, and showed little movement. Every child gained increased age-equivalent ToPP scores (from +8 to +40 months) with three showing increases greater than +30 months.
This evidence demonstrates the effectiveness of the Playboxes intervention in supporting the development of symbolic play abilities in children with autism, and that these abilities can be supported. Such abilities aid educational inclusion and social well-being, and inclusion of this intervention in practice could be valuable for children with autism.


Conference

ConferenceEuropean Early Childhood Educational Research Association Conference (EECERA)
CountryEstonia
CityTallin
Period28/08/13 → …

Fingerprint

Autistic Disorder
autism
Aptitude
Joints
ability
Interpersonal Relations
Informed Consent
educational aid
Motivation
inclusion
evidence
well-being

Keywords

  • joint-play intervention
  • joint-play
  • children with autism
  • symbolic play

Cite this

Marwick, H. M., Jarvie, K., Johnston, L., Cowie, H., Quinn, N., & Cunningham, R. (2013). Developing symbolic play for children with autism using a joint-play intervention. Paper presented at European Early Childhood Educational Research Association Conference (EECERA), Tallin, Estonia.
Marwick, Helen Margaret ; Jarvie, Karena ; Johnston, Lorna ; Cowie, Hilary ; Quinn, Nicola ; Cunningham, Rachael. / Developing symbolic play for children with autism using a joint-play intervention. Paper presented at European Early Childhood Educational Research Association Conference (EECERA), Tallin, Estonia.
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Marwick, HM, Jarvie, K, Johnston, L, Cowie, H, Quinn, N & Cunningham, R 2013, 'Developing symbolic play for children with autism using a joint-play intervention' Paper presented at European Early Childhood Educational Research Association Conference (EECERA), Tallin, Estonia, 28/08/13, .

Developing symbolic play for children with autism using a joint-play intervention. / Marwick, Helen Margaret; Jarvie, Karena; Johnston, Lorna; Cowie, Hilary; Quinn, Nicola; Cunningham, Rachael.

2013. Paper presented at European Early Childhood Educational Research Association Conference (EECERA), Tallin, Estonia.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Developing symbolic play for children with autism using a joint-play intervention

AU - Marwick, Helen Margaret

AU - Jarvie, Karena

AU - Johnston, Lorna

AU - Cowie, Hilary

AU - Quinn, Nicola

AU - Cunningham, Rachael

PY - 2013/8

Y1 - 2013/8

N2 - To examine developments in symbolic play using standardized measures following a joint-play intervention for children with autism Naturalistic play interventions reflect the theoretical position that play difficulties in children with autism follow from reduced motivation to engage in shared playful activities with co-construction of pretence. Standardised measures of developments are needed to provide independent, systematic evidence of intervention effectiveness, and of the amenability of symbolic representational play abilities in autism to environmental support. Seven children with autism, aged 5 -8 years, participated in weekly intervention sessions using the ‘playboxes’ joint play intervention (Marwick, 2006) over a period of 3 months. Professionals working with the children incorporated ‘playboxes’ into everyday support. Pre- and post-intervention abilities were assessed using the Symbolic Play Test (SPT) (Lowe and Costello, 1989) and the Test of Pretend Play (ToPP) (Lewis and Boucher, 1998). Ethical considerations: Playboxes is an enjoyable playful intervention, accessible to professionals and families, designed to support social interaction. Informed consent was gained.Pre- and post-intervention scores on the SPT were near the uppermost score, and showed little movement. Every child gained increased age-equivalent ToPP scores (from +8 to +40 months) with three showing increases greater than +30 months. This evidence demonstrates the effectiveness of the Playboxes intervention in supporting the development of symbolic play abilities in children with autism, and that these abilities can be supported. Such abilities aid educational inclusion and social well-being, and inclusion of this intervention in practice could be valuable for children with autism.

AB - To examine developments in symbolic play using standardized measures following a joint-play intervention for children with autism Naturalistic play interventions reflect the theoretical position that play difficulties in children with autism follow from reduced motivation to engage in shared playful activities with co-construction of pretence. Standardised measures of developments are needed to provide independent, systematic evidence of intervention effectiveness, and of the amenability of symbolic representational play abilities in autism to environmental support. Seven children with autism, aged 5 -8 years, participated in weekly intervention sessions using the ‘playboxes’ joint play intervention (Marwick, 2006) over a period of 3 months. Professionals working with the children incorporated ‘playboxes’ into everyday support. Pre- and post-intervention abilities were assessed using the Symbolic Play Test (SPT) (Lowe and Costello, 1989) and the Test of Pretend Play (ToPP) (Lewis and Boucher, 1998). Ethical considerations: Playboxes is an enjoyable playful intervention, accessible to professionals and families, designed to support social interaction. Informed consent was gained.Pre- and post-intervention scores on the SPT were near the uppermost score, and showed little movement. Every child gained increased age-equivalent ToPP scores (from +8 to +40 months) with three showing increases greater than +30 months. This evidence demonstrates the effectiveness of the Playboxes intervention in supporting the development of symbolic play abilities in children with autism, and that these abilities can be supported. Such abilities aid educational inclusion and social well-being, and inclusion of this intervention in practice could be valuable for children with autism.

KW - joint-play intervention

KW - joint-play

KW - children with autism

KW - symbolic play

UR - http://www.eecera.org/

UR - http://www.eecera.org/documents/pdf/conferences/abstract-books/tallin-2013.pdf

M3 - Paper

ER -

Marwick HM, Jarvie K, Johnston L, Cowie H, Quinn N, Cunningham R. Developing symbolic play for children with autism using a joint-play intervention. 2013. Paper presented at European Early Childhood Educational Research Association Conference (EECERA), Tallin, Estonia.