University of Nebraska Medical Center
Project Title: Evaluating the Development of Generalized Play of Children with Autism Spectrum Disorder
Toni Rose Agana, Ph.D., BCBA-D, is a Post-Doctoral Fellow at University of Nebraska Medical Center’s Munroe-Meyer Institute working under the mentorship of Dr. Nicole Rodriguez. Toni Rose obtained her Ph.D. in Applied Behavior Analysis at Caldwell University under the advisement of Dr. Tina Sidener. Toni Rose’s research interests include developing and evaluating early intervention strategies for young learners with developmental disabilities. The Sidney W. and Janet R. Bijou Grant will support her study on the investigation of the development of generalized pretend play in children with autism spectrum disorder (ASD).
Recognizing the current limited research in play within the field of behavior analysis, this preliminary study builds upon previous studies in the developmental psychology literature indicating that children’s play reflects the conventional activities of their environment and culture. However, methods teaching play typically employ strategies like prompting scripted actions and programmed consequences (e.g., praise or snacks). While effective, these approaches may limit the development of generalized play (i.e., novel play), potentially leading to children with ASD acquiring rigid, rote play skills. This study seeks to offer insights into the role of real object interactions in their environment in play development. By understanding how play skills may develop through experiencing actions with real objects, this research may provide an effective method for promoting generalized play in children with ASD. Furthermore, this study will replicate and extend previous work from the developmental psychology literature by showing that children's pretend play reflects their daily activities.
The Sidney W. and Janet R. Bijou Grant will fund the acquisition of essential assessment manuals, toys, and real objects. Additionally, the grant will support expenses for disseminating findings at professional conferences. This preliminary research aims to enhance our understanding of generalized pretend play development and provide practical, meaningful interventions for teaching play skills.
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