PROMOTING INTERACTION DURING SOCIODRAMATIC PLAY: TEACHING SCRIPTS TO TYPICAL PRESCHOOLERS AND CLASSMATES WITH DISABILITIES

Howard Goldstein · Connie L. Cisar

200 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Child Therapy and Development

Abstract

We investigated the effects of teaching sociodramatic scripts on subsequent interaction among three triads, each containing 2 typical children and 1 child with autistic characteristics. The same type and rate of teacher prompts were implemented throughout structured play observations to avoid the confounding effects of script training and teacher prompting. After learning the scripts, all children demonstrated more frequent theme-related social behavior. These improvements in social-communicative interaction were replicated with the training of three sociodramatic scripts (i.e., pet shop, carnival, magic show) according to a multiple baseline design. These effects were maintained during the training of successive scripts and when the triads were reconstituted to include new but similarly trained partners. Results provided support for the inclusion of systematic training of scripts to enhance interaction among children with and without disabilities during sociodramatic play.

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1978Scripts, plans, goals, and understanding : an inquiry into human knowledge structures. By Roger C. Schank and Robert P. Abelson. Hillsdale, NJ: Lawrence Erlbaum Associates, 1977. Pp. 248.1968The effects of sociodramatic play on disadvantaged preschool children 1972Manual for the McCarthy scales of children's abilities 1981Social cognitive development : frontiers and possible futures 1981Pretend Play in Childhood: An Integrative Review

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