title: Effects of sociodramatic play training on children with autism.
abstract: We assessed the effects of teaching sociodramatic play to three children with autism. The training was conducted using a variation of Pivotal Response Training (PRT), a program traditionally used to teach language to children with autism. Measures of play skills, social behavior, and language skills were obtained before treatment, after treatment, and at a follow-up period. The correlation between language and pretend play was explored, as was the relationship between sociodramatic play and social competence. Positive changes were observed in play, language, and social skills. These changes generalized across toys and settings, although little generalization to other play partners occurred. Effects of play training with children with autism and maintenance of behavior change is discussed.
authors.affiliation: Psychology Department 0109, University of California, San Diego, La Jolla 92093-0109, USA.
authors.forename: D M
authors.initials: DM
authors.lastname: Thorp
authors.forename: A C
authors.initials: AC
authors.lastname: Stahmer
authors.forename: L
authors.initials: L
authors.lastname: Schreibman
mesh_terms: D001321:Autistic Disorder / Q000523:psychology / Q000628:therapy*; D002648:Child; D002675:Child, Preschool; D005201:Fantasy; D005500:Follow-Up Studies; D005793:Generalization, Psychological; D006801:Humans; D007360:Intelligence; D007805:Language Development Disorders / Q000523:psychology / Q000628:therapy; D008297:Male; D010989:Play Therapy; D010988:Play and Playthings; D011577:Psychodrama; D012919:Social Behavior; D012951:Socialization