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Cited by 55Autism Spectrum Disorder ResearchBehavioral and Psychological StudiesChild Therapy and Development

A Comparison of the Effects of Structured Play and Facilitated Play Approaches on Preschoolers with Autism: A Case Study

Kok, Adrian John, Kong, Tan Yew, Bernard-Opitz, Vera·2002·Autism
DOI 10.1177/1362361302006002005
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Abstract

This study compared the effect of structured play (SP) and facilitated play (FP) in promoting spontaneity and responsiveness in communication and play behaviors in children with autism. SP is characterized by the use of mass practice trials under the instruction of the experimenter while FP incorporated incidental teaching with multiple exemplars. Eight preschoolers participated in a crossover design of both play conditions. Gains in appropriate communication and play were observed across both treatments. Respondent communicative acts occurred more frequently across all participants during SP compared with FP. The preliminary results indicate an interaction between the mental age of the child and the teaching paradigm used. The need to match treatment goals and specific methods of the play intervention to the skill profile of participants is discussed.

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Crossref · 10.1177/1362361302006002005

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  • Gamified tasks may be valuable for assessing ADHD patients because computer games are particularly appealing to them, with rapid rewards, immediate feedback, and time-pressure being exactly the type of stimulus the ADHD brain craves.

    “Gamified tasks may be valuable for assessing ADHD patients as computer games are particularly appealing to them: with rapid rewards, immediate feedback, and time-pressure being exactly the type of stimulus the ADHD brain craves [64,65].”

    From Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy (2016) · cites this paper as [64]

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Authors
Kok, A. J., Kong, T. Y., & Bernard-Opitz, V.
Affiliations
National University of Singapore (SG)
Venue
Autism
Publisher
SAGE Publications
Published
2002-06
Volume
6
Issue
2
Pages
181-196
ISSN
  • 1362-3613 (ISSN-L)
  • 1461-7005
DOI
10.1177/1362361302006002005
OpenAlex
W2136828097
Cited by
55
References
45
Citations by year
2026: 2 · 2025: 2 · 2024: 3 · 2023: 2 · 2022: 3 · 2021: 4 · 2020: 3 · 2017: 1 · 2016: 2 · 2015: 2 · 2014: 3 · 2013: 3 · 2012: 4
FWCI
1.18
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Autism (publishedVersion)
  • PubMed (publishedVersion)
  • National University of Singapore (submittedVersion)
Funders
San Francisco State University
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Psychology › Clinical Psychology › Child Therapy and Development
Keywords
structured play, preschool children, play behavior, incidental teaching, multiple exemplars, mental age, play-based intervention
MeSH terms
Autistic Disorder, Child, Preschool, Communication, Female, Humans, Imitative Behavior, Male, Outcome and Process Assessment, Health Care, Peer Group, Play and Playthings, Practice, Psychological, Social Behavior, Social Facilitation, Early Intervention, Educational, Cross-Over Studies

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