Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Stage 3: Play Schemes in the Pretend Play and Language Assessment and Curriculum.

First we discuss the benefits of the Stages in the curriculum and the overall goal of Stage 3.  We go on to discuss the expectations, selecting targets, prompting, positioning, reinforcement, initiating play, feedback following play, generalization, and mastery.

Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, to purchase the Pretend Play and Language Assessment and Curriculum, or to sign up for one of our training webinars for the PPLAC.

We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at [email protected]

References: 

DiCarlo, C. F., & Reid, D. H. (2004). Increasing pretend toy play of toddlers with disabilities in an inclusive setting. Journal of Applied Behavior Analysis, 37(2), 197-207.

Goldstein, H., & Cisar, C. L. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25(2), 265-280.

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Stage 2: Chaining Play in the Pretend Play and Language Assessment and Curriculum.

First we discuss the benefits of the Stages in the curriculum and the overall goal of Stage 2.  We go on to discuss the expectations, selecting targets, prompting, positioning, reinforcement, initiating play, feedback following play, generalization, and mastery.

Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, to purchase the Pretend Play and Language Assessment and Curriculum, or to sign up for one of our training webinars for the PPLAC.

We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at [email protected]

References: 

Jahr, E., & Eldevik, S. (2007a). Changes in solitary play following acquisition of cooperative play by children with autism. The Journal of Speech and Language Pathology–Applied Behavior Analysis, 2(2), 182-189.

Lifter, K., Ellis, J., Cannon, B., & Anderson, S. R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27(4), 247-267.

Rutherford, M. D., & Rogers, S. J. (2003). Cognitive underpinnings of pretend play in autism. Journal of Autism and Developmental Disorders, 33(3), 289-302.

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Stage 1: Single Agent in the Pretend Play and Language Assessment and Curriculum.

First we discuss the benefits of the Stages in the curriculum and the overall goal of Stage 1.  We go on to discuss the 

Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, to purchase the Pretend Play and Language Assessment and Curriculum, or to sign up for one of our training webinars for the PPLAC.

We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at [email protected]

References: 

Barton, 2015

Lifter, Ellis, Cannon, Anderson, 2005

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Pretend Play and Language Assessment

First we discuss the research on pretend play and how we developed the Pretend Play and Language Assessment and Curriculum (PPLAC). We go on to cover the purpose, layout, and scoring of the PPLAC full and brief assessments. 

Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, to purchase the Pretend Play and Language Assessment and Curriculum, or to sign up for one of our training webinars for the PPLAC.

We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at [email protected]

References: 

Barton, E. E. & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28(2), 109-125. 

Belsky, J., & Most, R. K. (1981). From exploration to play: A cross-sectional study of infant free play behavior. Developmental Psychology, 17(5), 630-639.

Casby, M. W. (2003). Developmental assessment of play: A model for early intervention. Communication Disorders Quarterly 24(4), 175-183.

Fenson, L., & Ramsay, D. (1980). Decentration and Integration of the Child's Play in the Second Year. Child Development, 51(1), 171-178. doi:10.2307/1129604 

Lewis, V. Boucher, J., Lupton, L., & Watson, S. (2009). Relationships between symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language and Communication Disorders, 35(1), 117-127. 

Lifter, K., Foster-Sandra, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and importance in early intervention/early childhood special education. Infants & Young Children, 24(3), 225-245. 

Saracho, O. N. (1999) A factor analysis of preschool children's play strategies and cognitive style. Educational Psychology 19(2),165-180. 

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Essential Skills to Sociodramatic Play

5 Elements of Play: Discuss the 5 elements of play in the PPLAC and definitions of the 3 essential skills to sociodramatic play. 

Initiating:  We review the definition and research we have conducted on evaluating and teaching initiating.  

Responding:  We review the definitions and research we have conducted on evaluating and teaching responding.

Expanding:  We review the definitions and research we and others have conducted on evaluating and teaching expanding.

Garcia-Albea, Reeve, Reeve, & Brothers, 2014; Deitchman, Reeve, Reeve, & Progar, 2010; Craig-Unkefer & Kaiser, 2003; Liber, Frea & Symon, 2008; Wolfberg, Bottema-Beutel & DeWitt, 2012; Howes, Phillips & Whitebook, 1992; Goldstein, Wickstrom, Hoyson, Tamieson & Odom, 1988; Murdock & Hobbs 2011; Zanolli, Daggett, Adams, 1996

Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, or to purchase the Pretend Play and Language Assessment and Curriculum.

We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at [email protected]

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Advanced Play

5 Elements of Play: Discuss the 5 elements of play in the PPLAC and definitions of the 3 advanced play targets. 

Rotating Play:  We review the definitions and research we have conducted on evaluating and teaching rotating play. 

Combining Play:  We review the definitions and research we have conducted on evaluating and teaching combining play.

Character Roles:  We review the definitions and research we and others have conducted on evaluating and teaching character roles.

Watson & Fischer, 1980; Terpestra, Higgins, & Pierce, 2002; Thorp, Stahmer, & Schreibman, 1995; Goldstein, Wickstrom, Hoyson, Jamieson, & Odom, 1988

Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, or to purchase the Pretend Play and Language Assessment and Curriculum.

We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at [email protected]

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Object of Play

Symbolic Play:  We review definitions of symbolic play

McCune-Micholich, 1981; Barton & Wolery, 2008

5 Elements of Play: Discuss the 5 elements of play in the PPLAC and definitions of the 3 objects of play. 

Components of symbolic play: Review of the research on the various components to symbolic play/object of play. 

McCune-Micholich, 1981; Casby, 2003

Object substitution: We review the research on object substitution including ACI Learning Centers research on typically developing children and teaching children with autism. 

McCune-Micholich, 1981

Imaginary play without objects: We review the research on imaginary object including ACI Learning Centers research on typically developing children and teaching children with autism. 

Stahmer, 1995; Taylor & Iacono, 2003 

Assigning absent attributes: We review the research on assigning absent attributes including ACI Learning Centers research on typically developing children and teaching children with autism.

Ingersoll & Schriebman, 2006; Taylor & Iacono, 2003 

Development of symbolic Play: we discuss the developmental sequence of object of play and the overlap with category of play

Belsky & Most, 1981; Watson & Fisher, 1977; Ungerer, Zelazo, Kearsley, & Kurowsit, 1981; McCune-Micholich, 1981; Fein 1981; Fenson, Kagan, Kearsley, Zelazo, 1976; Smith & Jones, 2011; 

Language: we discuss the correlation between symbolic play and language development. 

Fein 1981; Charman & Baron-Cohen, 1997; Casby & Ruder, 1983; Barton & Wolery, 2008; Casby, 2003; Smith & Jones, 2011; Taylor & Iacono, 2003; Thorp, Stahmer, & Schreibman, 1995; Kasari, Freeman, & Paparella, 2006

Thank you for listening! Please visit our website for more information, to earn CEUs for listening to this podcast, or to purchase the Pretend Play and Language Assessment and Curriculum.

We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at [email protected]

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: Agent of Play

Pretend Play definition: We review definitions of pretend play

Lifter, Ellis, Cannon, Anderson, 2005 ;Lifter, Mason, & Barton, 2011

Deficits in children with autism and developmental delays: Discuss common deficits observed and the research supporting behavioral interventions to teach pretend play. 

Ungerer & Sigman, 1981; Lewis & Boucher, 1995; Lifter, Ellis, Cannon, Anderson, 2005

Importance of teaching Agent of Play: Review of the research on the importance of agent of play and the different agents of play observed in typically developing children. 

Lifter & Bloom, 1989; Wolery, 1991; Lifter, Sulzer-Azaroff, & Anderson, 1993

Agent of play in the research: We review the research on different agents of play. 

Lifter, Sulzer-Azaroff, Anderson, & Cowerdy, 1993; Watson & Fischer, 1977

Agent of play in the Pretend Play and Language Assessment and Curriculum (PPLAC): 

• Self as Agent: review the research, discuss research we have conducted observing typically developing children and teaching children with autism, and implementation in the PPLAC

Ungerer & Sigman, 1981; Fein, 1981; Belsky & Most, 1981

• Passive Figure: review the research, discuss research we have conducted observing typically developing children and teaching children with autism, and implementation in the PPLAC

Watson & Fischer, 1977; Watson & Fischer, 1980; Fein, 1981; Belsky & Most, 1981; McCune-Nicholich, 1981

• Active Figure: review the research, discuss research we have conducted observing typically developing children and teaching children with autism, and implementation in the PPLAC

Fenson, Kagan, Kearsley, & Zelazo, 1976; Watson & Fischer, 1977; McCune-Nicholich, 1981; Belsky & Most, 1981; Stokes & Osnes, 1989; Lifter, Mason, & Barton, 2011

Thank you for listening! Please visit our website for more information or to purchase the Pretend Play and Language Assessment and Curriculum.

We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at [email protected]

We begin by reiterating the importance of pretend play and discuss the 5 elements of pretend play.   We get into our main topic today, categories of play, and discuss the 3 categories of pretend play: familiar, observed, and community.  For each category of play Nancy and Melissa break down the research and provide examples.  We look at the core deficits of autism and what barriers we have seen when failing to target the appropriate category of play. It all wraps up with a discussion on data collection and implementation.

Thank you for listening! Please visit our website for more information or to purchase the Pretend Play and Language Assessment and Curriculum.

We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at [email protected]

References:

Casby, M. W. (2003). Developmental assessment of play: A model for early intervention. Communication Disorders Quarterly, 24(4), 175-183.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis(2nd ed.). Columbus, OH: Merrill Prentice Hall.

Jahr, E. &. (2007). Changes in solitary play following acquistion of cooperative play by children with autism. Journal of Speech-Language Pathology and Applied Behavior Analysis(2.2), 182-188.

Lifter, K., & Bloom, L. (1989). Object knowledge and the emergence of language. Infant Behavior and Development, 12(4), 395-423.

Lifter, K., Ellis, J., Cannon, B., & Anderson, S. R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27(4), 247-267.

Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: What is Pretend Play. We begin by discussing playroom organization including the the toys and play schemes we have set up at ACI Learning Centers to most effectively target pretend play. We go on to discuss various definitions of toys in the research and toy selection. Looking at the complexity of toys we discuss abstract toys, sociodramatic toys, toy combinations, and the number of different actions that can be completed with a single toy.   We wrap things up discussing the gender differences in toy selection and preference. 

Thank you for listening! Please visit our website for more information or to purchase the Pretend Play and Language Assessment and Curriculum.

We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at [email protected]

References: 

Cherney I.D., Kelly-Vance L, Glover K.A., Ruane A.M., Ryalls B.R. (2003). The effects of stereotyped toys and gender on play assessment in children aged 18-47 months. Educational Psychology, 23(1), 95-106.

Doctoroff, S. (2001). Adapting the physical environment to meet the needs of all young children for play. Early Childhood Education Journal, 29(2), 105-109.

Edwards, C. P., Knoche, L., & Kumru, A. (2001). Play patterns and gender. Encyclopedia of Women and Gender 2, 809-815.

Klemenović, J. (2014). How do today’s children play and with which toys. Croatian Journal of Education. 16(1), 181-200.

Lieber, J., & Beckman, P. J. (1991). The role of toys in individual and dyadic play among young children with handicaps. Journal of Applied Developmental Psychology, 12(2), 189-203.

Trawick-Smith, J., Wolff, J., Koschel, M., & Vallarelli, J. (2014). Which toys promote high-quality play? Reflections on the five-year anniversary of the TIMPANI study. Young Children, 69(2), 40-47.  

Venkatesan, S. (2014). Availability of toys for children with developmental disabilities. Journal of Disability Management and Special Education, 4(1), 58-70.