| The limitation of symbolic play is one of the characteristics of children with autism,which is important to the development of their language,cognitive and social abilities.Children with autism are prone to encounter difficulties in symbolic play,which may affect the development of their sociality and their future higher thinking and understanding learning.Therefore,it is necessary to teach them learning it.A large number of studies have proved that the symbolic play of children with autism can be improved through teaching,it provides a possibolity for this research.At present,some foreign studies have used video modeling and picture prompt to intervene autistim's symbolic play.Both of them belong to the scope of visual prompt strategies,and have proved to be effective and operable.Therefore,this research hopes to make full use of the visual learning advantages of children with autism,use visual prompt strategy to improve their symbolic play ability.In this research,two preschool children with autism aged 3-4 years are selected as the research objects.The research method is multiple baseline across behaviors design which belongs to single case research design.The independent variable is the visual prompt strategy,and the dependent variable is the symbolic play,which including three behaviors: object substitution,imaginary objects and attribution of pretend properties.The research data is mainly analyzed by visual analysis,interobserver agreement and social validity analysis.Base on the results,the researcher discusses the teaching effect of object substitution and imaginary objects,then explains the reasons for attribution of pretend properties' s development without teaching.The results show the intervene have immediate,sustained,and generalization effects.Besides,it has good social validity.At last,according to the results and limitations of this study,researcher puts forward suggestions for future researchers and teachers,hoping to provide reference for their work. |
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