Hostname: page-component-848d4c4894-xfwgj Total loading time: 0 Render date: 2024-06-19T04:35:35.687Z Has data issue: false hasContentIssue false

Increasing Engagement for Young Children With Autism Spectrum Disorder Using Way to Play: A Preliminary Investigation of the Adult Training Program

Published online by Cambridge University Press:  13 September 2021

Dervla Beaumont*
Affiliation:
New Zealand Ministry of Education
Tanya Blakey
Affiliation:
Autism New Zealand
Neil Stuart
Affiliation:
Autism New Zealand
Julia Woodward
Affiliation:
New Zealand Ministry of Education
*
*Corresponding author. Email: dervlabeaumont@gmail.com

Abstract

Way to Play is an approach that supports adults to promote the engagement of young children with autism spectrum disorder through play. The Ministry of Education in New Zealand has collaborated with Autism New Zealand to ensure the sustainable delivery of Way to Play within Auckland’s early learning services by training early intervention staff to both use Way to Play and to coach and support other adults in its use. Key strategies that form the foundation of Way to Play are described, and an outline of the evidence base for these strategies is provided. Preliminary data demonstrate the effectiveness of the training approach and the perceived impact for young children with autism and their parents/carers and teachers. Case examples illustrate how Way to Play is used across home and educational settings to successfully support the engagement and inclusion of young children with autism. Suggestions are made for a comprehensive investigation of program effectiveness.

Type
Special Education Perspectives
Copyright
© The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association.Google Scholar
Besio, S. (2017). The need for play for the sake of play. In Besio, S., Bulgarelli, D., & Stancheva-Popkostadinova, V. (Eds.), Play development in children with disabilities (pp. 952). Warsaw, Poland: De Gruyter Open Poland. https://doi.org/10.1515/9783110522143 Google Scholar
Besio, S., Bulgarelli, D., & Stancheva-Popkostadinova, V. (Eds.). (2017). Play development in children with disabilities. Warsaw, Poland: De Gruyter Open Poland. https://doi.org/10.1515/9783110522143 Google Scholar
Doussard-Roosevelt, J. A., Joe, C. M., Bazhenova, O. V., & Porges, S. W. (2003). Mother–child interaction in autistic and nonautistic children: Characteristics of maternal approach behaviors and child social responses. Development and Psychopathology, 15, 277295. https://doi.org/10.1017/S0954579403000154 CrossRefGoogle ScholarPubMed
Dunst, C. J., & Trivette, C. M. (2009). Let’s be PALS. An evidence-based approach to professional development. Infants & Young Children, 22, 164176. https://doi.org/10.1097/IYC.0b013e3181abe169 CrossRefGoogle Scholar
Fogel, A., Nwokah, E., Dedo, J. Y., Messinger, D., Dickson, K. L., Matusov, E., & Holt, S. A. (1992). Social process theory of emotion: A dynamic systems approach. Social Development, 1, 122142. https://doi.org/10.1111/j.1467-9507.1992.tb00116.x CrossRefGoogle Scholar
Gutstein, S. E. (2000). Autism Aspergers: Solving the relationship puzzle: A new developmental program that opens the door to lifelong social and emotional growth. Arlington, TX: Future Horizons.Google Scholar
Gutstein, S. E., Burgess, A. F., & Montfort, K. (2007). Evaluation of the relationship development intervention program. Autism, 11, 397411. https://doi.org/10.1177/1362361307079603 CrossRefGoogle ScholarPubMed
Hutchinson, N., & Bodicoat, A. (2015). The effectiveness of intensive interaction: A systematic literature review. Journal of Applied Research in Intellectual Disabilities, 28, 437454. https://doi.org/10.1111/jar.12138 CrossRefGoogle ScholarPubMed
Ingersoll, B. R. (2010). Teaching social communication: A comparison of naturalistic behavioral and development, social pragmatic approaches for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 12, 3343. https://doi.org/10.1177/1098300709334797 CrossRefGoogle Scholar
Ingersoll, B. (2012). Brief report: Effect of a focused imitation intervention on social functioning in children with autism. Journal of Autism and Developmental Disorders, 42, 17681773. https://doi.org/10.1007/s10803-011-1423-6 CrossRefGoogle ScholarPubMed
Klin, A., Jones, W., Schultz, R., & Volkmar, F. (2003). The enactive mind, or from actions to cognition: Lessons from autism. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 358, 345360. https://doi.org/10.1098/rstb.2002.1202 CrossRefGoogle ScholarPubMed
Klin, A., Shultz, R., & Jones, W. (2015). Social visual engagement in infants and toddlers with autism: Early developmental transitions and a model of pathogenesis. Neuroscience & Biobehavioral Reviews, 50, 189203. https://doi.org/10.1016/j.neubiorev.2014.10.006 CrossRefGoogle Scholar
Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). Autism Diagnostic Observation Schedule – WPS (ADOS-WPS). Los Angeles, CA: Western Psychological Services.Google Scholar
Ministries of Health and Education. (2016). New Zealand autism spectrum disorder guideline (2nd ed.). Retrieved from https://www.health.govt.nz/publication/new-zealand-autism-spectrum-disorder-guideline Google Scholar
Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Retrieved from https://www.google.com/search?client=firefox-b-d&q=Te+Wh%C4%81riki%3A+He+wh%C4%81riki+m%C4%81tauranga+m%C5%8D+ng%C4%81+mokopuna+o+Aotearoa-+Early+childhood+curriculum Google Scholar
Ngan, A., Hand, L., May, D., Antipova, E., & Purdy, S. (2011). Social communication intervention for children with autism spectrum disorders: Background and teacher strategies in an experience sharing program. New Zealand Journal of Speech-Language Therapy, 66, 4665.Google Scholar
Nind, M., & Hewett, D. (1994). Access to communication: Developing the basics of communication with people with severe learning difficulties through intensive interaction. Abingdon, UK: Fulton.Google Scholar
Ray-Kaeser, S., Thommen, E., Baggioni, L., & Stanković, M. (2017). Play in children with autism spectrum and other neurodevelopmental disorders. In Besio, S., Bulgarelli, D., & Stancheva-Popkostadinova, V. (Eds.), Play development in children with disabilities (pp. 952). Warsaw, Poland: De Gruyter Open Poland. https://doi.org/10.1515/9783110522143 Google Scholar
Rutter, M., Le Couteur, A., & Lord, C. (2003). Autism Diagnostic Interview – Revised. Los Angeles, CA: Western Psychological Services.Google Scholar
Siller, M., & Sigman, M. (2008). Modeling longitudinal change in the language abilities of children with autism: Parent behaviors and child characteristics as predictors of change. Developmental Psychology, 44, 16911704. https://doi.org/10.1037/a0013771 CrossRefGoogle ScholarPubMed
United Nations. (1989). Convention on the Rights of the Child (Treaty Series, vol. 1577). Retrieved from https://www.refworld.org/docid/3ae6b38f0.html Google Scholar
Wetherby, A. M., Woods, J., Allen, L., Cleary, J., Dickinson, H., & Lord, C. (2004). Early indicators of autism spectrum disorders in the second year of life. Journal of Autism and Developmental Disorders, 34, 473493. https://doi.org/10.1007/s10803-004-2544-y CrossRefGoogle ScholarPubMed
Wimpory, D. C., Hobson, R. P., & Nash, S. (2007). What facilitates social engagement in preschool children with autism? Journal of Autism and Developmental Disorders, 37, 564573. https://doi.org/10.1007/s10803-006-0187-x CrossRefGoogle ScholarPubMed