Using intraverbal training to increase symbolic play in children with autism spectrum disorder

We evaluated the effects of an intraverbal training procedure on the acquisition, maintenance, and generalization of object‐substitution symbolic play in three 6‐year‐old Korean boys with autism spectrum disorder. A multiple probe across four behaviors design was used. All children acquired target symbolic play behavior, and novel responses emerged in training and follow‐up conditions. Generalization of object substitutions to untaught objects occurred in all three children. Free play observations indicated that symbolic play emerged in one child, and functional play increased in all three children.     

Measuring symbolic play style in infancy: a methodological approach.

Researchers have examined symbolic play style as a qualitative variable distinguishing two groups of children: patterners and dramatists. We have conceptualized style not as a typology of children but as reflecting dimensions of difference between children which are amenable to quantitative analysis. For the construct of style to be invoked, it must be measurable by many variables, it must be observable over time, and it ought to be demonstrably independent of general developmental level. Fifteen boys and 15 girls were each seen twice, once at 21 months of age and again 6 weeks later. The Session 2 pattern of correlations among hypothesized dramatist measures was not entirely consistent with that observed at Session 1; however, three measures, narrative vocalizations, spontaneous play, and elicited-appropriate play were primary dramatist measures at both sessions.     

The counsellor and strategies for the treatment of disturbed children in the secondary school

It is argued that most appropriate method of treatment for disturbed pupils within the secondary school lies in the development of special units in which these pupils can follow programmes specially designed for each individual. Attention is drawn to the way in which self-defeating strategies can be built into these programmes and the deviant identity of these pupils reinforced unless a careful analysis is made of the relationship of the unit to the rest of the school. The programmes should develop such skills as standpoint-taking, decision-making, co-operation and self-control. The counsellor's skills can be utilised in the diagnostic period which precedes the pupils'entry to the unit, and are especially relevant in the construction of the individual programmes and in orientating pupils towards the treatment process. The counsellor should also intervene to ensure that a successful transition from the unit to the ordinary classroom is achieved by the pupil     

Focused videotape feedback psychotherapy: An integrated treatment for emotionally and behaviorally disturbed children

This controlled study describes the development and therapeutic effectiveness of Focused Videotape Feedback Psychotherapy. FVFP integrates parent-training, family therapy, and psychodynamically-oriented therapy as a treatment for children with emotional and behavioral disorders. Of the 105 children and their families, ages 4-10 years, referred for the study, only 40 met the strict diagnostic, research, and randomisation criteria for inclusion in one of the three research groups: FVFP, Psychodynamically-oriented, or Control. Evaluation was at pretreatment, 8 weeks, 16 weeks, and 20th week follow-up. Both treatment procedures were effective. FVFP produced more positive behavioral and affective changes at follow-up and was more time and cost effective.     

Therapeutic techniques for the treatment of certain infantile personality disorders in ego disturbed children

This paper has discussed certain ego disturbed children of preschool and school age with infantile personality disorders. Although these children do not form a sharp diagnostic category, it is of clinical importance to differentiate them both from the neuroses and from other more serious ego disorders. These predominantly infantile children suffer chronic ego arrest and deviations as well as some degree of internal conflicts. Reality adaptation is characteristically distorted, ego defenses imbalanced, and social relations aberrant. Unlike some other borderline types, however, these children have no significant potential for psychosis. They are not prone to panicky anxiety attacks, or to psychoticlike ego regressions or withdrawal. Ego disturbed children with infantile personality disorders pose certain typical problems of therapeutic technique. They do not possess the ego strength for classical analysis, nor are they suitable candidates for a purely supportive or nurturing treatment. I have argued that the particular psychopathology of these children requires a form of corrective developmental treatment in which the therapist plays a flexible role and uses a combination of techniques corresponding to the child's progressive ego development. Early in treatment primarily supportive and nurturing techniques are used to promote a corrective identification and strengthen the defenses. As treatment proceeds, however, selected interpretations are introduced to modify the internal conflicts that block personality integration and development. Especially important are the mobilization and interpretation of hostile aggression. In the later treatment phases the therapist becomes increasingly more frustrating to the child's infantile wishes, encouraging reality adaptation and social maturation. The various shifts in therapeutic technique create resistances whose interpretation and working through are integral to the treatment process and cure.     

Electronic language: A study of word processing by emotionally disturbed children and adolescents in residential treatment

The word-processing language use of a small group of severely emotionally disturbed children and adolescents was compared with their handwritten productions. A content analysis based on a total sample of 4,112 words was performed to explore the thematic and structrual language differences between the two writing modes. The findings indicate that the computer-mediated writing tended to improve some aspects of thematic expression, while the handwritten mode was preferable for certain structural characteristics.     

The relationship of mother–child interaction and the child's development of symbolic play

The extent to which the mother–child interactive relationship either promotes or limits a child's ability to see options or choices in the environment was investigated. It was predicted that this quality of interaction provided primarily by the mother would relate to the child's cognitive development as reflected in his or her level of symbolic play. The level and frequency of symbolic and nonsymbolic play in 30 children, ages 12 to 47 months, were coded and mothers' options‐promoting and options‐limiting behaviors were identified. Children, across this range of ages, whose mothers created an options‐promoting social context were observed engaging in more symbolic play. Nonsymbolic play, however, was not found to be significantly influenced by the mother's interactive style. A child's symbolic play marks a dynamic developmental achievement for the child, and appears to be related to the social context created by the mother's interactive style. ©2003 Michigan Association for Infant Mental Health.     

Developmental perspectives and family therapy: The marital life cycle

Developmental perspectives have been part of family therapy for more than two decades with a primary focus on the family life cycle and individual development. Most efforts at recognizing a marital life cycle have subsumed marital tasks under rubrics based primarily on parental roles. This paper offers a marital life cycle based on marital development with specific tasks for each of four stages-the marital breakup and remarriage phases are not included here-and provides implications for therapy.     

Reflection-impulsivity and information seeking in emotionally disturbed children

Forty-four emotionally disturbed children were administered the Matching Familiar Figures Test by one examiner after which the 13 most impulsive and 13 most reflective were chosen. A second examiner administered the Fixed Alternatives Question-Asking Game in whichSs sought information by asking questions that could be answered either yes or no. These questions were classified on a developmental basis; reflective children were found to employ more mature questions than did impulsive ones. Indirect comparisons between the present results and those obtained with normalSs were made.