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dc.contributor Durán, Elva en_US
dc.contributor.advisor Gonzales, Rachael en_US
dc.contributor.author Oakes, Erin Melissa
dc.date.accessioned 2010-06-08T18:46:45Z
dc.date.available 2010-06-08T18:46:45Z
dc.date.issued 2010-06-08T18:46:45Z
dc.date.submitted 2009-12-10
dc.identifier.uri http://hdl.handle.net/10211.9/99
dc.description Thesis (M.A., Education (Special Education)) -- California State University, Sacramento, 2009. en_US
dc.description.abstract The case study details play behavior for a first grade student with an autism spectrum disorder when involved in an Integrated Play Group (IPG) at Wheatland Elementary School in Wheatland, CA. The case study intended to illustrate the qualitative changes in behavior by a student with autism when involved in an IPG. Data collection included behavioral observations with initial assessment in September 2008 and monthly play behavior observations from September 2008 to January 2009. The behavior observations detailed the student’s play style, the symbolic and social dimensions of play, the communication, and the diversity in play behavior. Findings suggest daily play instruction using an Integrated Play Group model provided the participant with opportunities to apply phrases and gestures learned in a social group with a typically developing peer. en_US
dc.description.sponsorship Education (Special Education) en_US
dc.language.iso en_US en_US
dc.subject Social skills en_US
dc.subject Play behavior intervention en_US
dc.subject Peers as mentors en_US
dc.title Cooperative play and the autism spectrum: case study en_US
dc.type Thesis en_US


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