Incorporating the Thematic Ritualistic Behaviors of Children with Autism into Games

By M. J. Baker. 2000

194 citations recorded by the source corpus.

How researchers see this paper

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Embodiment and sense-making in autism (2013, background): “It has been found that circumscribed interests are highly motivating for children with autism, and that allowing them to engage in these behaviors can help them produce appropriate behaviors (Hung, 1978), and increase social interactions with non-autistic peers and with siblings (Baker et al., 1998;”
Teaching Children With Autism Spectrum Disorder With Restricted Interests (2016, methodology): “Incorporating RIs into games was reported to increase their social interactions with siblings (Baker, 2000) and peers (Baker et al.”
Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training (2009, background): “Such ritualistic/stereotypic play behaviors can interfere with efforts to teach appropriate play skills (Baker, 2000; Baker, Koegel, & Koegel, 1998; Honey, Leekam, Turner, & McConachie, 2007).”
Joint Attention in Children With Autism (2004, unknown): “In sum, for both studies—Pierce and Schreibman (1995) and Baker (2000)—it is interesting to note that the intervention strategies used, although not directly targeted at joint attention, nonetheless positively affected joint attention.”