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Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences / Kathy S. THIEMANN-BOURQUE in Journal of Autism and Developmental Disorders, 42-5 (May 2012)
[article]
Titre : Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences Type de document : Texte imprimé et/ou numérique Auteurs : Kathy S. THIEMANN-BOURQUE, Auteur ; Nancy C. BRADY, Auteur ; Kandace K. FLEMING, Auteur Année de publication : 2012 Article en page(s) : p.863-873 Langues : Anglais (eng) Mots-clés : Autism Symbolic play Developmental delays Preschool Cognition Language delays Index. décimale : PER Périodiques Résumé : Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their play. Children with autism engaged in more conventional play, that is, putting objects together according to how the toys were constructed (e.g., pieces in a puzzle, lid on a teapot). Results also indicated high correlations between play, language, and cognitive measures. Findings indicate that play relates to language and cognitive levels yet may not discriminate children with autism and children with other developmental delays early in their development. En ligne : http://dx.doi.org/10.1007/s10803-011-1317-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.863-873[article] Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences [Texte imprimé et/ou numérique] / Kathy S. THIEMANN-BOURQUE, Auteur ; Nancy C. BRADY, Auteur ; Kandace K. FLEMING, Auteur . - 2012 . - p.863-873.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.863-873
Mots-clés : Autism Symbolic play Developmental delays Preschool Cognition Language delays Index. décimale : PER Périodiques Résumé : Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their play. Children with autism engaged in more conventional play, that is, putting objects together according to how the toys were constructed (e.g., pieces in a puzzle, lid on a teapot). Results also indicated high correlations between play, language, and cognitive measures. Findings indicate that play relates to language and cognitive levels yet may not discriminate children with autism and children with other developmental delays early in their development. En ligne : http://dx.doi.org/10.1007/s10803-011-1317-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 Teaching "Imaginary Objects" Symbolic Play to Young Children with Autism / G. T. LEE in Journal of Autism and Developmental Disorders, 49-10 (October 2019)
[article]
Titre : Teaching "Imaginary Objects" Symbolic Play to Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : G. T. LEE, Auteur ; S. XU, Auteur ; S. GUO, Auteur ; L. GILIC, Auteur ; Y. PU, Auteur ; J. XU, Auteur Article en page(s) : p.4109-4122 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder China Imaginary objects Intraverbal training Symbolic play Index. décimale : PER Périodiques Résumé : Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3-7 years) participated in this study. A multiple-probe across three participants and two settings design was employed to evaluate the effects of intraverbal training on the acquisition and generalization of imaginary objects symbolic play. Results indicated that all children acquired and maintained target imaginary objects play activities. Generalization to untaught activities occurred in one child. All three children' symbolic play emerged or increased in free play after the instruction. En ligne : http://dx.doi.org/10.1007/s10803-019-04123-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407
in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4109-4122[article] Teaching "Imaginary Objects" Symbolic Play to Young Children with Autism [Texte imprimé et/ou numérique] / G. T. LEE, Auteur ; S. XU, Auteur ; S. GUO, Auteur ; L. GILIC, Auteur ; Y. PU, Auteur ; J. XU, Auteur . - p.4109-4122.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4109-4122
Mots-clés : Autism spectrum disorder China Imaginary objects Intraverbal training Symbolic play Index. décimale : PER Périodiques Résumé : Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3-7 years) participated in this study. A multiple-probe across three participants and two settings design was employed to evaluate the effects of intraverbal training on the acquisition and generalization of imaginary objects symbolic play. Results indicated that all children acquired and maintained target imaginary objects play activities. Generalization to untaught activities occurred in one child. All three children' symbolic play emerged or increased in free play after the instruction. En ligne : http://dx.doi.org/10.1007/s10803-019-04123-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 Cognitive deficits and symbolic play in preschoolers with autism / Yan Grace LAM in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : Cognitive deficits and symbolic play in preschoolers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Yan Grace LAM, Auteur ; Siu-sze Susanna YEUNG, Auteur Année de publication : 2012 Article en page(s) : p.560-564 Langues : Anglais (eng) Mots-clés : Symbolic play Theory of mind Central coherence Executive functions Preschoolers with autism Index. décimale : PER Périodiques Résumé : This study investigated symbolic play in 12 children with autism and 12 children with typical development and compared theories that consider either theory of mind, executive function or central coherence to be causally involved in the development of symbolic play in autism. Children with autism demonstrated significantly less symbolic play than their typically developing peers and had significant deficits in theory of mind and central coherence measures but not executive function measures. A tentative conclusion is that symbolic play deficits in autism are more associated with theory of mind and weak central coherence. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.560-564[article] Cognitive deficits and symbolic play in preschoolers with autism [Texte imprimé et/ou numérique] / Yan Grace LAM, Auteur ; Siu-sze Susanna YEUNG, Auteur . - 2012 . - p.560-564.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.560-564
Mots-clés : Symbolic play Theory of mind Central coherence Executive functions Preschoolers with autism Index. décimale : PER Périodiques Résumé : This study investigated symbolic play in 12 children with autism and 12 children with typical development and compared theories that consider either theory of mind, executive function or central coherence to be causally involved in the development of symbolic play in autism. Children with autism demonstrated significantly less symbolic play than their typically developing peers and had significant deficits in theory of mind and central coherence measures but not executive function measures. A tentative conclusion is that symbolic play deficits in autism are more associated with theory of mind and weak central coherence. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 Symbolizing as Interpersonally Grounded Shifts in Meaning: Social Play in Children With and Without Autism / Jessica A. HOBSON in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
[article]
Titre : Symbolizing as Interpersonally Grounded Shifts in Meaning: Social Play in Children With and Without Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jessica A. HOBSON, Auteur ; R. Peter HOBSON, Auteur ; Yuen CHEUNG, Auteur ; Susana CALÓ, Auteur Article en page(s) : p.42-52 Langues : Anglais (eng) Mots-clés : Autism Symbolic play Joint attention Communication Social engagement Index. décimale : PER Périodiques Résumé : The aim of this study was to examine the relation between symbolic play and communicative engagement among children with and without autism. Our predictions were firstly, that in moment-by-moment interactions during semi-structured interactive play with an adult, children with and without autism would tend to show shifts in meanings in symbolic play when engaged in coordinated states of joint engagement (events involving ‘sharing-of-meaning’); secondly, that across atypically developing participants, sharing-of-meaning would (a) correlate with scores on a standardized test of pretend play, and (b) be inversely correlated with scores on the Autism Diagnostic Observation Schedule; and finally, that participants with autism would contrast with matched developmentally delayed participants in manifesting lower levels of joint engagement, lower levels of symbolic play, and fewer shifts in symbolic meaning. Each of these predictions was borne out. The intimate developmental relation between social engagement and symbolic play appears to be important for explaining the developmental psychopathology of autism. En ligne : http://dx.doi.org/10.1007/s10803-014-2122-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.42-52[article] Symbolizing as Interpersonally Grounded Shifts in Meaning: Social Play in Children With and Without Autism [Texte imprimé et/ou numérique] / Jessica A. HOBSON, Auteur ; R. Peter HOBSON, Auteur ; Yuen CHEUNG, Auteur ; Susana CALÓ, Auteur . - p.42-52.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.42-52
Mots-clés : Autism Symbolic play Joint attention Communication Social engagement Index. décimale : PER Périodiques Résumé : The aim of this study was to examine the relation between symbolic play and communicative engagement among children with and without autism. Our predictions were firstly, that in moment-by-moment interactions during semi-structured interactive play with an adult, children with and without autism would tend to show shifts in meanings in symbolic play when engaged in coordinated states of joint engagement (events involving ‘sharing-of-meaning’); secondly, that across atypically developing participants, sharing-of-meaning would (a) correlate with scores on a standardized test of pretend play, and (b) be inversely correlated with scores on the Autism Diagnostic Observation Schedule; and finally, that participants with autism would contrast with matched developmentally delayed participants in manifesting lower levels of joint engagement, lower levels of symbolic play, and fewer shifts in symbolic meaning. Each of these predictions was borne out. The intimate developmental relation between social engagement and symbolic play appears to be important for explaining the developmental psychopathology of autism. En ligne : http://dx.doi.org/10.1007/s10803-014-2122-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 The effects of JASPER intervention for children with autism spectrum disorder: A systematic review / H. WADDINGTON in Autism, 25-8 (November 2021)
[article]
Titre : The effects of JASPER intervention for children with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : H. WADDINGTON, Auteur ; J. E. REYNOLDS, Auteur ; E. MACASKILL, Auteur ; S. CURTIS, Auteur ; L. J. TAYLOR, Auteur ; Andrew J. O. WHITEHOUSE, Auteur Article en page(s) : p.2370-2385 Langues : Anglais (eng) Mots-clés : Attention Autism Spectrum Disorder/drug therapy Behavior Therapy Child Child, Preschool Humans Parent-Child Relations Parents JASPER intervention autism spectrum disorder early intervention play-based intervention symbolic play Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioural interventions are promising approaches for young children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation intervention (JASPER) is a well-researched naturalistic developmental behavioural intervention but, to date, no reviews have specifically evaluated its effects. This systematic literature review examined the effects of JASPER intervention and its components on child, parent and educator outcomes. Of the 96 articles screened, 19 were eligible for inclusion in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills and language skills compared to the comparison group. Implementation outcomes for parents and educators were generally positive. There were no consistent predictors or mediators of treatment effects. None of the studies met all of the quality indicators outlined by the Council of Exceptional Children, and the majority of outcome measures were classified as proximal. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder.Lay abstractInterventions which are delivered in natural contexts and use both developmental and behavioural techniques may be helpful for children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation (JASPER) is a type of intervention, which falls under this category. Although several studies have examined the effects of JASPER, this has not yet been summarised in a review. This systematic literature review examined the effects of JASPER intervention, and the techniques that make up JASPER, on child, parent and educator outcomes. We screened 96 articles and, of these, 19 were included in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills, and language skills compared to children who did not receive JASPER intervention. Parents and educators were mostly able to use the JASPER techniques. There were no consistent child, parent, teacher or treatment characteristics that influenced the effects of the JASPER intervention. None of the studies met all of the indicators of being a good quality study outlined by the Council of Exceptional Children. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211019162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-8 (November 2021) . - p.2370-2385[article] The effects of JASPER intervention for children with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / H. WADDINGTON, Auteur ; J. E. REYNOLDS, Auteur ; E. MACASKILL, Auteur ; S. CURTIS, Auteur ; L. J. TAYLOR, Auteur ; Andrew J. O. WHITEHOUSE, Auteur . - p.2370-2385.
Langues : Anglais (eng)
in Autism > 25-8 (November 2021) . - p.2370-2385
Mots-clés : Attention Autism Spectrum Disorder/drug therapy Behavior Therapy Child Child, Preschool Humans Parent-Child Relations Parents JASPER intervention autism spectrum disorder early intervention play-based intervention symbolic play Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioural interventions are promising approaches for young children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation intervention (JASPER) is a well-researched naturalistic developmental behavioural intervention but, to date, no reviews have specifically evaluated its effects. This systematic literature review examined the effects of JASPER intervention and its components on child, parent and educator outcomes. Of the 96 articles screened, 19 were eligible for inclusion in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills and language skills compared to the comparison group. Implementation outcomes for parents and educators were generally positive. There were no consistent predictors or mediators of treatment effects. None of the studies met all of the quality indicators outlined by the Council of Exceptional Children, and the majority of outcome measures were classified as proximal. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder.Lay abstractInterventions which are delivered in natural contexts and use both developmental and behavioural techniques may be helpful for children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation (JASPER) is a type of intervention, which falls under this category. Although several studies have examined the effects of JASPER, this has not yet been summarised in a review. This systematic literature review examined the effects of JASPER intervention, and the techniques that make up JASPER, on child, parent and educator outcomes. We screened 96 articles and, of these, 19 were included in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills, and language skills compared to children who did not receive JASPER intervention. Parents and educators were mostly able to use the JASPER techniques. There were no consistent child, parent, teacher or treatment characteristics that influenced the effects of the JASPER intervention. None of the studies met all of the indicators of being a good quality study outlined by the Council of Exceptional Children. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211019162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Investigating the relationship between language and picture understanding in children with autism spectrum disorder / C. HARTLEY in Autism, 23-1 (January 2019)
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