[article]
| Titre : |
Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder |
| Type de document : |
texte imprimé |
| Auteurs : |
Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Rebecca LANDA, Auteur ; Ann KAISER, Auteur ; Connie KASARI, Auteur |
| Article en page(s) : |
p.1436-1445 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Jasper Language Minimally verbal Play |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Few interventions exist for school-aged minimally verbal children with autism spectrum disorder (ASD). Even though play skills are associated with children's production of language, few studies have focused on play for minimally verbal children. Fifty-eight minimally verbal children with ASD received a naturalistic developmental behavioral intervention. Children were randomized to receive a speech generating device in the context of the intervention or not. Children in both conditions improved in play skills at exit. Children demonstrated an increase in play skills in proximal (sessions) and distal (during blind assessment) contexts. Minimally verbal children with ASD can improve their play skills within a targeted intervention. Increases in symbolic play were associated with increases in expressive language skills. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-017-3388-6 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354 |
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1436-1445
[article] Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder [texte imprimé] / Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Rebecca LANDA, Auteur ; Ann KAISER, Auteur ; Connie KASARI, Auteur . - p.1436-1445. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1436-1445
| Mots-clés : |
Autism Jasper Language Minimally verbal Play |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Few interventions exist for school-aged minimally verbal children with autism spectrum disorder (ASD). Even though play skills are associated with children's production of language, few studies have focused on play for minimally verbal children. Fifty-eight minimally verbal children with ASD received a naturalistic developmental behavioral intervention. Children were randomized to receive a speech generating device in the context of the intervention or not. Children in both conditions improved in play skills at exit. Children demonstrated an increase in play skills in proximal (sessions) and distal (during blind assessment) contexts. Minimally verbal children with ASD can improve their play skills within a targeted intervention. Increases in symbolic play were associated with increases in expressive language skills. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-017-3388-6 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=354 |
|  |
Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
