Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys / Gill Althia FRANCIS in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.68-82 Titre : Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys Type de document : Texte imprimé et/ou numérique Auteurs : Gill Althia FRANCIS, Auteur ; William FARR, Auteur ; Silvana MAREVA, Auteur ; Jenny Louise GIBSON, Auteur Article en page(s) : p.68-82 Langues : Anglais (eng) Mots-clés : Autism  Tangible user interface  Free play  Social interaction Index. décimale : PER Périodiques Résumé : Background Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Constructionism to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method The study used a detailed observational and descriptive design. Two groups of children with ASD and two groups of typically developing (TD) children were filmed during a 20-minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten’s Play States. Data were described in terms of duration, frequency and the likelihood of transition to another state, given the current state. Results For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and Associative Play were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition. Conclusions Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities. En ligne : https://doi.org/10.1016/j.rasd.2018.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys [Texte imprimé et/ou numérique] / Gill Althia FRANCIS, Auteur ; William FARR, Auteur ; Silvana MAREVA, Auteur ; Jenny Louise GIBSON, Auteur . - p.68-82. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.68-82 Mots-clés : Autism  Tangible user interface  Free play  Social interaction Index. décimale : PER Périodiques Résumé : Background Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Constructionism to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method The study used a detailed observational and descriptive design. Two groups of children with ASD and two groups of typically developing (TD) children were filmed during a 20-minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten’s Play States. Data were described in terms of duration, frequency and the likelihood of transition to another state, given the current state. Results For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and Associative Play were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition. Conclusions Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities. En ligne : https://doi.org/10.1016/j.rasd.2018.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children / Yiran Vicky ZHAO in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) . - 23969415211063822 Titre : Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Yiran Vicky ZHAO, Auteur ; Jenny Louise GIBSON, Auteur Article en page(s) : 23969415211063822 Langues : Anglais (eng) Mots-clés : Autism  Pretend  Play  Language development  Narrative Index. décimale : PER Périodiques Résumé : Backgrounds and aimsEarly symbolic play abilities are closely related to long-term language development for both autistic and non-autistic children, but few studies have explored these relations for different dimensions of pretence and of language. The current study explores carer-reported measures of solitary symbolic play, object substitution and peer role play abilities at age 3, and their respective relations with parent-reported semantics, syntax and narrative abilities at age 7 for both autistic and non-autistic children.MethodsWe conducted secondary data analyses exploring links between different aspects of pretence and of language on the Longitudinal Study of Australian Children population cohort. We identified 92 autistic children and used propensity score matching to match them with 92 non-autistic children based on demographic and developmental information such as non-verbal IQ and socioeconomic status. We explored concurrent and longitudinal relations using correlation and regression models. Results: Both correlational and hierarchical regression analyses confirmed the significant effects of age 3 symbolic play abilities in facilitating age 7 semantics, syntax and narrative abilities for autistic children. We found that object substitution held most prominent influence, followed by peer role play and solitary symbolic play. In contrast, for non-autistic children, none of the age 3 symbolic play abilities were significant predictors, whereas socioeconomic status at birth and age 3 language abilities held significant influences on their age 7 semantics, syntax and narrative abilities. Conclusion: We discuss the implications of our findings for play interventions targeting language outcomes. En ligne : http://dx.doi.org/10.1177/23969415211063822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children [Texte imprimé et/ou numérique] / Yiran Vicky ZHAO, Auteur ; Jenny Louise GIBSON, Auteur . - 23969415211063822. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) . - 23969415211063822 Mots-clés : Autism  Pretend  Play  Language development  Narrative Index. décimale : PER Périodiques Résumé : Backgrounds and aimsEarly symbolic play abilities are closely related to long-term language development for both autistic and non-autistic children, but few studies have explored these relations for different dimensions of pretence and of language. The current study explores carer-reported measures of solitary symbolic play, object substitution and peer role play abilities at age 3, and their respective relations with parent-reported semantics, syntax and narrative abilities at age 7 for both autistic and non-autistic children.MethodsWe conducted secondary data analyses exploring links between different aspects of pretence and of language on the Longitudinal Study of Australian Children population cohort. We identified 92 autistic children and used propensity score matching to match them with 92 non-autistic children based on demographic and developmental information such as non-verbal IQ and socioeconomic status. We explored concurrent and longitudinal relations using correlation and regression models. Results: Both correlational and hierarchical regression analyses confirmed the significant effects of age 3 symbolic play abilities in facilitating age 7 semantics, syntax and narrative abilities for autistic children. We found that object substitution held most prominent influence, followed by peer role play and solitary symbolic play. In contrast, for non-autistic children, none of the age 3 symbolic play abilities were significant predictors, whereas socioeconomic status at birth and age 3 language abilities held significant influences on their age 7 semantics, syntax and narrative abilities. Conclusion: We discuss the implications of our findings for play interventions targeting language outcomes. En ligne : http://dx.doi.org/10.1177/23969415211063822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

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