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Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice / Helen MARWICK in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
[article]
Titre : Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice Type de document : Texte imprimé et/ou numérique Auteurs : Helen MARWICK, Auteur ; Karena JARVIE, Auteur ; Hilary COWIE, Auteur ; Lorna JOHNSTON, Auteur ; Nicola HAMMOND-EVANS, Auteur ; Rachael COCKAYNE, Auteur Article en page(s) : p.3050-3060 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder/diagnosis/therapy Child Humans Longitudinal Studies Play and Playthings Autism Children Joint attention Joint-play support Ongoing practice Pretend play Index. décimale : PER Périodiques Résumé : A repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5-8 years, with a placement within a specialist educational provision, and who demonstrated restricted play, participated in weekly sessions using the Playboxes approach over a period of 3 months. Pre- and post-approach pretend play abilities were assessed using the Symbolic Play Test and the Test of Pretend Play. Every child gained increased age-equivalent scores on the Test of Pretend Play, ranging from?+?8 to?+?30 months. Pretend Play abilities can support developmental outcomes and incorporation of this approach into regular practice could be of value for autistic children. En ligne : http://dx.doi.org/10.1007/s10803-021-05156-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3050-3060[article] Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice [Texte imprimé et/ou numérique] / Helen MARWICK, Auteur ; Karena JARVIE, Auteur ; Hilary COWIE, Auteur ; Lorna JOHNSTON, Auteur ; Nicola HAMMOND-EVANS, Auteur ; Rachael COCKAYNE, Auteur . - p.3050-3060.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3050-3060
Mots-clés : Autism Spectrum Disorder Autistic Disorder/diagnosis/therapy Child Humans Longitudinal Studies Play and Playthings Autism Children Joint attention Joint-play support Ongoing practice Pretend play Index. décimale : PER Périodiques Résumé : A repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5-8 years, with a placement within a specialist educational provision, and who demonstrated restricted play, participated in weekly sessions using the Playboxes approach over a period of 3 months. Pre- and post-approach pretend play abilities were assessed using the Symbolic Play Test and the Test of Pretend Play. Every child gained increased age-equivalent scores on the Test of Pretend Play, ranging from?+?8 to?+?30 months. Pretend Play abilities can support developmental outcomes and incorporation of this approach into regular practice could be of value for autistic children. En ligne : http://dx.doi.org/10.1007/s10803-021-05156-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Super responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder / Jonathan L. PANGANIBAN in Autism Research, 15-8 (August 2022)
[article]
Titre : Super responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan L. PANGANIBAN, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1565-1575 Langues : Anglais (eng) Mots-clés : Attention/physiology Autism Spectrum Disorder/therapy Child Child, Preschool Early Intervention, Educational/methods Humans Language Play and Playthings Jasper data-driven techniques intervention early intervention-behavioral machine learning responders treatment research Index. décimale : PER Périodiques Résumé : Early intervention can provide a great benefit for children with autism spectrum disorder (ASD). However, no single intervention is effective for all children. Even when an intervention is effective overall, individual child response varies. Some children make incredible progress, and others make slow or no progress. Therefore, it is important that the field move towards developing methods to personalize intervention. Operationalizing meaningful change and predicting intervention response are critical steps in designing systematic and personalized early intervention. The present research used improvement in expressive language to group children that received a targeted social communication early intervention, Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER), into super responders and slow responders. Using baseline data from traditional standardized assessments of cognition and behavioral data from validated experimental measures of play and social communication, we used conditional inference tree models to predict responder status. From a sample of 99 preschool age, limited language children with ASD, play diversity was the most significant predictor of responder status. Children that played functionally with a wider variety of toys had increased odds of being a super responder to JASPER. A combination of lower play diversity and impairments in fine motor abilities increased the odds of children being slow responders to JASPER. Results from the present study can inform future efforts to individualize intervention and systematic approaches to augmenting treatment in real time. LAY SUMMARY: To help us answer the question of for whom an intervention works best, we examined 99 children, age three to five, who qualified as being limited spoken language communicators, and received a targeted intervention for social communication and language. We used child characteristics before intervention to predict which children would improve their language the most and found that the ability to play appropriately with a wider variety of toys predicted the best improvements in expressive language. These findings will help better inform future work to individualize intervention based on the unique needs of each child. En ligne : http://dx.doi.org/10.1002/aur.2727 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism Research > 15-8 (August 2022) . - p.1565-1575[article] Super responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jonathan L. PANGANIBAN, Auteur ; Connie KASARI, Auteur . - p.1565-1575.
Langues : Anglais (eng)
in Autism Research > 15-8 (August 2022) . - p.1565-1575
Mots-clés : Attention/physiology Autism Spectrum Disorder/therapy Child Child, Preschool Early Intervention, Educational/methods Humans Language Play and Playthings Jasper data-driven techniques intervention early intervention-behavioral machine learning responders treatment research Index. décimale : PER Périodiques Résumé : Early intervention can provide a great benefit for children with autism spectrum disorder (ASD). However, no single intervention is effective for all children. Even when an intervention is effective overall, individual child response varies. Some children make incredible progress, and others make slow or no progress. Therefore, it is important that the field move towards developing methods to personalize intervention. Operationalizing meaningful change and predicting intervention response are critical steps in designing systematic and personalized early intervention. The present research used improvement in expressive language to group children that received a targeted social communication early intervention, Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER), into super responders and slow responders. Using baseline data from traditional standardized assessments of cognition and behavioral data from validated experimental measures of play and social communication, we used conditional inference tree models to predict responder status. From a sample of 99 preschool age, limited language children with ASD, play diversity was the most significant predictor of responder status. Children that played functionally with a wider variety of toys had increased odds of being a super responder to JASPER. A combination of lower play diversity and impairments in fine motor abilities increased the odds of children being slow responders to JASPER. Results from the present study can inform future efforts to individualize intervention and systematic approaches to augmenting treatment in real time. LAY SUMMARY: To help us answer the question of for whom an intervention works best, we examined 99 children, age three to five, who qualified as being limited spoken language communicators, and received a targeted intervention for social communication and language. We used child characteristics before intervention to predict which children would improve their language the most and found that the ability to play appropriately with a wider variety of toys predicted the best improvements in expressive language. These findings will help better inform future work to individualize intervention based on the unique needs of each child. En ligne : http://dx.doi.org/10.1002/aur.2727 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Autism does not Dictate Children's Lack of Sharing in a Prosocial Choice Test / L. TOWNSEND in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
[article]
Titre : Autism does not Dictate Children's Lack of Sharing in a Prosocial Choice Test Type de document : Texte imprimé et/ou numérique Auteurs : L. TOWNSEND, Auteur ; A. ROBESON, Auteur ; J. VONK, Auteur ; K. ROHRBECK, Auteur Article en page(s) : p.2029-2035 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology Autistic Disorder/psychology Child Child Behavior Child Development Humans Male Play and Playthings Social Behavior Theory of Mind Autism Dictator game Prosocial Resource allocation Sharing Index. décimale : PER Périodiques Résumé : Studies have examined the association between theory of mind (ToM) and prosocial behavior in children with mixed results. A handful of studies have examined prosocial sharing behavior in children with autism, who typically exhibit ToM deficits. Studies using resource allocation tasks have generally failed to find significant differences between the sharing behavior of children with autism and neurotypical children. We presented 18 neurotypical children and 33 children with autism with the Dictator Game. Children had the opportunity to allocate toys in recipient present and absent conditions. Both groups donated more items in the recipient present versus absent condition and chose the prosocial option at above chance levels. Children with autism behave as prosocially as neurotypical children do in this paradigm. En ligne : http://dx.doi.org/10.1007/s10803-020-04691-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2029-2035[article] Autism does not Dictate Children's Lack of Sharing in a Prosocial Choice Test [Texte imprimé et/ou numérique] / L. TOWNSEND, Auteur ; A. ROBESON, Auteur ; J. VONK, Auteur ; K. ROHRBECK, Auteur . - p.2029-2035.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2029-2035
Mots-clés : Autism Spectrum Disorder/psychology Autistic Disorder/psychology Child Child Behavior Child Development Humans Male Play and Playthings Social Behavior Theory of Mind Autism Dictator game Prosocial Resource allocation Sharing Index. décimale : PER Périodiques Résumé : Studies have examined the association between theory of mind (ToM) and prosocial behavior in children with mixed results. A handful of studies have examined prosocial sharing behavior in children with autism, who typically exhibit ToM deficits. Studies using resource allocation tasks have generally failed to find significant differences between the sharing behavior of children with autism and neurotypical children. We presented 18 neurotypical children and 33 children with autism with the Dictator Game. Children had the opportunity to allocate toys in recipient present and absent conditions. Both groups donated more items in the recipient present versus absent condition and chose the prosocial option at above chance levels. Children with autism behave as prosocially as neurotypical children do in this paradigm. En ligne : http://dx.doi.org/10.1007/s10803-020-04691-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452