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Résultat de la recherche
39 recherche sur le mot-clé 'Play'




Titre : Play Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan TARBOX, Auteur ; Angela PERSICKE, Auteur Année de publication : 2014 Importance : p.223-241 Langues : Anglais (eng) Mots-clés : play play skills autism teaching practical recommendation exploratory play advanced sociodramatic play games with rules Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching play skills to children with autism spectrum disorder. Practical recommendations are given for teaching a variety of play skills, ranging from basic exploratory play to advanced sociodramatic play and games with rules. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00012-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Play [Texte imprimé et/ou numérique] / Jonathan TARBOX, Auteur ; Angela PERSICKE, Auteur . - 2014 . - p.223-241.
Langues : Anglais (eng)
Mots-clés : play play skills autism teaching practical recommendation exploratory play advanced sociodramatic play games with rules Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching play skills to children with autism spectrum disorder. Practical recommendations are given for teaching a variety of play skills, ranging from basic exploratory play to advanced sociodramatic play and games with rules. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00012-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder / C. KENT in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
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Titre : Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. KENT, Auteur ; R. CORDIER, Auteur ; A. JOOSTEN, Auteur ; S. WILKES-GILLAN, Auteur ; A. BUNDY, Auteur Article en page(s) : p.1823-1838 Langues : Anglais (eng) Mots-clés : Australia Autism Spectrum Disorder/psychology/therapy Child Female Humans Male Play Therapy/methods Social Behavior Treatment Outcome Autism Intervention Play Video modeling Index. décimale : PER Périodiques Résumé : Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6-11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6-11-year-old children with ASD.Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04671-5 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.1823-1838[article] Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / C. KENT, Auteur ; R. CORDIER, Auteur ; A. JOOSTEN, Auteur ; S. WILKES-GILLAN, Auteur ; A. BUNDY, Auteur . - p.1823-1838.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1823-1838
Mots-clés : Australia Autism Spectrum Disorder/psychology/therapy Child Female Humans Male Play Therapy/methods Social Behavior Treatment Outcome Autism Intervention Play Video modeling Index. décimale : PER Périodiques Résumé : Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6-11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6-11-year-old children with ASD.Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04671-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom / Connie S. WONG in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
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Titre : Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Connie S. WONG, Auteur ; Connie KASARI, Auteur Année de publication : 2012 Article en page(s) : p.2152-2161 Langues : Anglais (eng) Mots-clés : Autism Play Joint attention Engagement Preschool special education Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays. Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest the importance of educating teachers to target play and joint attention skills in their preschool special education classes, specifically for children with autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1467-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2152-2161[article] Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom [Texte imprimé et/ou numérique] / Connie S. WONG, Auteur ; Connie KASARI, Auteur . - 2012 . - p.2152-2161.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2152-2161
Mots-clés : Autism Play Joint attention Engagement Preschool special education Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays. Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest the importance of educating teachers to target play and joint attention skills in their preschool special education classes, specifically for children with autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1467-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders / Jillian M. PIERUCCI in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)
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Titre : Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jillian M. PIERUCCI, Auteur ; Angela B. BARBER, Auteur ; Ansley T. GILPIN, Auteur ; Megan E. CRISLER, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.35-43 Langues : Anglais (eng) Mots-clés : autism ASD play assessment intervention Index. décimale : PER Périodiques Résumé : Appropriate play behaviors facilitate language skills, increase cognitive skills, and provide opportunity for social interaction. However, play skills often present differently in children with Autism Spectrum Disorders (ASD). Currently, there are several global standardized ASD measures used during diagnostic evaluations that include, but are not limited to, assessment of play. However, it is unclear whether these measures examine similar aspects of play. This uncertainty is important to explore to better understand the whole profile of children’s play competencies to implement developmentally appropriate interventions and create fitting goals. The current study explored the relations of children’s play measured by clinicians’ observations (Autism Diagnostic Observation Schedule [ADOS], Childhood Autism Rating Scale–Second Edition [CARS2-ST]) and parents’ reports (Adaptive Behavior Assessment System–Second Edition [ABAS-II], Communication and Symbolic Behavior Scales Developmental Profile–Infant/Toddler Checklist [CSBS DP-ITC]). Participants (n = 34) were toddlers and preschool-aged children with ASD. A play composite was created for each aforementioned measure, which included extracted items that specifically examined play skills. Initial results suggested minimal similarities in play composites across measures. Play composites were also compared with children’s developmental skills (Mullen Scales of Early Learning [MSEL]) to explore the reciprocal relationship between play/developmental skills. Results revealed that expressive and receptive language skills, fine motor skills, and visual reception skills (from MSEL) were significantly correlated with specific play composites. This study’s innovative identification of play composites from standardized ASD diagnostic measures highlights the importance of (a) using multiple methodologies to gain a whole profile of children’s play/developmental skills, and (b) selecting interventions matched on children’s current play/developmental skills. En ligne : http://dx.doi.org/10.1177/1088357614539837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.35-43[article] Play Assessments and Developmental Skills in Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jillian M. PIERUCCI, Auteur ; Angela B. BARBER, Auteur ; Ansley T. GILPIN, Auteur ; Megan E. CRISLER, Auteur ; Laura G. KLINGER, Auteur . - p.35-43.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.35-43
Mots-clés : autism ASD play assessment intervention Index. décimale : PER Périodiques Résumé : Appropriate play behaviors facilitate language skills, increase cognitive skills, and provide opportunity for social interaction. However, play skills often present differently in children with Autism Spectrum Disorders (ASD). Currently, there are several global standardized ASD measures used during diagnostic evaluations that include, but are not limited to, assessment of play. However, it is unclear whether these measures examine similar aspects of play. This uncertainty is important to explore to better understand the whole profile of children’s play competencies to implement developmentally appropriate interventions and create fitting goals. The current study explored the relations of children’s play measured by clinicians’ observations (Autism Diagnostic Observation Schedule [ADOS], Childhood Autism Rating Scale–Second Edition [CARS2-ST]) and parents’ reports (Adaptive Behavior Assessment System–Second Edition [ABAS-II], Communication and Symbolic Behavior Scales Developmental Profile–Infant/Toddler Checklist [CSBS DP-ITC]). Participants (n = 34) were toddlers and preschool-aged children with ASD. A play composite was created for each aforementioned measure, which included extracted items that specifically examined play skills. Initial results suggested minimal similarities in play composites across measures. Play composites were also compared with children’s developmental skills (Mullen Scales of Early Learning [MSEL]) to explore the reciprocal relationship between play/developmental skills. Results revealed that expressive and receptive language skills, fine motor skills, and visual reception skills (from MSEL) were significantly correlated with specific play composites. This study’s innovative identification of play composites from standardized ASD diagnostic measures highlights the importance of (a) using multiple methodologies to gain a whole profile of children’s play/developmental skills, and (b) selecting interventions matched on children’s current play/developmental skills. En ligne : http://dx.doi.org/10.1177/1088357614539837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review / Jenny L. GIBSON in Autism & Developmental Language Impairments, 6 (January-December 2021)
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Titre : Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Jenny L. GIBSON, Auteur ; Emma PRITCHARD, Auteur ; Carmen DE LEMOS, Auteur Article en page(s) : 23969415211015840 Langues : Anglais (eng) Mots-clés : Autism play intervention language & communication Index. décimale : PER Périodiques Résumé : Background and aimsPlay is used by practitioners from across disciplinary backgrounds as a natural and enjoyable context for providing intervention and support in early childhood. In the case of autism interventions, many therapies are based on the association between social play and the development of social skills, language development, and communication skills, as these are often particular areas of challenge for autistic children. However, play is a wide-ranging concept and the extant literature on play-based interventions is large and heterogeneous. This means it is challenging for practitioners and families to navigate the evidence base and make choices about differing intervention strategies. This review aims to provide a comprehensive map of the research on this topic and to develop a conceptual framework to inform clinical decision-making.MethodsAn initial stakeholder consultation confirmed the relevance of the topic to practitioners and autistic people. A scoping review methodology (preregistered) was used to identify relevant literature. We systematically searched seven databases to find peer-reviewed primary intervention studies of play-based approaches targeting language, social and communication outcomes for autistic children aged 2-8?years. We then summarised the literature using narrative synthesis and Evidence Gap Maps (EGMs). The literature was summarised according to a range of characteristics, including study design, population characteristics, agent of intervention and outcomes measured, among others. These summaries were then used to develop a framework for some key considerations for practitioners appraising play-based approaches.Results388 studies met inclusion criteria. Approximately 21% of studies were RCTs, and over 50% had ?10 participants. Over 45% of studies reported multiple relevant outcomes, with social play skills being the most common single intervention target. Girls and minority background groups are under-represented. A range of intervention types were identified, and some high-level categorisations are proposed.Main contribution: On the basis of the evidence synthesis we suggest important dimensions for appraisal of play-based interventions, including the role of play within an intervention (as a context, a key developmental mechanism, or a component of a larger approach), the underpinning philosophy (e.g. behaviourist or developmental), and the role of the practitioner (providing parent feedback, 1:1 intervention, group facilitation).ConclusionsThe wide range of approaches uncovered by this review is a testament to the wonderful diversity inherent to both play and autism. However, research could usefully focus on consolidating the evidence base for existing approaches, rather than aiming for further diversification. Implications: The conceptual framework proposed in this review can help practitioners appraise the literature and aid their advice to families when making shared intervention decisions. En ligne : http://dx.doi.org/10.1177/23969415211015840 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211015840[article] Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review [Texte imprimé et/ou numérique] / Jenny L. GIBSON, Auteur ; Emma PRITCHARD, Auteur ; Carmen DE LEMOS, Auteur . - 23969415211015840.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211015840
Mots-clés : Autism play intervention language & communication Index. décimale : PER Périodiques Résumé : Background and aimsPlay is used by practitioners from across disciplinary backgrounds as a natural and enjoyable context for providing intervention and support in early childhood. In the case of autism interventions, many therapies are based on the association between social play and the development of social skills, language development, and communication skills, as these are often particular areas of challenge for autistic children. However, play is a wide-ranging concept and the extant literature on play-based interventions is large and heterogeneous. This means it is challenging for practitioners and families to navigate the evidence base and make choices about differing intervention strategies. This review aims to provide a comprehensive map of the research on this topic and to develop a conceptual framework to inform clinical decision-making.MethodsAn initial stakeholder consultation confirmed the relevance of the topic to practitioners and autistic people. A scoping review methodology (preregistered) was used to identify relevant literature. We systematically searched seven databases to find peer-reviewed primary intervention studies of play-based approaches targeting language, social and communication outcomes for autistic children aged 2-8?years. We then summarised the literature using narrative synthesis and Evidence Gap Maps (EGMs). The literature was summarised according to a range of characteristics, including study design, population characteristics, agent of intervention and outcomes measured, among others. These summaries were then used to develop a framework for some key considerations for practitioners appraising play-based approaches.Results388 studies met inclusion criteria. Approximately 21% of studies were RCTs, and over 50% had ?10 participants. Over 45% of studies reported multiple relevant outcomes, with social play skills being the most common single intervention target. Girls and minority background groups are under-represented. A range of intervention types were identified, and some high-level categorisations are proposed.Main contribution: On the basis of the evidence synthesis we suggest important dimensions for appraisal of play-based interventions, including the role of play within an intervention (as a context, a key developmental mechanism, or a component of a larger approach), the underpinning philosophy (e.g. behaviourist or developmental), and the role of the practitioner (providing parent feedback, 1:1 intervention, group facilitation).ConclusionsThe wide range of approaches uncovered by this review is a testament to the wonderful diversity inherent to both play and autism. However, research could usefully focus on consolidating the evidence base for existing approaches, rather than aiming for further diversification. Implications: The conceptual framework proposed in this review can help practitioners appraise the literature and aid their advice to families when making shared intervention decisions. En ligne : http://dx.doi.org/10.1177/23969415211015840 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 Play complexity and toy engagement in preschoolers with autism spectrum disorder: Do girls and boys differ? / Clare HARROP in Autism, 21-1 (January 2017)
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PermalinkPlay skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism / Russell B. LANG in Research in Autism Spectrum Disorders, 8-7 (July 2014)
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PermalinkAutistic adults' perspectives and experiences of diagnostic assessments that include play across the lifespan / Emma PRITCHARD-ROWE in Autism, 29-1 (January 2025)
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PermalinkBrief Report: Linking Early Joint Attention and Play Abilities to Later Reports of Friendships for Children with ASD / Stephanny F. N. FREEMAN in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
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PermalinkCan We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder / Cally KENT in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
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