Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
2 recherche sur le mot-clé 'Pretend'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Increasing Play Complexity in a Young Child With Autism / Erin E. BARTON in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)
[article]
Titre : Increasing Play Complexity in a Young Child With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Erin E. BARTON, Auteur ; Stephanie GOSSETT, Auteur ; M. Caroline WATERS, Auteur ; Rebecca MURRAY, Auteur ; Rachel FRANCIS, Auteur Article en page(s) : p.81-90 Langues : Anglais (eng) Mots-clés : preschool age pretend play symbolic Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) demonstrate fewer and less varied play behaviors than children with typical development. This article describes two studies designed to increase two aspects of play complexity—diverse play actions and sequential play actions—in a child with ASD. In Study 1, we use a multitreatment single-case design to compare the use of the system of least prompts with contingent reinforcement for diverse play or all play. In Study 2, we used a multiple probe design to examine the relation between the system of least prompts with contingent reinforcement and the child’s use of play sequences. Across both studies, the complexity of play increased when specific aspects—diversity or sequences—were prompted and reinforced; however, the maintenance of effects were variable. En ligne : http://dx.doi.org/10.1177/1088357618800493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.81-90[article] Increasing Play Complexity in a Young Child With Autism [Texte imprimé et/ou numérique] / Erin E. BARTON, Auteur ; Stephanie GOSSETT, Auteur ; M. Caroline WATERS, Auteur ; Rebecca MURRAY, Auteur ; Rachel FRANCIS, Auteur . - p.81-90.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.81-90
Mots-clés : preschool age pretend play symbolic Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) demonstrate fewer and less varied play behaviors than children with typical development. This article describes two studies designed to increase two aspects of play complexity—diverse play actions and sequential play actions—in a child with ASD. In Study 1, we use a multitreatment single-case design to compare the use of the system of least prompts with contingent reinforcement for diverse play or all play. In Study 2, we used a multiple probe design to examine the relation between the system of least prompts with contingent reinforcement and the child’s use of play sequences. Across both studies, the complexity of play increased when specific aspects—diversity or sequences—were prompted and reinforced; however, the maintenance of effects were variable. En ligne : http://dx.doi.org/10.1177/1088357618800493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 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)
[article]
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
in Autism & Developmental Language Impairments > 7 (January-December 2022) . - 23969415211063822[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