7 recherche sur le mot-clé 'symbolic play'

Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences / Kathy S. THIEMANN-BOURQUE in Journal of Autism and Developmental Disorders, 42-5 (May 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.863-873 Titre : Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences Type de document : texte imprimé Auteurs : Kathy S. THIEMANN-BOURQUE, Auteur ; Nancy C. BRADY, Auteur ; Kandace K. FLEMING, Auteur Année de publication : 2012 Article en page(s) : p.863-873 Langues : Anglais (eng) Mots-clés : Autism  Symbolic play  Developmental delays  Preschool  Cognition  Language delays Index. décimale : PER Périodiques Résumé : Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their play. Children with autism engaged in more conventional play, that is, putting objects together according to how the toys were constructed (e.g., pieces in a puzzle, lid on a teapot). Results also indicated high correlations between play, language, and cognitive measures. Findings indicate that play relates to language and cognitive levels yet may not discriminate children with autism and children with other developmental delays early in their development. En ligne : http://dx.doi.org/10.1007/s10803-011-1317-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences [texte imprimé] / Kathy S. THIEMANN-BOURQUE, Auteur ; Nancy C. BRADY, Auteur ; Kandace K. FLEMING, Auteur . - 2012 . - p.863-873. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.863-873 Mots-clés : Autism  Symbolic play  Developmental delays  Preschool  Cognition  Language delays Index. décimale : PER Périodiques Résumé : Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their play. Children with autism engaged in more conventional play, that is, putting objects together according to how the toys were constructed (e.g., pieces in a puzzle, lid on a teapot). Results also indicated high correlations between play, language, and cognitive measures. Findings indicate that play relates to language and cognitive levels yet may not discriminate children with autism and children with other developmental delays early in their development. En ligne : http://dx.doi.org/10.1007/s10803-011-1317-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Teaching "Imaginary Objects" Symbolic Play to Young Children with Autism / Gabrielle T. LEE in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4109-4122 Titre : Teaching "Imaginary Objects" Symbolic Play to Young Children with Autism Type de document : texte imprimé Auteurs : Gabrielle T. LEE, Auteur ; Sheng XU, Auteur ; Shufang GUO, Auteur ; Lina GILIC, Auteur ; Yunhuan PU, Auteur ; Jiacheng XU, Auteur Article en page(s) : p.4109-4122 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  China  Imaginary objects  Intraverbal training  Symbolic play Index. décimale : PER Périodiques Résumé : Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3-7 years) participated in this study. A multiple-probe across three participants and two settings design was employed to evaluate the effects of intraverbal training on the acquisition and generalization of imaginary objects symbolic play. Results indicated that all children acquired and maintained target imaginary objects play activities. Generalization to untaught activities occurred in one child. All three children' symbolic play emerged or increased in free play after the instruction. En ligne : http://dx.doi.org/10.1007/s10803-019-04123-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Teaching "Imaginary Objects" Symbolic Play to Young Children with Autism [texte imprimé] / Gabrielle T. LEE, Auteur ; Sheng XU, Auteur ; Shufang GUO, Auteur ; Lina GILIC, Auteur ; Yunhuan PU, Auteur ; Jiacheng XU, Auteur . - p.4109-4122. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4109-4122 Mots-clés : Autism spectrum disorder  China  Imaginary objects  Intraverbal training  Symbolic play Index. décimale : PER Périodiques Résumé : Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3-7 years) participated in this study. A multiple-probe across three participants and two settings design was employed to evaluate the effects of intraverbal training on the acquisition and generalization of imaginary objects symbolic play. Results indicated that all children acquired and maintained target imaginary objects play activities. Generalization to untaught activities occurred in one child. All three children' symbolic play emerged or increased in free play after the instruction. En ligne : http://dx.doi.org/10.1007/s10803-019-04123-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Cognitive deficits and symbolic play in preschoolers with autism / Yan Grace LAM in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.560-564 Titre : Cognitive deficits and symbolic play in preschoolers with autism Type de document : texte imprimé Auteurs : Yan Grace LAM, Auteur ; Siu-sze Susanna YEUNG, Auteur Année de publication : 2012 Article en page(s) : p.560-564 Langues : Anglais (eng) Mots-clés : Symbolic play  Theory of mind  Central coherence  Executive functions  Preschoolers with autism Index. décimale : PER Périodiques Résumé : This study investigated symbolic play in 12 children with autism and 12 children with typical development and compared theories that consider either theory of mind, executive function or central coherence to be causally involved in the development of symbolic play in autism. Children with autism demonstrated significantly less symbolic play than their typically developing peers and had significant deficits in theory of mind and central coherence measures but not executive function measures. A tentative conclusion is that symbolic play deficits in autism are more associated with theory of mind and weak central coherence. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Cognitive deficits and symbolic play in preschoolers with autism [texte imprimé] / Yan Grace LAM, Auteur ; Siu-sze Susanna YEUNG, Auteur . - 2012 . - p.560-564. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.560-564 Mots-clés : Symbolic play  Theory of mind  Central coherence  Executive functions  Preschoolers with autism Index. décimale : PER Périodiques Résumé : This study investigated symbolic play in 12 children with autism and 12 children with typical development and compared theories that consider either theory of mind, executive function or central coherence to be causally involved in the development of symbolic play in autism. Children with autism demonstrated significantly less symbolic play than their typically developing peers and had significant deficits in theory of mind and central coherence measures but not executive function measures. A tentative conclusion is that symbolic play deficits in autism are more associated with theory of mind and weak central coherence. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

A longitudinal examination of the relationship between object play and maternal responsiveness in minimally verbal ASD children / Gamze ALAK in Research in Autism, 123 (May 2025)  

Public ISBD [article]  inResearch in Autism > 123 (May 2025) . - 202546 Titre : A longitudinal examination of the relationship between object play and maternal responsiveness in minimally verbal ASD children Type de document : texte imprimé Auteurs : Gamze ALAK, Auteur Article en page(s) : 202546 Langues : Anglais (eng) Mots-clés : Object play  Responsiveness  Relational play  Functional play  Symbolic play  Minimally verbal Index. décimale : PER Périodiques Résumé : Background Object play is important for the development and learning of autism spectrum disorder (ASD) children. It is also a natural context for responsiveness that supports the development of ASD children. Since object play creates a context for responsiveness and responsiveness supports the development of ASD children, the relationship between these two variables should be understood. Aim In this observational study, we longitudinally investigated possible explanatory and predictive relationships between maternal responsiveness and object play development in minimally verbal ASD children. Methods Thirty-one minimally verbal children (30 boys and 1 girl) diagnosed with ASD and aged between 28 and 79 months and their mothers participated in the study. We measured the frequency and diversity of maternal responses during a 15-minute unstructured mother-child play interaction and evaluated object play in two unstructured play contexts. We used a kitchen set in one of the play contexts and a doctor set in the other. Results A positive, moderately significant relationship was found between relational, functional, and symbolic play and follow-in comments, follow-in directives for behavior, and nonverbal responses. Furthermore, follow-in directives for behavior predicted relational play, while follow-in comments predicted functional and symbolic play. Conclusions The findings emphasize that mothers should use more follow-in directives for behavior and nonverbal responses, especially follow-in comments, to support the development of relational, functional, and symbolic play in minimally verbal ASD children. En ligne : https://doi.org/10.1016/j.reia.2025.202546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] A longitudinal examination of the relationship between object play and maternal responsiveness in minimally verbal ASD children [texte imprimé] / Gamze ALAK, Auteur . - 202546. Langues : Anglais (eng) in Research in Autism > 123 (May 2025) . - 202546 Mots-clés : Object play  Responsiveness  Relational play  Functional play  Symbolic play  Minimally verbal Index. décimale : PER Périodiques Résumé : Background Object play is important for the development and learning of autism spectrum disorder (ASD) children. It is also a natural context for responsiveness that supports the development of ASD children. Since object play creates a context for responsiveness and responsiveness supports the development of ASD children, the relationship between these two variables should be understood. Aim In this observational study, we longitudinally investigated possible explanatory and predictive relationships between maternal responsiveness and object play development in minimally verbal ASD children. Methods Thirty-one minimally verbal children (30 boys and 1 girl) diagnosed with ASD and aged between 28 and 79 months and their mothers participated in the study. We measured the frequency and diversity of maternal responses during a 15-minute unstructured mother-child play interaction and evaluated object play in two unstructured play contexts. We used a kitchen set in one of the play contexts and a doctor set in the other. Results A positive, moderately significant relationship was found between relational, functional, and symbolic play and follow-in comments, follow-in directives for behavior, and nonverbal responses. Furthermore, follow-in directives for behavior predicted relational play, while follow-in comments predicted functional and symbolic play. Conclusions The findings emphasize that mothers should use more follow-in directives for behavior and nonverbal responses, especially follow-in comments, to support the development of relational, functional, and symbolic play in minimally verbal ASD children. En ligne : https://doi.org/10.1016/j.reia.2025.202546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

Symbolizing as Interpersonally Grounded Shifts in Meaning: Social Play in Children With and Without Autism / Jessica A. HOBSON in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.42-52 Titre : Symbolizing as Interpersonally Grounded Shifts in Meaning: Social Play in Children With and Without Autism Type de document : texte imprimé Auteurs : Jessica A. HOBSON, Auteur ; R. Peter HOBSON, Auteur ; Yuen CHEUNG, Auteur ; Susana CALÓ, Auteur Article en page(s) : p.42-52 Langues : Anglais (eng) Mots-clés : Autism  Symbolic play  Joint attention  Communication  Social engagement Index. décimale : PER Périodiques Résumé : The aim of this study was to examine the relation between symbolic play and communicative engagement among children with and without autism. Our predictions were firstly, that in moment-by-moment interactions during semi-structured interactive play with an adult, children with and without autism would tend to show shifts in meanings in symbolic play when engaged in coordinated states of joint engagement (events involving ‘sharing-of-meaning’); secondly, that across atypically developing participants, sharing-of-meaning would (a) correlate with scores on a standardized test of pretend play, and (b) be inversely correlated with scores on the Autism Diagnostic Observation Schedule; and finally, that participants with autism would contrast with matched developmentally delayed participants in manifesting lower levels of joint engagement, lower levels of symbolic play, and fewer shifts in symbolic meaning. Each of these predictions was borne out. The intimate developmental relation between social engagement and symbolic play appears to be important for explaining the developmental psychopathology of autism. En ligne : http://dx.doi.org/10.1007/s10803-014-2122-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Symbolizing as Interpersonally Grounded Shifts in Meaning: Social Play in Children With and Without Autism [texte imprimé] / Jessica A. HOBSON, Auteur ; R. Peter HOBSON, Auteur ; Yuen CHEUNG, Auteur ; Susana CALÓ, Auteur . - p.42-52. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.42-52 Mots-clés : Autism  Symbolic play  Joint attention  Communication  Social engagement Index. décimale : PER Périodiques Résumé : The aim of this study was to examine the relation between symbolic play and communicative engagement among children with and without autism. Our predictions were firstly, that in moment-by-moment interactions during semi-structured interactive play with an adult, children with and without autism would tend to show shifts in meanings in symbolic play when engaged in coordinated states of joint engagement (events involving ‘sharing-of-meaning’); secondly, that across atypically developing participants, sharing-of-meaning would (a) correlate with scores on a standardized test of pretend play, and (b) be inversely correlated with scores on the Autism Diagnostic Observation Schedule; and finally, that participants with autism would contrast with matched developmentally delayed participants in manifesting lower levels of joint engagement, lower levels of symbolic play, and fewer shifts in symbolic meaning. Each of these predictions was borne out. The intimate developmental relation between social engagement and symbolic play appears to be important for explaining the developmental psychopathology of autism. En ligne : http://dx.doi.org/10.1007/s10803-014-2122-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

The effects of JASPER intervention for children with autism spectrum disorder: A systematic review / Hannah WADDINGTON in Autism, 25-8 (November 2021)  

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Investigating the relationship between language and picture understanding in children with autism spectrum disorder / Calum HARTLEY in Autism, 23-1 (January 2019)  

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