Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder

Autor/inn/en	Chang, Ya-Chih; Shih, Wendy; Landa, Rebecca; Kaiser, Ann; Kasari, Connie
Titel	Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 48 (2018) 5, S.1436-1445 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Ya-Chih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3388-6
Schlagwörter	Play; Verbal Ability; Autism; Pervasive Developmental Disorders; Elementary School Students; Intervention; Assistive Technology; Correlation; Expressive Language; Language Skills; Comparative Analysis; Control Groups; Experimental Groups + Suchen Sie Ihr Suchwort? Spiel; Mündliche Leistung; Autismus; Korrelation; Language skill; Sprachkompetenz
Abstract	Few interventions exist for school-aged minimally verbal children with autism spectrum disorder (ASD). Even though play skills are associated with children's production of language, few studies have focused on play for minimally verbal children. Fifty-eight minimally verbal children with ASD received a naturalistic developmental behavioral intervention. Children were randomized to receive a speech generating device in the context of the intervention or not. Children in both conditions improved in play skills at exit. Children demonstrated an increase in play skills in proximal (sessions) and distal (during blind assessment) contexts. Minimally verbal children with ASD can improve their play skills within a targeted intervention. Increases in symbolic play were associated with increases in expressive language skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01