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23-11-2017 | Original Paper | Uitgave 5/2018

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

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 5/2018

Auteurs:: Ya-Chih Chang, Wendy Shih, Rebecca Landa, Ann Kaiser, Connie Kasari

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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.

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Titel: Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder
Auteurs:: Ya-Chih Chang
Wendy Shih
Rebecca Landa
Ann Kaiser
Connie Kasari
Publicatiedatum: 23-11-2017
DOI: https://doi.org/10.1007/s10803-017-3388-6
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 5/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

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