Training nonverbal and verbal play skills to mentally retarded and autistic children

1990 ◽  
Vol 20 (2) ◽  
pp. 177-187 ◽  
Author(s):  
David Coe ◽  
Johnny Matson ◽  
Virginia Fee ◽  
Ramasamy Manikam ◽  
Christine Linarello
Keyword(s):  
Mentally Retarded ◽  
Play Skills ◽  
Autistic Children

Play Skills of Autistic Children

1991 ◽  
Vol 13 (3) ◽  
pp. 13-40 ◽  
Author(s):  
David A. Coe ◽  
Johnny L. Matson ◽  
Christopher J. Craigie ◽  
Mary A. Gossen
Keyword(s):  
Play Skills ◽  
Autistic Children

scholarly journals Does Father Involvement Influence the Affect, Language Acquisition, Social Engagement and Behavior in Young Autistic Children? An Early Intervention Study

2015 ◽  
Vol 16 (1-2) ◽  
Author(s):  
Preeti Tabitha Louis ◽  
Navin Kumar
Keyword(s):  
Early Intervention ◽  
Language Acquisition ◽  
Social Engagement ◽  
Receptive Language ◽  
Play Skills ◽  
Autistic Children ◽  
Post Intervention ◽  
Social Maturity ◽  
And Behavior ◽  
The Impact

AbstractThe present study adopts a randomized experimental design to evaluate the impact of a father-mediated therapy to improve the play skills, affect, language, social skills and behavior among 30 clinically diagnosed autistic children at the age of 3-5 years. Standardized inventories such as, The Play Based Observation (PBO), The Griffiths Mental Developmental Scales (GMDS), The Vineland Social Maturity Scale (VSMS) and the Rendel Shorts Questionnaire were administered pre and post intervention. A special program that involved fathers in the caregiving and nurturing processes of these children was designed and implemented for 6 months after which the children were reassessed. Prior to the intervention, deficits in play skills and developmental delays across expressive and receptive language were observed. Scores on the Vineland Social Maturity Scale and the Rendel Shorts revealed behavioral markers. Post intervention, we noticed significant differences in the play, language acquisition, social engagement and behavior in the treatment group in comparison to the control group. The results suggested that father-mediated therapeutic involvement significantly has proven to positively foster development in young autistic children and this is an important implication for practitioners in developing early intervention programs.

scholarly journals An Islet of Ability in Autistic Children: A Research Note

2017 ◽  
Author(s):  
Amitta Shah ◽  
Uta Frith
Keyword(s):  
Cognitive Functioning ◽  
Cognitive Deficit ◽  
Mentally Retarded ◽  
Spatial Abilities ◽  
Research Note ◽  
Autistic Children ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Better Than

An aspect of cognitive functioning in autistic children was investigated by comparing their performance on the Children's Embedded Figures Test with that of MA-matched normal and MA-and CA-matched mentally retarded non-autistic children. The autistic children were significantly more competent at this task than either group of control children, and also showed qualitatively different strategies. Since the performance of the autistic children was better than predicted from MA and commensurate with CA, it can be regarded as an islet of ability. This finding is discussed in terms of orientation and visualization factors involved in visuo-spatial abilities and is also related to cognitive deficit.

Perceptions of Tactile and Visual Iconicity by Blind and Sighted Groups

1984 ◽  
Vol 78 (10) ◽  
pp. 481-487 ◽  
Author(s):  
Penny L. Griffith ◽  
Jacques H. Robinson
Keyword(s):  
Teaching Strategies ◽  
Mentally Retarded ◽  
Autistic Children ◽  
Visual Channel ◽  
Blind Children ◽  
Blind Persons

Signs selected from lists used in studies with mentally retarded and autistic children and previously rated for visual iconicity were presented tactilely to 13 blind persons. Visual and tactile ratings were found to be very similar across blind and sighted groups. Statements of relationship between signs and their meanings were also found to be very similar for blind and sighted groups, suggesting that signs easily learned through the visual channel will be the most easily learned through the tactile channel. Teaching strategies were suggested by blind participants for use with deaf-blind children. Sign rankings for iconicity and relationships between signs and their meanings are provided.

Differences in Cognitive Functioning of Retarded Children and Retarded Autistic Children: A Response to Ahmad Baker

1981 ◽  
Vol 47 (6) ◽  
pp. 406-411 ◽  
Author(s):  
Paul T. Sindelar ◽  
C. Julius Meisel ◽  
Mary Jane Buy ◽  
Edward S. Klein
Keyword(s):  
Language Development ◽  
Cognitive Functioning ◽  
Cognitive Deficit ◽  
Mentally Retarded ◽  
Intelligence Tests ◽  
Autistic Children ◽  
Mentally Retarded Children

Baker (1979), in arguing that not all autistic children are normally intelligent, also implied that the cognitive functioning of autistic and mentally retarded children was the same. The research reviewed in this paper challenges the validity of this implication. Differences between the two groups have been demonstrated in subtest profiles from standardized intelligence tests; the use of syntax and interrelatedness in facilitating recall; and language rules. Taken together, these lines of research suggest that there is a cognitive deficit unique to autism that is manifested in impaired language development and use of abstraction.

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