scholarly journals We don’t play that way, we play this way: Functional Play Behaviours of Children with Autism and Severe Learning Difficulties

2020 ◽  
Vol 103 ◽  
pp. 103688 ◽  
Author(s):  
Christina L. Hancock
Keyword(s):  
Learning Difficulties ◽  
Children With Autism ◽  
Functional Play

scholarly journals Similarities in Functional Play and Differences in Symbolic Play of Children With Autism Spectrum Disorder

2019 ◽  
Vol 124 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Kathy Thiemann-Bourque ◽  
Lynette K. Johnson ◽  
Nancy C. Brady
Keyword(s):  
Cognitive Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Symbolic Play ◽  
Typically Developing ◽  
Play Skills ◽  
Functional Play ◽  
Number Of Children ◽  
Children With Asd ◽  
Spectrum Disorders

Abstract Contradictory reports of play strengths and weaknesses for children with autism spectrum disorders (ASD) persist in the literature. We compared the play of 19 children with ASD to 19 typically developing (TD) children matched on language and cognitive skills. All children were verbal. Results revealed no differences in indiscriminate actions, functional play, and object interest. The children with ASD showed less symbolic play and a significantly fewer number of children met criteria for emerging or mastered symbolic play. A specific deficit was observed for “doll as agent” symbolic play. Outcomes suggest that compared to children without disabilities, children with ASD may have comparable functional play skills and struggle with the transition to some, but not all types of symbolic play.

Functional play in young children with autism and Williams syndrome: A cross-syndrome comparison

2020 ◽  
pp. 1-25
Author(s):  
Peter A. J. Fanning ◽  
Laura Sparaci ◽  
Cheryl Dissanayake ◽  
Darren R. Hocking ◽  
Giacomo Vivanti
Keyword(s):  
Young Children ◽  
Williams Syndrome ◽  
Children With Autism ◽  
Functional Play ◽  
Young Children With Autism

Knowledgemon Hunter: A Serious Game with Geolocation to Support Learning of Children with Autism and Learning Difficulties

2017 ◽  
Author(s):  
Salatiel Dantas Silva ◽  
Francisco Milton Mendes Neto ◽  
Rodrigo Monteiro de Lima ◽  
Francisco Tailanio de Macedo ◽  
Jhonny Robert Sousa Santo ◽  
...  
Keyword(s):  
Learning Difficulties ◽  
Children With Autism ◽  
Serious Game

Discriminating children with autism from children with learning difficulties with an adaptation of the Short Sensory Profile

2009 ◽  
Vol 179 (4) ◽  
pp. 383-394 ◽  
Author(s):  
Justin O'Brien ◽  
Stella Tsermentseli ◽  
Omar Cummins ◽  
Francesca Happé ◽  
Pamela Heaton ◽  
...  
Keyword(s):  
Learning Difficulties ◽  
Children With Autism ◽  
Sensory Profile ◽  
Short Sensory Profile

scholarly journals Interventions for Improving Reading Comprehension in Children with ASD: A Systematic Review

2020 ◽  
Vol 11 (1) ◽  
pp. 3
Author(s):  
Raúl Tárraga-Mínguez ◽  
Irene Gómez-Marí ◽  
Pilar Sanz-Cervera
Keyword(s):  
Systematic Review ◽  
Reading Comprehension ◽  
Learning Difficulties ◽  
Main Idea ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Exclusion Criteria ◽  
Intervention Method ◽  
Common Reading ◽  
Future Work

Children with autism spectrum disorder (ASD) often have comorbid learning difficulties in reading comprehension, an essential skill in accessing any area of the curriculum. The aim of this systematic review is to analyze the effectiveness of reading comprehension interventions in students with ASD. We conducted a search for scientific articles published from 2000 to 2019 using the keyword “autis*” in combination with the terms “reading comprehension” and “intervention” or “instruction” in Psyc Info and Scopus databases. After applying inclusion and exclusion criteria, a total of 25 studies were selected. The content analysis of these studies shows that when specific interventions are carried out, students with ASD are able to take advantage of the instruction they receive and compensate for difficulties. Understanding inferences and the main idea of the text are the most common reading comprehension topics, and direct instruction is the most widely-used intervention method in the reviewed studies. Nonetheless, it must be kept in mind that some of the reviews do not specify which sub-processes are addressed in the intervention. Future work should include this aspect, consider the importance of the interventions being implemented by teachers, and take specific aspects of ICT into account that can contribute to improving reading comprehension.

Deficits, delays, and distractions: An evaluation of symbolic play and memory in children with autism

1997 ◽  
Vol 9 (1) ◽  
pp. 17-41 ◽  
Author(s):  
LARAINE MCDONOUGH ◽  
AUBYN STAHMER ◽  
LAURA SCHREIBMAN ◽  
SANDRA J. THOMPSON
Keyword(s):  
Children With Autism ◽  
Receptive Language ◽  
Symbolic Play ◽  
Second Step ◽  
Event Sequences ◽  
Functional Play ◽  
Autism Group ◽  
Developmental Progression ◽  
Cognitive Problems ◽  
Structured Test

Two experiments were conducted to evaluate symbolic-deficit and memory-deficit hypotheses to account for the cognitive problems seen in children with autism. Experiment 1 tested imitation, in immediate and deferred conditions, of familiar actions with different sets of objects representing the developmental progression from functional to symbolic play. The results showed that the autism group and both their receptive language and nonverbal IQ-matched controls imitated familiar actions with realistic objects (evidence for functional play) and placeholder objects (evidence for symbolic play) after delays ranging from 24 hr to 3 weeks. Experiment 2 tested familiar three-step event sequences in which a placeholder object was substituted for the second step in half the events. The results showed that the autism group remembered as many of the actions with the placeholder objects as their language-matched controls and as many correctly ordered sequences, a finding that supports a symbolic-delay (rather than deficit) hypothesis. These results were obtained in highly structured test situations and sharply contrast with the impairments seen in children with autism who are observed in naturalistic settings. Two interpretations of these findings are offered. First, structured test settings minimize distractions that typically occur in naturalistic settings that may interfere or disrupt symbolic play in children with autism. Second, the results are consistent with an executive function deficit in that the autistic group demonstrated more knowledge in the test settings than they demonstrate spontaneously in naturalistic ones.

Orientation in relation to self and other

2004 ◽  
Vol 5 (2) ◽  
pp. 221-244 ◽  
Author(s):  
Jessica A. Meyer ◽  
R. Peter Hobson
Keyword(s):  
Experimental Investigation ◽  
Learning Difficulties ◽  
Children With Autism ◽  
Specific Aspect ◽  
The Self ◽  
Self And Other ◽  
Number Of Children ◽  
Mental Age ◽  
Flexible Thinking ◽  
Other Orientation

With the aim of studying foundations for self-other relations and understanding, we conducted an experimental investigation of a specific aspect of imitation in children with autism: the propensity to copy self-other orientation. We hypothesised that children with autism would show limitations in identifying with the stance of another person. We tested 16 children with autism and 16 non-autistic children with learning difficulties, matched on both chronological and verbal mental age, for their propensity to imitate the self- or other-orientated aspects of another person’s actions. All participants were attentive to the demonstrator and copied her actions, but the children with autism were significantly less likely to imitate those aspects of her actions that involved movement in relation to her own vis-à-vis the child’s body. There were a number of children with autism who copied the identical geometric orientation of objects acted-upon. These results suggest that children with autism have a diminished propensity to identify with other people, and point to the importance of this mechanism for shaping self-other relations and flexible thinking.

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