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

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.

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

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-124.1.77 ◽

2019 ◽

Vol 124 (1) ◽

pp. 77-91 ◽

Cited By ~ 1

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.

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Teaching receptive language to children with autism: A selective overview.

The Behavior Analyst Today ◽

10.1037/h0100123 ◽

2004 ◽

Vol 4 (4) ◽

pp. 378-385 ◽

Cited By ~ 2

Author(s):

Lillian V. Pelios ◽

Amy Sucharzewski

Keyword(s):

Children With Autism ◽

Receptive Language

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Modest size RCT indicates that short-term joint attention and symbolic play intervention improves shared positive affect in social interactions for preschool children with autism

Evidence-Based Communication Assessment and Intervention ◽

10.1080/17489539.2012.692933 ◽

2012 ◽

Vol 6 (2) ◽

pp. 63-65

Author(s):

Tony Charman

Keyword(s):

Preschool Children ◽

Positive Affect ◽

Social Interactions ◽

Joint Attention ◽

Children With Autism ◽

Symbolic Play ◽

Short Term ◽

Play Intervention ◽

Shared Positive Affect

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Receptive Language in Primary-School-Aged Children with Autism Spectrum Disorder.

Clinical Psychology and Special Education ◽

10.17759/cpse.2021100407 ◽

2021 ◽

Vol 10 (4) ◽

pp. 137-161

Author(s):

D.S. Pereverzeva ◽

U.A. Mamokhina ◽

E.Yu. Davydova ◽

A.A. Lopukhina ◽

V.G. Arutiunian ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Autistic Traits ◽

Children With Autism ◽

Receptive Language ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Verbal Intelligence ◽

School Aged Children ◽

Autistic Disorders ◽

The Relationship

The objective of the present study is to investigate the relationship between the receptive language, and the index of non-verbal intelligence and the level of severity of autistic disorders in primary-school-aged children with Autism spectrum disorder. One of the main areas influenced by autistic disorders is communication. Therefore, the study of the language abilities of such children and factors that affect them provides a better approach to the therapy and education. The sample included 50 children aged 7–11 years diagnosed with autism spectrum disorders. Children were tested using the KORABLIK method (basic linguistic skills), the Kaufman Assessment Battery for Children (KABC-II) or the Wechsler Intelligence Scale for Children ― Third Edition (WISC-III) (non-verbal intelligence), the Autism Diagnosis Observation Schedule ― Second Edition (ADOS-II) (autistic traits). The results support the hypothesis of the relationship between receptive language skills, the index of non-verbal intelligence, and symptoms of autism. The severity of autistic traits is negatively associated with some phonological and lexical levels of the receptive speech, as well as with understanding of discourse. The non-verbal intelligence index is positively associated with speech comprehension at all levels. A specific feature of receptive language in children with Autism spectrum disorder aged 7–11 years is the uneven development, which is associated with the severity of autistic traits and is not associated with the intelligence level.

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Speech Abilities in a Heterogeneous Group of Children With Autism

Journal of Speech Language and Hearing Research ◽

10.1044/2021_jslhr-20-00651 ◽

2021 ◽

pp. 1-15

Author(s):

Kate Broome ◽

Patricia McCabe ◽

Kimberley Docking ◽

Maree Doble ◽

Bronwyn Carrigg

Keyword(s):

Expressive Language ◽

Children With Autism ◽

Spontaneous Speech ◽

Receptive Language ◽

Autism Spectrum ◽

Speech Development ◽

Limited Information ◽

Number Of Children ◽

Children With Asd ◽

Speech Data

Purpose This study aimed to provide detailed descriptive information about the speech of a heterogeneous cohort of children with autism spectrum disorder (ASD) and to explore whether subgroups exist based on this detailed speech data. High rates of delayed and disordered speech in both low-verbal and high-functioning children with ASD have been reported. There is limited information regarding the speech abilities of young children across a range of functional levels. Method Participants were 23 children aged 2;0–6;11 (years;months) with a diagnosis of ASD. Comprehensive speech and language assessments were administered. Independent and relational speech analyses were conducted from single-word naming tasks and spontaneous speech samples. Hierarchical clustering based on language, nonverbal communication, and spontaneous speech descriptive data was completed. Results Independent and relational speech analyses are reported. These variables are used in the cluster analyses, which identified three distinct subgroups: (a) children with high language and high speech ability ( n = 10), (b) children with low expressive language and low speech ability but higher receptive language and use of gestures ( n = 3), and (c) children with low language and low speech development ( n = 10). Conclusions This is the first study to provide detailed descriptive speech data of a heterogeneous cohort of children with ASD and use this information to statistically explore potential subgroups. Clustering suggests a small number of children present with low levels of speech and expressive language in the presence of better receptive language and gestures. This communication profile warrants further exploration. Replicating these findings with a larger cohort of children is needed. Supplemental Material https://doi.org/10.23641/asha.16906978

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Effects of Video Modeling on the Acquisition, Maintenance, and Generalization of Playing with Imaginary Objects in Children with Autism Spectrum Disorder

Behavior Modification ◽

10.1177/0145445520939856 ◽

2020 ◽

pp. 014544552093985

Author(s):

Gabrielle T. Lee ◽

Xiaoyi Hu ◽

Yanhong Liu ◽

Yuan Ren

Keyword(s):

Autism Spectrum Disorder ◽

Video Modeling ◽

Children With Autism ◽

Autism Spectrum ◽

Symbolic Play ◽

Spectrum Disorder ◽

Play Skills ◽

Imaginary Play ◽

Play Behaviors ◽

Multiple Probe

Many children with autism spectrum disorder (ASD) do not have symbolic play skills. One type of symbolic play involves playing with imaginary objects, in which a child displays play actions without actual objects. The purpose of this study was to evaluate the effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in young children with ASD. Three male Chinese children (aged 4–5 years) with ASD participated in this study. A multiple-probe across three behaviors design was used. The results indicated that video modeling was effective in establishing and maintaining target symbolic play behaviors for the three children. Generalization to untaught imaginary play activities occurred in all three children.

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