Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children

Backgrounds and aims Early symbolic play abilities are closely related to long-term language development for both autistic and non-autistic children, but few studies have explored these relations for different dimensions of pretence and of language. The current study explores carer-reported measures of solitary symbolic play, object substitution and peer role play abilities at age 3, and their respective relations with parent-reported semantics, syntax and narrative abilities at age 7 for both autistic and non-autistic children. Methods We conducted secondary data analyses exploring links between different aspects of pretence and of language on the Longitudinal Study of Australian Children population cohort. We identified 92 autistic children and used propensity score matching to match them with 92 non-autistic children based on demographic and developmental information such as non-verbal IQ and socioeconomic status. We explored concurrent and longitudinal relations using correlation and regression models. Results: Both correlational and hierarchical regression analyses confirmed the significant effects of age 3 symbolic play abilities in facilitating age 7 semantics, syntax and narrative abilities for autistic children. We found that object substitution held most prominent influence, followed by peer role play and solitary symbolic play. In contrast, for non-autistic children, none of the age 3 symbolic play abilities were significant predictors, whereas socioeconomic status at birth and age 3 language abilities held significant influences on their age 7 semantics, syntax and narrative abilities. Conclusion: We discuss the implications of our findings for play interventions targeting language outcomes.

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Developing Play Skills and Communicative Competence in Multiply Handicapped Young People

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x8107500502 ◽

1981 ◽

Vol 75 (5) ◽

pp. 197-202 ◽

Cited By ~ 10

Author(s):

Sally M. Rogow

Keyword(s):

Communicative Competence ◽

Role Play ◽

Significant Degree ◽

Symbolic Play ◽

Language Function ◽

Personal Interest ◽

Play Skills ◽

Verbal Expression ◽

Communicative Responses ◽

Language Behavior

Role play with toys was modeled to develop communicative language function in 14 multiply handicapped individuals ranging in age from 8 to 26 whose speech was characterized by echolalic and stereotypic responses. Even subjects who spoke in complete sentences asked few questions and did not use narrative speech to any significant degree. As they learned to role play, however, their communicative functioning improved and they shared referents (play themes and toy props) and cooperative social routines (role play). Play themes that were of personal interest elicited the greatest participation. Nonverbal subjects did not develop symbolic play, but they did establish communicative responses as they began to anticipate and express their preferences. No changes were noted in the verbal subjects’ syntax or vocabulary. Verbal expression increased and narrative and question forms appeared. Language behavior became more communicative and meaningful as social interaction increased.

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Increasing “Object-Substitution” Symbolic Play in Young Children With Autism Spectrum Disorders

Behavior Modification ◽

10.1177/0145445517739276 ◽

2017 ◽

Vol 43 (1) ◽

pp. 82-114 ◽

Cited By ~ 8

Author(s):

Gabrielle T. Lee ◽

Hua Feng ◽

Sheng Xu ◽

Shao-Ju Jin

Keyword(s):

Autism Spectrum Disorders ◽

Children With Autism ◽

Autism Spectrum ◽

Symbolic Play ◽

Play Skills ◽

Response Generalization ◽

Spectrum Disorders ◽

Object Substitution ◽

Multiple Probe ◽

Picture Prompts

Children with autism spectrum disorders (ASD) may not develop symbolic play skills, so such skills need to be taught specifically. We report an experiment regarding a procedure targeting “object-substitution” symbolic play skills. The “object-substitution” symbolic play behavior occurred when the child labeled a common object with the name of a substitute and used the object to perform a play action (e.g., As she put a bowl on her head, she called it a hat). A multiple probe across behaviors design was employed with five children (four boys and one girl, aged 3 to 6 years) with ASD. All children had verbal communication and demonstrated functional play and generalized imitation, but no symbolic play skills prior to the study. The instruction consisted of intraverbal training, picture prompts, and modeling of play actions. All children demonstrated object-substitution symbolic play skills after the instruction. The occurrences of response generalization were also discussed.

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Emotional problems in mothers of autistic children and their correlation with socioeconomic status and the childrenʼs core symptoms

Medicine ◽

10.1097/md.0000000000016794 ◽

2019 ◽

Vol 98 (32) ◽

pp. e16794 ◽

Cited By ~ 1

Author(s):

Wensu Zhou ◽

Dan Liu ◽

Xiyue Xiong ◽

Huilan Xu

Keyword(s):

Socioeconomic Status ◽

Emotional Problems ◽

Autistic Children ◽

Core Symptoms

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Gesture Use in 14-Month-Old Toddlers With Hearing Loss and Their Mothers' Responses

American Journal of Speech-Language Pathology ◽

10.1044/2016_ajslp-15-0098 ◽

2016 ◽

Vol 25 (4) ◽

pp. 519-531 ◽

Cited By ~ 1

Author(s):

Sophie E. Ambrose

Keyword(s):

Socioeconomic Status ◽

Hearing Loss ◽

Spoken Language ◽

Normal Hearing ◽

Symbolic Language ◽

Language Abilities ◽

Matched Group ◽

Maternal Responses ◽

Child Gesture

Purpose This study examined the gesture use of 14-month-old toddlers with hearing loss (HL) and mothers' responses to children's early gesture use. Comparisons were made to symbolic language and to dyads in which the toddler had normal hearing (NH). Method Participants were 25 mother–toddler dyads in which the child had HL and a socioeconomic-status matched group of 23 mother–toddler dyads in which the child had NH. Thirty-minute mother–child interactions were video-recorded, transcribed for spoken language, sign, and gesture use, and coded for maternal responses to children's gestures. Mothers also reported on children's gestural and spoken language abilities. Results Toddlers with HL used gesture similarly to their peers with NH, but demonstrated delays in spoken language. Spoken language and gesture were not significantly related for either group. Hearing levels were related to spoken language, but not gesture for the HL group. Maternal and child gesture were only related for signing mothers. Mothers of children with HL were more likely than their counterparts to provide no response to children's gestures. Conclusion Although toddlers' gesture abilities remain intact in the presence of HL, mothers were not maximally responsive to those gestures and thus should be coached to increase their provision of contingent feedback.

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Effectiveness of Instruction Performed through ComputerAssisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder

Educational Sciences Theory & Practice ◽

10.12738/estp.2015.3.2432 ◽

2015 ◽

Cited By ~ 1

Keyword(s):

Autism Spectrum Disorder ◽

Role Play ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Play Skills ◽

Activity Schedules

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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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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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Play Skills of Autistic Children

Child & Family Behavior Therapy ◽

10.1300/j019v13n03_02 ◽

1991 ◽

Vol 13 (3) ◽

pp. 13-40 ◽

Cited By ~ 17

Author(s):

David A. Coe ◽

Johnny L. Matson ◽

Christopher J. Craigie ◽

Mary A. Gossen

Keyword(s):

Play Skills ◽

Autistic Children

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

Journal of Special Education and Rehabilitation ◽

10.1515/jser-2015-0007 ◽

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.

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