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Direct linkSophie Carruthers; Tony Charman; Kathy Leadbitter; Ceri Ellis; Lauren Taylor; Heather Moore; Carol Taylor; Kirsty James; Matea Balabanovska; Sophie Langhorne; Catherine Aldred; Vicky Slonims; Vicki Grahame; Patricia Howlin; Helen McConachie; Jeremy Parr; Richard Emsley; Ann Le Couteur; Jonathan Green; Andrew Pickles; PACT-G Trial Group – Journal of Autism and Developmental Disorders, 2025
We investigated autistic children's generalisation of social communication over time across three settings during a play-based assessment with different adults and explore the potential moderating effects on generalisation of age, nonverbal IQ and level of restricted and repetitive behaviours. The social communication abilities of 248 autistic…
Descriptors: Generalization, Interpersonal Communication, Interpersonal Competence, Communication Skills
Ya-Chih Chang; Stephanie Shire; Wendy Shih; Connie Kasari – Journal of Autism and Developmental Disorders, 2024
Play is critical in the development of cognitive and language skills in young children with autism; however, few studies have examined the impact of the intervention on the development of play skills. The current study aims to address the change in developmental skills, including play after participation in the JASPER intervention, and to examine…
Descriptors: Child Development, Play, Outcomes of Education, Early Intervention
Dimitropoulos, Anastasia; Doernberg, Ellen A.; Russ, Sandra W.; Zyga, Olena – Journal of Autism and Developmental Disorders, 2022
Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder associated with social cognitive challenges, and pretend play has been demonstrated as a tool to achieve developmental goals. Following previous report on feasibility and acceptability of a remote, play-based parent-training program (Zyga, Russ, & Dimitropoulos, 2018), we now…
Descriptors: Genetics, Intervention, Response to Intervention, Genetic Disorders
Lee, Gabrielle T.; Xu, Sheng; Guo, Shufang; Gilic, Lina; Pu, Yunhuan; Xu, Jiacheng – Journal of Autism and Developmental Disorders, 2019
Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3-7 years) participated…
Descriptors: Teaching Methods, Imagination, Play, Symbolic Learning
Miller, Lauren E.; Burke, Jeffrey D.; Robins, Diana L.; Fein, Deborah A. – Journal of Autism and Developmental Disorders, 2019
Autism Spectrum Disorder (ASD) diagnostic tools are not designed for mental ages (MA) below 12 months. Autism Diagnostic Observation Schedule (ADOS) and Childhood Autism Rating Scale (CARS) were examined in 2-year-olds with ASD-low MA (n = 53), Global Developmental Delay (GDD; n = 175), and ASD-higher MA (n = 425). ADOS and CARS demonstrated…
Descriptors: Autism, Clinical Diagnosis, Screening Tests, Observation
Jones, Rebecca M.; Southerland, Audrey; Hamo, Amarelle; Carberry, Caroline; Bridges, Chanel; Nay, Sarah; Stubbs, Elizabeth; Komarow, Emily; Washington, Clay; Rehg, James M.; Lord, Catherine; Rozga, Agata – Journal of Autism and Developmental Disorders, 2017
Children with autism have atypical gaze behavior but it is unknown whether gaze differs during distinct types of reciprocal interactions. Typically developing children (N = 20) and children with autism (N = 20) (4-13 years) made similar amounts of eye contact with an examiner during a conversation. Surprisingly, there was minimal eye contact…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Nonverbal Communication
Harrop, Clare; Shire, Stephanie; Gulsrud, Amanda; Chang, Ya-Chih; Ishijima, Eric; Lawton, Kathy; Kasari, Connie – Journal of Autism and Developmental Disorders, 2015
Due to the predominance of boys diagnosed with autism spectrum disorders (ASD), girls are rarely studied independently. Research specifically focusing on play and social-communication in girls with ASD is extremely varied. We were interested in whether girls with ASD demonstrated equivalent social-communication and play skills in early childhood…
Descriptors: Autism, Pervasive Developmental Disorders, Gender Differences, Play
Rowberry, Justin; Macari, Suzanne; Chen, Grace; Campbell, Daniel; Leventhal, John M.; Weitzman, Carol; Chawarska, Katarzyna – Journal of Autism and Developmental Disorders, 2015
This study examines whether parental report of social-communicative and repetitive behaviors at 12 months can be helpful in identifying autism spectrum disorder (ASD) in younger siblings of children with ASD [high-risk (HR)-siblings]. Parents of HR-siblings and infants without a family history of ASD completed the First Year Inventory at…
Descriptors: Autism, Pervasive Developmental Disorders, Screening Tests, Infants
Wolfberg, Pamela; DeWitt, Mila; Young, Gregory S.; Nguyen, Thanh – Journal of Autism and Developmental Disorders, 2015
Children with autism spectrum disorders (ASD) face pervasive challenges in symbolic and social play development. The Integrated Play Groups (IPG) model provides intensive guidance for children with ASD to participate with typical peers in mutually engaging experiences in natural settings. This study examined the effects of a 12-week IPG…
Descriptors: Autism, Pervasive Developmental Disorders, Play, Children
Thiemann-Bourque, Kathy S.; Brady, Nancy C.; Fleming, Kandace K. – Journal of Autism and Developmental Disorders, 2012
Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their…
Descriptors: Play, Autism, Developmental Delays, Interpersonal Competence
Woodard, Cooper R.; Van Reet, Jennifer – Journal of Autism and Developmental Disorders, 2011
Past research has focused on pretend play in infants with autism because it is considered an early manifestation of symbolic or imaginative thinking. Contradictory research findings have challenged the meta-representational model. The intent of this paper is to propose that pretend play is the behavioral manifestation of developing imaginative…
Descriptors: Imagination, Play, Autism, Teaching Methods
Christensen, Lisa; Hutman, Ted; Rozga, Agata; Young, Gregory S.; Ozonoff, Sally; Rogers, Sally J.; Baker, Bruce; Sigman, Marian – Journal of Autism and Developmental Disorders, 2010
We observed infant siblings of children with autism later diagnosed with ASD (ASD siblings; n = 17), infant siblings of children with autism with and without other delays (Other Delays and No Delays siblings; n = 12 and n = 19, respectively) and typically developing controls (TD controls; n = 19) during a free-play task at 18 months of age.…
Descriptors: Siblings, Play, Mental Age, Autism
Peer reviewedLibby, Sarah; Powell, Stuart; Messer, David; Jordan, Rita – Journal of Autism and Developmental Disorders, 1998
A study of developmentally matched children with autism (n=9), with Down syndrome (n=9), and typical peers (n=9) investigated play abilities. Although it was possible to distinguish the pattern of play behaviors of children with autism from the other two groups, symbolic play skills were not totally absent. (Author/CR)
Descriptors: Autism, Child Behavior, Child Development, Creativity
