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ERIC Number: EJ1175266
Record Type: Journal
Publication Date: 2018-May
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0162-3257
Symbolic Play in School-Aged Minimally Verbal Children with Autism Spectrum Disorder
Chang, Ya-Chih; Shih, Wendy; Landa, Rebecca; Kaiser, Ann; Kasari, Connie
Journal of Autism and Developmental Disorders, v48 n5 p1436-1445 May 2018
Few interventions exist for school-aged minimally verbal children with autism spectrum disorder (ASD). Even though play skills are associated with children's production of language, few studies have focused on play for minimally verbal children. Fifty-eight minimally verbal children with ASD received a naturalistic developmental behavioral intervention. Children were randomized to receive a speech generating device in the context of the intervention or not. Children in both conditions improved in play skills at exit. Children demonstrated an increase in play skills in proximal (sessions) and distal (during blind assessment) contexts. Minimally verbal children with ASD can improve their play skills within a targeted intervention. Increases in symbolic play were associated with increases in expressive language skills.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: R01HD07397502; R01HD07397503