Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

05-10-2023 | Original Paper

Developmental Play Skills as Outcomes of Early Intervention

Auteurs: Ya-Chih Chang, Stephanie Shire, Wendy Shih, Connie Kasari

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2024

Abstract

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 the initiation of joint attention as a moderator of the effect of treatment on changes in play skills. The study included 109 preschool-age children who participated in the JASPER intervention and examined changes in developmental skills, including play skills. Children who received JASPER improved significantly in both play diversity (F(1,99) = 4.89, p = 0.029, ES = 0.22) and complexity (F(1,98) = 5.21, p = 0.025; ES = 0.23) compared to children in control conditions. These gains in play skills were associated with concurrent improvements in cognition and communication skills. Additionally, children with more initiations of joint attention skills at entry made greater progress in play diversity (F(1,97) = 15.85, p < 0.001 ES = 0.40) and complexity (p = 0.096). Play and joint attention skills are critical intervention targets and outcomes for children with autism.

vorige artikel Achieving Independence and Mastery in School: A School-Based Executive Function Group Intervention for Autistic Middle Schoolers

volgende artikel Increasing Vocabulary and Listening Comprehension During Adapted Shared Reading: An Intervention for Preschoolers with Autism Spectrum Disorder

Bishop, S. L., Guthrie, W., Coffing, M., & Lord, C. (2011). Convergent validity of the Mullen Scales of Early Learning and the differential ability scales in children with autism spectrum disorders. American Journal on Intellectual and Developmental Disabilities, 116(5), 331–343.CrossRefPubMedPubMedCentral

Chang, Y. C., & Shire, S. (2019). Promoting play in early childhood programs for children with autism: Strategies for educators and practitioners. Teaching Exceptional Children, 52(2), 66–76. https://doi.org/10.1177/0040059919874305.CrossRef

Chang, Y. C., Shire, S. Y., Shih, W., Gelfand, C., & Kasari, C. (2016). Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. Journal of Autism and Developmental Disorders, 46(6), 2211–2223. https://doi.org/10.1007/s10803-016-2752-2.CrossRefPubMed

Chang, Y. C., Shih, W., Landa, R., Kaiser, A., & Kasari, C. (2018). Symbolic play in school-aged minimally verbal children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(5), 1436–1445. https://doi.org/10.1007/s10803-017-3388-6.CrossRefPubMed

Freeman, S. F., Gulsrud, A., & Kasari, C. (2015). Brief report: Linking early joint attention and play abilities to later reports of friendships for children with autism. Journal of Autism and Developmental Disorders, 45(7), 2259–2266. https://doi.org/10.1007/s10803-015-2369-x.CrossRefPubMed

Gengoux, G. W., Abrams, D. A., Schuck, R., Millan, M. E., Libove, R., Ardel, C. M., Phillips, J., Fox, M., Farzier, T., & Hardan, A. Y. (2019). A pivotal response treatment package for children with autism spectrum disorder: An RCT. Pediatrics, 144(3), https://doi.org/10.1542/peds.2019-0178.

Goods, K. S., Ishijima, E., Chang, Y. C., & Kasari, C. (2013). Preschool based JASPER intervention in minimally verbal children with autism: Pilot RCT. Journal of Autism and Developmental Disorders, 43(5), 1050–1056. https://doi.org/10.1007/s10803-012-1644-3.CrossRefPubMedPubMedCentral

Ingersoll, B., & Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediated Social Communication intervention for Young Children with ASD. Journal of Autism and Developmental Disorders, 43, 2943–2952. https://doi.org/10.1007/s10803-013-1840-9.CrossRefPubMed

Jarrold, C., Boucher, J., & Smith, P. (1993). Symbolic play in autism: A review. Journal of Autism and Developmental Disorders, 23(2), 281–307.CrossRefPubMed

Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620.CrossRefPubMed

Kasari, C., Paparella, T., Freeman, S., & Jahromi, L. B. (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76(1), 125. https://doi.org/10.1542/peds.2013-3229.CrossRefPubMed

Kasari, C., Gulsrud, A., Freeman, S., Paparella, T., & Hellemann, G. (2012). Longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play. Journal of the American Academy of Child & Adolescent Psychiatry, 51(5), 487–495.CrossRef

Kasari, C., Chang, Y. C., & Patterson, S. (2013). Pretending to play or playing to pretend: The case of autism. American Journal of Play, 6(1), 124–135.PubMedPubMedCentral

Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R., Lord, C., & Senturk, D. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134(1), e72–e79.CrossRefPubMedPubMedCentral

Kasari, C., Gulsrud, A., Shire, S., & Strawbridge, C. (2021). The JASPER Model for children with autism: Promoting joint attention, Symbolic Play, Engagement, and Regulation. The Guildford Press.

Kent, C., Cordier, R., Joosten, A., Wilkes-Gillan, S., Bundy, A., & Speyer, R. (2020). A systematic review and meta-analysis of interventions to improve play skills in children with autism spectrum disorder. Review Journal of Autism and Developmental Disorders, 7, 91–118. https://doi.org/10.1007/s40489-019-00181-y.CrossRef

Lifter, K., & Bloom, L. (1989). Object knowledge and the emergence of language. Infant Behavior and Development, 12(4), 395–423.CrossRef

Lifter, K., Foster-Sanda, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and importance in early intervention/early childhood special education. Infants & Young Children, 24(3), 225–245.CrossRef

Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321.CrossRefPubMed

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. L. (2012). Autism diagnostic observation schedule, (ADOS-2) modules 1–4. Los Angeles, California: Western Psychological Services.

Mullen, E. M. (1995). Mullen scales of early learning (pp. 58–64). AGS.

Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1987). Nonverbal communication and play correlates of language development in autistic children. Journal of Autism and Developmental Disorders, 17(3), 349–364.CrossRefPubMed

Mundy, P., Sigman, M., & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20(1), 115–128.CrossRefPubMed

Mundy, P., Sigman, M., & Kasari, C. (1994). Joint attention, developmental level, and symptom presentation in autism. Development and Psychopathology, 6(3), 389–401.CrossRef

Mundy, P., Kasari, C., Sigman, M., & Ruskin, E. (1995). Nonverbal communication and early language acquisition in children with Down syndrome and in normally developing children. Journal of Speech Language and Hearing Research, 38(1), 157–167.CrossRef

Mundy, P., Delgado, C., Block, J., Venezia, M., Hogan, A., & Seibert, J. (2003). Early social communication scales (ESCS). Coral Gables, FL: University of Miami.

Panganiban, J., & Kasari, C. (2022). Super responders: Predicting language gains from JASPER among limited language children with autism spectrum disorder. Autism Research, 15, 1565–1575. https://doi.org/10.1002/aur.2727.CrossRefPubMedPubMedCentral

Pecukonis, M., Plesa Skwerer, D., Eggleston, B., Meyer, S., & Tager-Flusberg, H. (2019). Concurrent social communication predictors of expressive language in minimally verbal children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(9), 3767–3785. https://doi.org/10.1007/s10803-019-04089-8.CrossRefPubMedPubMedCentral

Pierucci, J. M., Barber, A. B., Gilpin, A. T., Crisler, M. E., & Klinger, L. G. (2015). Play assessments and developmental skills in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 30(1), 35–43. https://doi.org/10.1177/1088357614539837.CrossRef

R Core Team (2022). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R-project.org/.

Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A., Bruinsma, Y., McNerney, E., Wetherby, A., & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428. https://doi.org/10.1007/s10803-015-2407-8.CrossRefPubMedPubMedCentral

Shih, W., Shire, S., Chang, Y. C., & Kasari, C. (2021). Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with autism. Journal of Child Psychology and Psychiatry, 62(10), 1228–1235. https://doi.org/10.1111/jcpp.13405.CrossRefPubMed

Shire, S. Y., Chang, Y. C., Shih, W., Bracaglia, S., Kodjoe, M., & Kasari, C. (2017). Hybrid implementation model of community-partnered early intervention for toddlers with autism: A randomized trial. Journal of Child Psychology and Psychiatry, 58(5), 612–622.CrossRefPubMed

Shire, S. Y., Shih, W., Chang, Y. C., & Kasari, C. (2018). Short play and communication evaluation: Teachers’ assessment of core social communication and play skills with young children with autism. Autism, 22(3), 299–310. https://doi.org/10.1111/jcpp.12672.CrossRefPubMed

Shire, S. Y., Shih, W., Bracaglia, S., Kodjoe, M., & Kasari, C. (2020). Peer engagement in toddlers with autism: Community implementation of dyadic and individual joint attention, Symbolic Play, Engagement, and regulation intervention. Autism, 24(8), 2142–2152. https://doi.org/10.1177/1362361320935689.CrossRefPubMedPubMedCentral

Sigman, M. (1998). Change and continuity in the development of children with autism. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 39(6), 817–827.PubMed

Stanley, G. C., & Konstantareas, M. M. (2007). Symbolic play in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 37(7), 1215–1223. https://doi.org/10.1007/s10803-006-0263-2.CrossRefPubMed

Swineford, L. B., Guthrie, W., & Thurm, A. (2015). Convergent and divergent validity of the Mullen Scales of early learning in young children with and without autism spectrum disorder. Psychological Assessment, 27(4), 1364–1378. https://doi.org/10.1037/pas0000116.CrossRefPubMedPubMedCentral

Thiemann-Bourque, K., Johnson, L. K., & Brady, N. C. (2019). Similarities in functional play and differences in symbolic play of children with autism spectrum disorder. American Journal on Intellectual and Developmental Disabilities, 124(1), 77–91. https://doi.org/10.1352/1944-7558-124.1.77.CrossRefPubMedPubMedCentral

Ungerer, J. A., & Sigman, M. (1981). Symbolic play and language comprehension in autistic children. Journal of the American Academy of Child Psychiatry, 20(2), 318–337.CrossRefPubMed

Williams, E., Reddy, V., & Costall, A. (2001). Taking a closer look at functional play in children with autism. Journal of Autism and Developmental Disorders, 31(1), 67–77.CrossRefPubMed

Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M., Plavnick, J., Fleury, V., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z.CrossRefPubMed

Titel: Developmental Play Skills as Outcomes of Early Intervention
Auteurs: Ya-Chih Chang
Stephanie Shire
Wendy Shih
Connie Kasari
Publicatiedatum: 05-10-2023
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 12/2024
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-023-06147-8

Andere artikelen Uitgave 12/2024

Extracurricular Activity Participation Among Autistic Children and Adolescents: Buffer for Internalizing Conditions and Foundation for Friendship?

Original Paper

Screening for Attention Deficit Hyperactivity Disorder in Young Autistic Adults: The Diagnostic Accuracy of Three Commonly Used Questionnaires

Open Access
Original Paper

Long-term Memory of Sensory Experiences from the First Pregnancy, its Peri-partum and Post-partum in Women with Autism Spectrum Disorders without Intellectual Disabilities: A Retrospective Study

Open Access
Original Paper

Effects of Interventions Involving Tablet-Based Speech-Generating Devices for Individuals with ASD: A Meta-analysis

Original Paper

Correction: The Knowledge of Autism Questionnaire-UK: Development and Initial Psychometric Evaluation

Open Access
Correction

Korean Immigrant Mothers and the Journey to Autism Diagnosis and Services for Their Child in the United States

Open Access
Original Paper

Bohn Stafleu van Loghum

Welkom bij Scalda & Bohn Stafleu van Loghum

Registreer

Login

Developmental Play Skills as Outcomes of Early Intervention

Abstract

Andere artikelen Uitgave 12/2024

Extracurricular Activity Participation Among Autistic Children and Adolescents: Buffer for Internalizing Conditions and Foundation for Friendship?

Screening for Attention Deficit Hyperactivity Disorder in Young Autistic Adults: The Diagnostic Accuracy of Three Commonly Used Questionnaires

Long-term Memory of Sensory Experiences from the First Pregnancy, its Peri-partum and Post-partum in Women with Autism Spectrum Disorders without Intellectual Disabilities: A Retrospective Study

Effects of Interventions Involving Tablet-Based Speech-Generating Devices for Individuals with ASD: A Meta-analysis

Correction: The Knowledge of Autism Questionnaire-UK: Development and Initial Psychometric Evaluation

Korean Immigrant Mothers and the Journey to Autism Diagnosis and Services for Their Child in the United States

Bohn Stafleu van Loghum

Welkom bij Scalda & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Extracurricular Activity Participation Among Autistic Children and Adolescents: Buffer for Internalizing Conditions and Foundation for Friendship?

Screening for Attention Deficit Hyperactivity Disorder in Young Autistic Adults: The Diagnostic Accuracy of Three Commonly Used Questionnaires

Long-term Memory of Sensory Experiences from the First Pregnancy, its Peri-partum and Post-partum in Women with Autism Spectrum Disorders without Intellectual Disabilities: A Retrospective Study

Effects of Interventions Involving Tablet-Based Speech-Generating Devices for Individuals with ASD: A Meta-analysis

Correction: The Knowledge of Autism Questionnaire-UK: Development and Initial Psychometric Evaluation

Korean Immigrant Mothers and the Journey to Autism Diagnosis and Services for Their Child in the United States