Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom

Wong, Connie; Kasari, Connie

doi:10.1007/s10803-012-1467-2

Cited by 110 publications

(68 citation statements)

References 37 publications

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“…Our study specifically focused on core deficits used within diagnosis and targeted within intervention (Drew et al 2002;Kasari et al 2006Kasari et al , 2010Kasari et al , 2008Lawton and Kasari 2012;Wong and Kasari 2012). While past research has been inconclusive surrounding gender differences for example in overall symptom severity (Hartley and Sikora 2009;Kirkovski et al 2013;McLennan et al 1993;Tsai and Beisler 1983;Van Wijngaarden-Cremers et al 2013), this study is one of the first attempts to explore specific behaviors known to associate with later outcomes, such as language development, in ASD (Charman 2003;Charman et al 2000;Kasari et al 2012Kasari et al , 2008Markus et al 2000;Mundy et al 1990;Toth et al 2006).…”

Section: Strengthsmentioning

confidence: 99%

Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD

Harrop

Shire

Gulsrud

et al. 2014

J Autism Dev Disord

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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 relative to boys, using two measures focused on the specific quantification of these variables. We also examined whether the associations between developmental variables and social-communication and play differed by gender. Forty girls with ASD were individually matched to 40 boys based on ASD severity. Our results suggest that girls and boys were more similar than different, however they also raise questions about the potential differential associations between development and requesting ability in girls and boys with ASD.

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Section: Strengthsmentioning

confidence: 99%

Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD

Harrop

Shire

Gulsrud

et al. 2014

J Autism Dev Disord

Self Cite

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“…Embora esse fenômeno possa ocorrer potencialmente com qualquer aluno, há uma vulnerabilidade específica no caso do autismo, que se refere à pobreza das habilidades sociocomunicativas, o que impacta diretamente as relações interpessoais com seus pares e professores (Semensato et al, 2010;Vargas, 2014;Wong & Kasari, 2012). Inclusive, relatos dão conta de que determinados eventos ocorridos na escola podem não ser relatados em casa, interrompendo as trocas entre esses ambientes (Arora, 1991).…”

Section: Envolvimento Parental E Transtorno Do Espectro Autistaunclassified

<b>Envolvimento parental e a inclusão de alunos com autismo

Vargas

Schmidt

2017

Acta Sci. Educ.

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RESUMO. O Transtorno do EspectroAutistase caracteriza por dificuldades importantes nas áreas da comunicação social, havendo restrição de atividades e interesses. Tais características podem contribuir para o afastamento dessas crianças e de suas famílias de ambientes sociais, tais como a escola. Esse cenário destaca a necessidade de uma aproximação entre os contextos familiar e escolar para que a inclusão possa se constituir como um dispositivo de desenvolvimento e aprendizagem. OEnvolvimento Parental se refere às práticas educativas que os pais desenvolvem em relação aos filhos, incluindo o envolvimento com a escola. Este artigo se constitui comouma revisão sobre o conceito de envolvimento parental e sobre os modelos teóricos que contemplam as relações entre família e escola. Identificaram-se poucos estudos sobre esse tema relacionados com a inclusão de pessoas com TEA, o que sugere a necessidade de investigações que contemplem a temática em questão.Palavras-chave: família, transtorno do espectro autista, inclusão educacional. Parental involvement and inclusion of students with autismABSTRACT. Autism Spectrum Disorders (ASD) are characterized by impairment in social communication and restricted interests and activities. This profile may contribute to the isolation of these children and their families from social environments, such as schools. This scenario highlights the need for a closer relationship between family and school contexts to enhance educational inclusion gains and promote development and learning. The Parental Involvement refers to educational practices that parents tend to develop with their children, including involvement with the school. This study is a review of the parental involvement concept and theoretical models of family and school relationships. Few studies on this topic are related to inclusion of people with ASD, suggesting the need for more studies addressing this topic. . Keywords: family, autism spectrum disorder, educational inclusion.Involucramiento parental y la inclusión de alumnos con autismo RESUMEN. El Trastorno del Espectro Autista se caracteriza por dificultades importantes en las áreas de la comunicación social, habiendo restricción de actividades e intereses. Tales características pueden contribuir para el alejamiento de estos niños y de sus familias de ambientes sociales, así como la escuela. Este escenario destaca la necesidad de una aproximación entre los contextos familiar y escolar para que la inclusión pueda constituirse como un dispositivo de desarrollo y aprendizaje. El Involucramiento Parental se refiere a las prácticas educativas que los padres desarrollan en relación a los hijos, incluyendo la participación con la escuela. Este artículo se constituye como una revisión sobre el concepto de involucramiento parental y sobre los modelos teóricos que tratan las relaciones entre familia y escuela. Fueron identificados pocos estudios sobre este tema relacionados con la inclusión de personas con TEA, lo que sugiere la necesidad de investigaciones que traten esta temáti...

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“…Chen et al provide insufficient evidence to draw such a radical conclusion. Although unusual eye gaze behavior is well-documented in individuals with autism [22,23], a tremendous amount of research has demonstrated that joint attention, eye contact, and eye gaze abnormalities can be ameliorated with existing research-based interventions and improvements in these behaviors are, in fact, associated with improvements in communication, social skills, and other desirable outcomes [24][25][26].…”

Section: Somamentioning

confidence: 99%

Voices from the past: Comparing the rapid prompting method and facilitated communication

Tostanoski

Lang

Raulston

et al. 2013

Developmental Neurorehabilitation

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Objective: This article briefly reviews the history and damage caused by facilitated communication (FC) and highlights the parallels between FC and the Rapid Prompting Method (RPM). Background: FC involves a therapist (or facilitator) supporting the hand of a person with autism while a message is typed on a letter board. FC is widely acknowledged to be a pseudoscientific, unsafe, and unethical treatment for people with autism. RPM is a more recent intervention for people with autism that involves the facilitator holding and moving the letter board while the individual with autism moves their own hand. Those who espouse the perceived benefits of FC and RPM make strikingly similar claims of hidden intelligence and extraordinary communication abilities in people with autism following treatment. Conclusion: Clients, proponents, and practitioners of RPM should demand scientific validation of RPM in order to ensure the safety of people with disabilities that are involved with RPM.

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Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom

Cited by 110 publications

References 37 publications

Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD

Does Gender Influence Core Deficits in ASD? An Investigation into Social-Communication and Play of Girls and Boys with ASD

<b>Envolvimento parental e a inclusão de alunos com autismo

Voices from the past: Comparing the rapid prompting method and facilitated communication

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