Play in Children with Autism: Structure and Experience

Spitzer, Susan

doi:10.1016/b978-032302954-4.10014-5

Cited by 14 publications

(12 citation statements)

References 85 publications

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“…These children were selected as they have not been the focus of research previously in occupational therapy. The literature on play in occupational therapy has attended to autism (Spitzer ), cerebral palsy (Rigby & Huggins ) and ADHD (Wilkes et al . ).…”

Section: Methodsmentioning

confidence: 99%

Free play time of children with learning disabilities in a noninclusive preschool setting: an analysis of play and nonplay behaviours

Fallon¹,

MacCobb

2013

Brit J Learn Disabil

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Accessible summary• Some children with disabilities go to special preschools where adults help them play.• The adults who work in preschools sometimes ask occupational therapists for advice to help children play more.• Occupational therapists need to know how children play when not helped by adults.• This study videoed children playing both with lots of toys and without toys to see how they chose to play. SummaryWithin the Republic of Ireland, young children with learning disabilities may attend special preschools where they do not share any part of their day with typically developing children. Within these settings, preschool staff support children's play. Clinicians such as occupational therapists may be called upon to assist in progressing their play. To provide appropriate recommendations, occupational therapists must have a clear understanding of what play a child with learning disabilities engages in when not supported by adults. Occupational therapy literature described play as the most common occupation of children with a focus on process-driven activity. This may be at odds with a model of early intervention, where play is often product-driven, with the end goal in mind. The aim of this research was to establish what free play, if any, children with learning disabilities engage in when not supported by adults in an Irish preschool setting. Secondly, this study sought to describe what behaviours these children engage in when they were not playing. Finally, this study sought to establish inter-rater reliability of the Revised Know Preschool Play Scale with this small sample. Systematic observation was used to explore the play and nonplay behaviours of the children involved. A convenience sample was used to identify five children to participate in the study. Results indicated that children engaged in free play within the sensory motor stage of development, as assessed using the Revised Knox Preschool Play Scale. They alsoThe Official Journal of the British Institute of Learning Disabilities spent significant time in nonplay behaviours. The behaviour patterns of the children and time spent in different activities were explored.

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Section: Methodsmentioning

confidence: 99%

Free play time of children with learning disabilities in a noninclusive preschool setting: an analysis of play and nonplay behaviours

Fallon¹,

MacCobb

2013

Brit J Learn Disabil

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“…Games constitute a core element in the mental and psychological growth of children. Children improve their mental and social abilities, which are significant for them to be part of their social environments [1] [2]. Game playing has a key role for young individuals to learn their social environments and interact with other people [3].…”

Section: Introductionmentioning

confidence: 99%

A Drumming Based Multimodal Mobile Game Interface

Ozkul

Köse

Yorganci

et al. 2020

ijisae

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This study introduces preliminary results from an interactive drumming game, which presents a generic mobile interface. It inspects human-computer interface techniques using body language and aims to support children's mental and psychological progress. The main goal of this work is to focus on the design aspects and verify that a multimodal mobile interface based on touch, visual and auditory stimuli can be used to test children's imitation skills, turn-taking and memory capacities efficiently. The game is tested with a group of children living in the countryside, who were naive to technology and another group of children living in a metropolitan capital city, Ankara, who were the same age but actively using computer/mobile games. The results show that a training session embedded into the game, as well as the technology-savviness of the children improve the response times and the success rates of the children in an imitation game.

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“…Game playing contributes to the child development by improving their social and cognitive skills, which are necessary to communicate with other individuals [1], [2]. Children learn their social environment and develop social interactions with other individuals through game playing [3].…”

Section: Introductionmentioning

confidence: 99%

Robostar: An interaction game with humanoid robots for learning sign language

Ozkul

Köse

Yorganci

et al. 2014

2014 IEEE International Conference on Robotics and Biomimetics (ROBIO 2014)

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This paper presents results from interactive robotic games based on a multimodal user interface. This game is intended to be used as part of children's education and therapy, within a project based on human-robot and humancomputer interaction games featuring non-verbal gestures and imitation for the purpose of teaching sign language. The humanoid robot acts as a social peer and assistant in the games to motivate the child, teach non verbal signs, evaluate the child's effort, and give appropriate feedback to improve the learning and recognition rate of children. In the games, videos of the robot are used, and the performance of the children with hearing impairment are assessed in terms of subjective and objective evaluation criteria. We verified that the results of the tests using the robot's video-based games are in accordance with the physical robots performing same word sets and test setups.

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Play in Children with Autism: Structure and Experience

Cited by 14 publications

References 85 publications

Free play time of children with learning disabilities in a noninclusive preschool setting: an analysis of play and nonplay behaviours

Free play time of children with learning disabilities in a noninclusive preschool setting: an analysis of play and nonplay behaviours

A Drumming Based Multimodal Mobile Game Interface

Robostar: An interaction game with humanoid robots for learning sign language

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