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dc.contributor.author Soule, Sylvia Elizabeth en
dc.date.accessioned 2015-08-12T22:37:21Z en
dc.date.available 2015-08-12T22:37:21Z en
dc.date.issued 2015 en
dc.identifier.uri http://hdl.handle.net/10211.3/144396 en
dc.description.abstract This thesis explores the role of play in the language development of children with autism spectrum disorders. Seven elementary-school aged children with autism spectrum disorders were observed in unsupported play sessions with unfamiliar typically developing children in which ball play, constructive play and sociodramatic play occurred, both before and after participation in an Integrated Play Groups intervention. Preliminary support was found for the hypothesis that children with autism produce higher rates of language output in the context of sociodramatic play when compared to the context of ball play. In some conditions, preliminary support was also found for children with autism producing higher rates of language output after having participated in an Integrated Play Groups intervention. en
dc.format.extent ix, 40 leaves en
dc.language.iso en_US en
dc.publisher San Francisco State University en
dc.rights Copyright by Sylvia Elizabeth Soule, 2015 en
dc.source AS36 2015 SPED .S68 en
dc.title Autism, play, and language output en
dc.type Thesis en
dc.contributor.department Communicative Disorders en


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