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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 73 1 Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review ... Gibson, Jenny L; Pritchard, Emma; De Lemos, Carmen. - : Apollo - University of Cambridge Repository, 2021 BASE Show details 2 Relationships between lexical processing speed, language skills, and autistic traits in children ... Abrigo, Erin. - : Drexel University, 2021 BASE Show details 3 Assessing Grammar, Vocabulary, Syntactic Complexity and Pragmatics in Children With Autism Before and After STAR and TEACCH ... Romano, Sean Matthew. - : Drexel University, 2021 BASE Show details 4 Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review Gibson, Jenny L; Pritchard, Emma; de Lemos, Carmen. - : SAGE Publications, 2021. : Autism & Developmental Language Impairments, 2021 Abstract: Funder: LEGO Foundation ; Background and aims: Play is used by practitioners from across disciplinary backgrounds as a natural and enjoyable context for providing intervention and support in early childhood. In the case of autism interventions, many therapies are based on the association between social play and the development of social skills, language development, and communication skills, as these are often particular areas of challenge for autistic children. However, play is a wide-ranging concept and the extant literature on play-based interventions is large and heterogeneous. This means it is challenging for practitioners and families to navigate the evidence base and make choices about differing intervention strategies. This review aims to provide a comprehensive map of the research on this topic and to develop a conceptual framework to inform clinical decision-making. Methods: An initial stakeholder consultation confirmed the relevance of the topic to practitioners and autistic people. A scoping review methodology (preregistered) was used to identify relevant literature. We systematically searched seven databases to find peer-reviewed primary intervention studies of play-based approaches targeting language, social and communication outcomes for autistic children aged 2-8 years. We then summarised the literature using narrative synthesis and Evidence Gap Maps (EGMs). The literature was summarised according to a range of characteristics, including study design, population characteristics, agent of intervention and outcomes measured, among others. These summaries were then used to develop a framework for some key considerations for practitioners appraising play-based approaches. Results: 388 studies met inclusion criteria. Approximately 21% of studies were RCTs, and over 50% had ≤10 participants. Over 45% of studies reported multiple relevant outcomes, with social play skills being the most common single intervention target. Girls and minority background groups are under-represented. A range of intervention types were identified, and some high-level categorisations are proposed. Main contribution: On the basis of the evidence synthesis we suggest important dimensions for appraisal of play-based interventions, including the role of play within an intervention (as a context, a key developmental mechanism, or a component of a larger approach), the underpinning philosophy (e.g. behaviourist or developmental), and the role of the practitioner (providing parent feedback, 1:1 intervention, group facilitation). Conclusions: The wide range of approaches uncovered by this review is a testament to the wonderful diversity inherent to both play and autism. However, research could usefully focus on consolidating the evidence base for existing approaches, rather than aiming for further diversification. Implications: The conceptual framework proposed in this review can help practitioners appraise the literature and aid their advice to families when making shared intervention decisions. Keyword: Autism; intervention; language & communication; language and communication in children with autism and developmental language impairments; Play URL: https://www.repository.cam.ac.uk/handle/1810/323680 https://doi.org/10.17863/CAM.71138 BASE Hide details 5 Moving Beyond the Speech Room: Using Peer Mediated Instruction and Intervention (PMII) to Foster Social Skills Development Hartwell, Jennifer Drasher. - 2020 BASE Show details 6 Oral narrative intervention with children with autism spectrum disorder and language disorder Favot, Kate. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 7 Evaluation of Mismatch Negativity as a Biomarker for Autism Spectrum Disorder Green, Heather Lee. - 2016 BASE Show details 8 Autism in the classroom: a conversation-analytic study of lesson beginnings in special education Yeo, Siang Lee. - : Sydney, Australia : Macquarie University, 2016 BASE Show details 9 An Evaluation of Interactive Computer Training to Teach Discrete Trial and Naturalistic Instruction to Novice Therapists Nielsen, Olivia K.. - : University of North Texas, 2016 BASE Show details 10 The effects of auditory-motor mapping training on speech output of nonverbal elementary age students with autism spectrum disorder Massey, Sara Miller; NC DOCKS at The University of North Carolina at Greensboro. - 2016 BASE Show details 11 Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings Maria McCormack In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 48-50 (2015) (2015) BASE Show details 12 Children and youth with Autism Spectrum Disorder (ASD) : recent advances and innovations in assessment, education, and intervention Luiselli, James K.. - Oxford : Oxford University Press, 2014 MPI für Psycholinguistik Show details 13 Communication in autism Brock, Jon; Arciuli, Joanne. - : Amsterdam : John Benjamins Publishing Company, 2014 BASE Show details 14 Which words are hard for autistic children to learn? Smith, Philip T.; Schafer, Graham; Williams, Tim I. In: Mind & language. - Oxford : Wiley-Blackwell 28 (2013) 5, 661-698 BLLDB OLC Linguistik Show details 15 Echoic and self-echoic responses in children Mahoney, Amanda M.; Esch, John; Kestner, Kathryn M.... In: The analysis of verbal behavior. - Concord, Calif. : Association 29 (2013), 117-123 BLLDB OLC Linguistik Show details 16 The autisms Coleman, Mary; Gillberg, Christopher. - Oxford : Oxford University Press, 2012 MPI für Psycholinguistik Show details 17 Parents' expectations, awareness, and experiences of accessing evidence-based speech-language pathology services for their children with autism Thomas, Donna; Arciuli, Joanne; Auert, Elle-Jane... In: International journal of speech language pathology. - Abingdon : Informa Healthcare 14 (2012) 2, 109-118 BLLDB OLC Linguistik Show details 18 Autism, literal language and concrete thinking: some developmental considerations Hobson, R. Peter In: Metaphor and symbol. - Philadelphia : Routledge, Taylor & Francis Group 27 (2012) 1, 4-21 BLLDB OLC Linguistik Show details 19 Atypical neural processing of ironic and sincere remarks in children and adolescents with Autism spectrum disorders Bookheimer, Susan Y.; Dapretto, Mirella; Hernandez, Leanna M.... In: Metaphor and symbol. - Philadelphia : Routledge, Taylor & Francis Group 27 (2012) 1, 70-92 BLLDB OLC Linguistik Show details 20 Dyad function-based cognitive behavioural therapy as a treatment for obsessive compulsive disorder in two school aged children with high functioning autism Rombough, Elizabeth. - 2012 BASE Show details Page: 1 2 3 4

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