Autistic Preschoolers' Engagement and Language Use in Gross Motor versus Symbolic Play Settings
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| Title: | Autistic Preschoolers' Engagement and Language Use in Gross Motor versus Symbolic Play Settings |
|---|---|
| Language: | English |
| Authors: | Binns, Amanda V. (ORCID |
| Source: | Autism & Developmental Language Impairments. 2022 7. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Preschool Children, Autism Spectrum Disorders, Play, Psychomotor Skills, Learner Engagement, Parent Child Relationship, Oral Language, Foreign Countries |
| Geographic Terms: | Canada (Toronto) |
| DOI: | 10.1177/23969415221115045 |
| ISSN: | 2396-9415 |
| Abstract: | Background and aims: Although adjustment of the environment is recommended as a support strategy in evidence-based interventions for children with autism, the impact of doing so (and the how and why) is not well understood. One essential environmental factor to consider when providing supports for preschool-aged autistic children is the play setting, specifically, the materials available in the child's play context. The aim of this study was to compare engagement states and number of utterances produced by preschool-aged autistic children within symbolic vs. gross motor play settings. Examining the relationship between gross motor play settings and children's social engagement and spoken language use is particularly important to explore for autistic children given differences in their sensory processing, motor skill development, and choice of and interaction with toys relative to neurotypical peers. Methods: Seventy autistic children aged 25-57 months were videotaped during natural play interactions with a parent. Children's social engagement and number of spoken utterances were examined in five minutes each of play with symbolic toys and play with gross motor toys. Continuous time-tagged video coding of the child-caregiver engagement states was conducted, and the child's frequency of spoken language was identified using language sample analysis. The specific variables examined were; (a) engagement with caregiver, (b) engagement with objects only, (c) unengaged (no evident engagement with objects or people), and (d) total number of spoken utterances. The relationship between play setting (symbolic vs gross motor) and child language and engagement state variables was examined with linear mixed effects modelling. Results: Significant main effects were revealed for the interaction between play setting and autistic children's engagement. Young autistic children were more likely to engage with caregivers in play environments with gross motor toys (moderate effect) and also were more likely to have periods of unengaged time (not overtly directing their attention to objects or people; small effect) in this setting. Further, when in a setting with symbolic toys, autistic children were more likely to spend their time focusing attention solely on objects (large effect). No interaction was found between play setting and total number of utterances spoken by autistic children. Conclusions and implications: This study confirmed the importance of continued research focused on understanding the relationship between children's play settings and their social engagement and language use. Although preliminary, findings support the idea that there is an interaction between preschool-aged autistic children's social engagement and their play settings. Further, our results suggest that there can be value in clinicians differentiating children's play settings (i.e., gross motor vs symbolic) when assessing and supporting social engagement capacities of young autistic children. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1360842 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1360842 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Autistic Preschoolers' Engagement and Language Use in Gross Motor versus Symbolic Play Settings – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Binns%2C+Amanda+V%2E%22">Binns, Amanda V.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1510-020X">0000-0003-1510-020X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Casenhiser%2C+Devin+M%2E%22">Casenhiser, Devin M.</searchLink><br /><searchLink fieldCode="AR" term="%22Shanker%2C+Stuart+G%2E%22">Shanker, Stuart G.</searchLink><br /><searchLink fieldCode="AR" term="%22Cardy%2C+Janis+Oram%22">Cardy, Janis Oram</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7170-6145">0000-0002-7170-6145</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Autism+%26+Developmental+Language+Impairments%22"><i>Autism & Developmental Language Impairments</i></searchLink>. 2022 7. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada+%28Toronto%29%22">Canada (Toronto)</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/23969415221115045 – Name: ISSN Label: ISSN Group: ISSN Data: 2396-9415 – Name: Abstract Label: Abstract Group: Ab Data: Background and aims: Although adjustment of the environment is recommended as a support strategy in evidence-based interventions for children with autism, the impact of doing so (and the how and why) is not well understood. One essential environmental factor to consider when providing supports for preschool-aged autistic children is the play setting, specifically, the materials available in the child's play context. The aim of this study was to compare engagement states and number of utterances produced by preschool-aged autistic children within symbolic vs. gross motor play settings. Examining the relationship between gross motor play settings and children's social engagement and spoken language use is particularly important to explore for autistic children given differences in their sensory processing, motor skill development, and choice of and interaction with toys relative to neurotypical peers. Methods: Seventy autistic children aged 25-57 months were videotaped during natural play interactions with a parent. Children's social engagement and number of spoken utterances were examined in five minutes each of play with symbolic toys and play with gross motor toys. Continuous time-tagged video coding of the child-caregiver engagement states was conducted, and the child's frequency of spoken language was identified using language sample analysis. The specific variables examined were; (a) engagement with caregiver, (b) engagement with objects only, (c) unengaged (no evident engagement with objects or people), and (d) total number of spoken utterances. The relationship between play setting (symbolic vs gross motor) and child language and engagement state variables was examined with linear mixed effects modelling. Results: Significant main effects were revealed for the interaction between play setting and autistic children's engagement. Young autistic children were more likely to engage with caregivers in play environments with gross motor toys (moderate effect) and also were more likely to have periods of unengaged time (not overtly directing their attention to objects or people; small effect) in this setting. Further, when in a setting with symbolic toys, autistic children were more likely to spend their time focusing attention solely on objects (large effect). No interaction was found between play setting and total number of utterances spoken by autistic children. Conclusions and implications: This study confirmed the importance of continued research focused on understanding the relationship between children's play settings and their social engagement and language use. Although preliminary, findings support the idea that there is an interaction between preschool-aged autistic children's social engagement and their play settings. Further, our results suggest that there can be value in clinicians differentiating children's play settings (i.e., gross motor vs symbolic) when assessing and supporting social engagement capacities of young autistic children. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1360842 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1360842 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/23969415221115045 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 Subjects: – SubjectFull: Preschool Children Type: general – SubjectFull: Autism Spectrum Disorders Type: general – SubjectFull: Play Type: general – SubjectFull: Psychomotor Skills Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Parent Child Relationship Type: general – SubjectFull: Oral Language Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Canada (Toronto) Type: general Titles: – TitleFull: Autistic Preschoolers' Engagement and Language Use in Gross Motor versus Symbolic Play Settings Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Binns, Amanda V. – PersonEntity: Name: NameFull: Casenhiser, Devin M. – PersonEntity: Name: NameFull: Shanker, Stuart G. – PersonEntity: Name: NameFull: Cardy, Janis Oram IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-electronic Value: 2396-9415 Numbering: – Type: volume Value: 7 Titles: – TitleFull: Autism & Developmental Language Impairments Type: main |
| ResultId | 1 |
