自闭症谱系障碍及其他发育迟缓儿童的象征性游戏：相似多于不同。
Symbolic play of preschoolers with severe communication impairments with autism and other developmental delays: more similarities than differences.
机构信息
Schiefelbusch Institute for Life Span Studies, University of Kansas, 1000 Sunnyside Ave, Room 1065, Lawrence, KS 66045-7555, USA.
出版信息
J Autism Dev Disord. 2012 May;42(5):863-73. doi: 10.1007/s10803-011-1317-7.
Abstract
Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their play. Children with autism engaged in more conventional play, that is, putting objects together according to how the toys were constructed (e.g., pieces in a puzzle, lid on a teapot). Results also indicated high correlations between play, language, and cognitive measures. Findings indicate that play relates to language and cognitive levels yet may not discriminate children with autism and children with other developmental delays early in their development.
摘要
自闭症儿童通常被描述为缺乏游戏技能，尤其是象征性游戏。我们比较了 35 名自闭症儿童和 38 名其他发育迟缓儿童的游戏。所有儿童均为学龄前儿童，且词汇量少于 20 个。结果表明两组儿童在游戏方面没有显著差异。自闭症儿童进行了更多的传统游戏，即根据玩具的构造将物体放在一起（例如拼图中的碎片、茶壶的盖子）。研究结果还表明，游戏与语言和认知测量之间存在高度相关性。研究结果表明，游戏与语言和认知水平相关，但可能无法在儿童发育早期区分自闭症儿童和其他发育迟缓儿童。
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