Parent--Child Interactions in Autism: Characteristics of Play

Autor/inn/en	Freeman, Stephanny; Kasari, Connie
Titel	Parent--Child Interactions in Autism: Characteristics of Play
Quelle	In: Autism: The International Journal of Research and Practice, 17 (2013) 2, S.147-161 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361312469269
Schlagwörter	Parent Child Relationship; Interaction; Autism; Play; Comparative Analysis; Imitation; Young Children; Preschool Children; Mothers; Educational Attainment; Mullen Scales of Early Learning; Reynell Developmental Language Scales; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Autismus; Spiel; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Bildungsabschluss; Bildungsgut
Abstract	Although the literature on parent-child interactions in young children with autism has examined dyadic style, synchrony, and sustained engagement, the examination of parental skill in sustaining and developing play skills themselves has not been targeted. This study examined the extent to which parents of young children with autism match and scaffold their child's play. Sixteen dyads of parents and their children with autism participated in this study along with 16 matched dyads of typically developing children. Both groups were administered a structured play assessment and were observed during a 10-min free play situation. Strategies of play were examined and results revealed that parents of children with autism initiated more play schemes and suggested and commanded play acts more than parents of typical children. They also responded to their child's play acts more often with a higher level play act, while parents of typical children watched/expanded their responses to their child. Parent imitation was also related to longer sequences of play. The findings can guide further research and play intervention for parents. (Contains 7 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10