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Otizmli çocuklarda sembolik oyunun dil gelişimi ile ilişkisi

Yıl 2014, Cilt: 15 Sayı: 02, 45 - 61, 01.03.2014
https://doi.org/10.1501/Ozlegt_0000000198

Öz

Kaynakça

  • Acarlar, F. (2001) Sembolik oyunun dil gelişimi ve dil bozukluklarıyla ilişkisi. Özel Eğitim Dergisi, 3 (1) 25-33.
  • Ahioğlu, E. N. (1999). Sembolik oyunun 4 yaş çocuklarının dil kazanımına etkisi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü Eğitimde Psikolojik Hizmetler Anabilim Dalı, Yayınlanmamış Yüksek Lisans Tezi.
  • Atlas, J. A., & Lapidus, L. B. (1987). Patterns of symbolic expression in subgroups of the childhood psychoses. Journal of Clinical Psychology, 43, 17–188.
  • Aydın, A. (2008). Sembolik oyun testi’nin türçe’ye uyarlanması ve okul öncesi dönemdeki normal, otistik ve zihin engelli çocukların sembolik oyun davranışlarının karşılaştırılması, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Anabilim Dalı Okul Öncesi Öğretmenliği Bilim Dalı, Yayınlanmış Doktora Tezi.
  • Bakeman, R., & Adamson, L. B. (1984). Coordinating attention to people and object in motherinfant and peer- infant interaction. Child Development, 55, 1278–1289.
  • Belsky, J., & Most, R. K. (1981) ‘From Exploration to Play: A Cross-Sectional Study of Infant Free Play Behaviour’. Developmental Psychology, 17, 630–9.
  • Boudreau, E., & D'Entremont, B. (2010). Improving the pretend play skills of preschoolers with autism spectrum disorders: The effects of video modeling. Journal of Developmental & Physical Disabilities, 22(4), 415- 431.
  • Charman, T., & Baren-Cohen, S . (1997). Brief Report: Prompted Play in Autism. Journal of Autism and Developmental Disorders, 27 (3), 325–32.
  • Christensen, L., Hutman, T., Rozga, A., Young, G. S., Ozonoff, S., Roger, S. J., Baker, B. L., & Sigman, M. (2010). Play and developmental outcomes in infant siblings of children with autism. Journal of Autism and Developmental Disorders, 40, 946-957.
  • Diagnostic and Statistical Manual of Mental Disorders: DSM-V (2013). American Psychiatric Association.
  • Dominguez, A., Ziviani, J., & Rodger, S. (2006). Play behaviorus and play object preferences of young children with autistic disorder in a clinical play environment. The National Autistic Society, 10 (1), 53-59.
  • Fenson, L., Kagan, J., Kearsley, R. B., & Zelazo, P. R. (1976). The developmental progression of manipulative play in the first two years. Child Development, 47, 232–235.
  • Gül, M. (2006). Anasınıfına devam eden alt sosyo-ekonomik düzeydeki 61-72 ay arası çocuklara sembolik oyun eğitiminin genel gelişim durumlarına etkisi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Çocuk Gelişimi Anabilim Dalı, Yayınlanmış Yüksek Lisans Tezi.
  • Hess, L. (2006). I would like to play but I don’t know how: Case study of pretend play in autism. Child Language Teaching And Therapy, 22 (1) 97-116.
  • Hobson, J. A., Hobson, R. P., Malik, S., Bargiota, K.., & Caló, S. (2013). The relation between social engagement and pretend play in autism. British Journal of Developmental Psychology, 31, 114-127.
  • Hobson, R. P., Lee, A., & Hobson, J. A. (2009). Qualities of symbolic play among children with autism: A social-developmental perspective. Journal of Autism and Developmental Disorders, 39, 12–22.
  • Holmes, E., & Willoughby, T. (2005). Play behaviour of children with autism spectrum didorders. Journal Of Intellectual & Developmental Disability, 30 (3), 156-164.
  • Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487–505.
  • Jarrold, C. (2003). A review of resarch into pretend play in autism. The National Autistic Society, 4 (7), 379-390.
  • Jarrold, C., Boucher, J., & Smıth, P. K. (1993). Symbolic play in autism: A review. Journal of Autism and Developmental Disorders, 23, 281–307.
  • Jordan, R. (2003). Social play and autistic spectrum disorders: A perspective on theory, implications and educational approaches. Autism: The International Journal of Research & Practice, 7, 347-360.
  • Kasari, C., Freeman, S. F., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: a randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611– 620.
  • Kasari, C., Paparella, T., Freeman, S., & Jahromi, L.B. (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76, 125-137.
  • Lewis, V. (2003). Play and language in children with autism. The National Autistic Society, 7(4), 391-399
  • Lewis, V., & Boucher, J. (1988). Spontaneous, instructed and elicited play in relatively able autistic children. British Journal of Developmental Psychology, 6, 325–339.
  • Lewis,V., Boucher, J., Lupton, L., & Watson, S. (2000). Notes and discusion: Relationships between symbolic play, functional play, vernel and non-verbal ability in young children. International Journal Of Language & Communication Disorders, 35 (1), 117-127.
  • Libby, S., Powell, S., Messer, D., & Jordan, R. (1997). Imitation of pretend play acts by children with autism and down syndrome. Journal of Autism and Developmental Disorders, 27, 365–83.
  • Libby, S., Powell, S., Messer, D., & Jordan, R. (1998). Spontaneous Play in Children with Autism: A Reappraisal. Journal of Autism and Developmental Disorders, 28 (6), 487–97.
  • Luyster, R. J., Kadlec, M. B., Carter, A., & Tager-Flusberg, H. (2008). Language assessment and development in toddlers with autism spectrum disorders. J Autism Dev Disord, 38(8), 1426-38.
  • Lyytien, P., Poikkeus, A.-M., & Laakso, M-L. (1997) Language and symbolic play in toddlers. Internetional Journal Of Behavioral Development , 21 (2), 289-302.
  • Lyytinen, P., Poikkeus, A-M., Laakso, M-L., Eklund, K.., & Lyytinen, H. (2001). Language development and symbolic play in children with and without familial risk for dyslexia. Journal Of Speech, Language, and Hearing Resarch, 44 (4), 873-886.
  • McCune, L. (1995). A normative study of representational play at the transition to language. Developmental Psychology, (31), 198-206.
  • McCune-Nicolich, L. (1981). Toward symbolic functioning: Structure of early pretend games and potential parallels with language. Child Development, 52, 785–797.
  • Merange, K. (2010). Autism Spectrum Disorder (ASD) and the benefits of PlayConnect Playgroups: A research report by Playgroup Australia for PlayConnect.
  • Moor, J. (2005). Playing, laughing, and learning with children on the autism spectrum. London And Philadelphia: Jessica Kingsley Publishers.
  • Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1987). Nonverbal communication and play correlates of language development in autistic children. Journal of Autism and Developmental Disorders, 17, 349–364.
  • Naber, F. B. A., Bakermans-Kranenburg, M. J., Van IJzendoorn, M. H., Swinkels, S. H. N., Buitelaar, J. K., Dietz, C., Van Daalen, E., & Van Engeland, H. (2008). Play behavior and attachment in toddlers with autism. Journal of Autism and Developmental Disorders, 38, 857-866.
  • Ogura, T. (1991). A Longitudinal study of the relationship between early language development and play development. Journal Of Child Language,(18), 273- 294.
  • Paterson, C. R., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31, 660–681.
  • Rae, G., & Cohen. S. (1987). Growing up with children. Canada: The Dryden Press.
  • Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to a student with autism using video modeling with a sibling as model and play partner. Education and Treatment of Children, 29, 517– 528.
  • Ruff, H. A. (1984). ‘Infants’ manipulative exploration of objects: Effects of age and object characteristics’, Developmental Psychology, 20: 9–20.
  • Rutherford, M. D., & Rogers, S. J. (2003). The cognitive underpinnings of pretend play in autism. Journal of Autism and Developmental Disorders, 33, 289–302.
  • Rutherford, M.D., Young, G.S., Hepburn,S., & Rogers, S.J. (2007). A longitudinal study of pretend play in autism. Journal of Autism and Developmental Disorders, 37, 1024-1039.
  • Sherratt, D. (2002). Developing pretend play in children with autism: A case study. Autism, 6, 169-71.
  • Sigafoos, J., Roberts-Pennell, D., & Graves, D. (1999). Longitudinal assessment of play and adaptive behavior in young children with developmental disabilities. Developmental Disabilities, 20 (2), 147-161.
  • Siller, M., & Sigman, M. (2002). The behaviors of parents of children with autism predict the subsequent development of their children’s communication. Journal of Autism and Developmental Disorders, 32, 77– 90.
  • Stahmer, A. C. (1995). Teaching symbolic play skills to children with autism using pivotal response training. Journal of Autism and Developmental Disabilities, 25, 123–141.
  • Stanley, G. (2004). Symbolic play in children with autism spectrum disorder. Unpublished Master Thesis, Canada: The University of Guelph The Faculty of Graduate Studies, Mater of Arts.
  • Stanley, G. C., & Konstantareas, M. M. (2007). Symbolic play in children with autism spectrum disorder. Journal Of Autism Disorder, (37), 1215-1223.
  • Stone, W. L., & Yoder, P. J. (2001). Predicting spoken language level in children with autism spectrum disorders. Autism The International Journal of Research and Practice,5 (4), 341-361.
  • Stone, W., Lemanek, K.., Fishel, P., Fernandez, M., & Altemeier, W. (1990). Play and imitation skills in diagnosis of autism in young children. Pediatrics, 86, 267–72.
  • Strid, K., Heimann, M., & Tjus, T. (2013). Pretend play, deferred imitation and parent-child interaction in speaking and non-speaking children with autism. Scandinavian Journal of Psychology 54, 26-32.
  • Swindells, D., & Stegnitti, K. (2006). Pretend play and parents’ view of social competence: the construct validity of the child-initiated pretend play assesment. Australian Occupational Therapy Journal, 53 (4), 314-324.
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (1994). Specificity in mother-toddler language-play relations across the second year. Developmental Psychology, 30 (2), 283-292.
  • Thiemann-Bourgue, K., Brady, N. C., & Fleming, K. F. (2012). Symbolic play of preschoolers with severe communication impairments with autism and other developmental delays: more similarities than differences. J Autism Dev Disord, 42, 863-873.
  • Thomas, N., & Smith, C. (2004). Developing play skills in children with autistic spectrum disorders. Educational Psychology in Practice, 20(3), 195-206.
  • Thorp, D. M., Stahmer, A. C., & Schreibman, L. (1995). Effects of sociodramatic play training on children with autism. Journal of Autism & Developmental Disorders, 25, 265–282.
  • Tilton, J. R., & Ottinger, D. R. (1964). Comparison of the toy play behaviour of autistic, retarded and normal children. Psychological Reports, 15, 967–75.
  • Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36, 993–1005.
  • Udwin, O., & Yule, W. (1982). Validational data on Lowe and Costello’s Symbolic Play Test. Child Care, Health and Development, 8, 361-366.
  • Ungerer, J. A., & Sigman, M. (1981). Symbolic play and language comprehension in autistic children. Journal of the American Academy of Child Psychiatry, 20, 318–37.
  • Ungerer, J.A., & Sigman, M. (1984). The relation of play and sensorimotor behavior to language in the second year. Child Development, 55, 1448–55.
  • Uzgiris, I., & Hunt, J. McV. (1975). Assessment in infancy: Ordinal scales of psychological development. Urbana: University of Illinois Press.
  • Van Berckelaer-Onnes, I. A. (2003). Promoting early play. Autism, 7, 415-423.
  • Vickerius, M., & Sandberg, A. (2006). The significance of play and the environment around play. Early Child Development and Care, 176, 207–217.
  • Weismer, S., Lord, C., & Esler, A. (2010). Early language patterns of toddlers on the autism spectrum compared to toddlers with developmental delay. Journal of Autism and Developmental Disorders, 40 (10), 1259- 1273.
  • Wetherby, A. M., Prizant, B. M., & Hutchinson, T. A. (1998). Communicative, social/affective, and symbolic profiles of young children with autism and pervasive developmental disorders. American Journal of Speech Language Pathology , 7, 79-91.
  • Wetherby, A., & Prutting, C. (1984). Profiles of communicative and social-cognitive abilities in autistic children. Journal of Speech and Hearing Research, 27, 364-377.
  • Williams, E. (2003). A comparative review of early forms of object-directed play and parent-infant play in typical infants and young children with autism. Autism, 7, 361–377.
  • Williams, E., Reddy, V., & Costall, A. (2001). Taking a closer look at functional play in children with autism. Journal of autism and developmental disorders, 31(1), 67–77.
  • Zelazo, P. R., & Kearsley, R. B. (1977). Functional play: Evidence of cognitive metamorphosis in the year old infant. Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans.

Otizmli Çocuklarda Sembolik Oyunun Dil Gelişimi ile İlişkisi

Yıl 2014, Cilt: 15 Sayı: 02, 45 - 61, 01.03.2014
https://doi.org/10.1501/Ozlegt_0000000198

Öz

Otizmli çocukların sembolik oyun ve dil alanında önemli yetersizlikleri bulunmaktadır. Bu iki alanın birbiri ile ilişkili olabilaceği düşüncesi çok sayıda çalışmanın araştırma konusu haline gelmiştir. Bu çalışmada sembolik oyun ve dil gelişimi alanlarında yapılmış çalışmaların bulguları bir araya getirilerek otizmli çocuklarda bu iki alanın ilişkisi normal gelişim gösteren çocuklarla karşılaştırmalı olarak verilmektedir. Araştırmalarda bazı yöntem farklılıklarından dolayı, farklı bulgular ortaya çıktığı görülmekle beraber otizmli çocuklarda sembolik oyunun hem normal hem de gelişimsel gecikmesi olan akranlarından nitelik ve nicelik olarak daha geride olduğu fikri desteklenmektedir. Ayrıca sembolik oyun ve dil arasında ilişki olduğu fakat bu ilişkinin gücünde yöntem farklılıkların yanı sıra diğer faktörlerin de etkili olabileceği düşünülmektedir

Kaynakça

  • Acarlar, F. (2001) Sembolik oyunun dil gelişimi ve dil bozukluklarıyla ilişkisi. Özel Eğitim Dergisi, 3 (1) 25-33.
  • Ahioğlu, E. N. (1999). Sembolik oyunun 4 yaş çocuklarının dil kazanımına etkisi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü Eğitimde Psikolojik Hizmetler Anabilim Dalı, Yayınlanmamış Yüksek Lisans Tezi.
  • Atlas, J. A., & Lapidus, L. B. (1987). Patterns of symbolic expression in subgroups of the childhood psychoses. Journal of Clinical Psychology, 43, 17–188.
  • Aydın, A. (2008). Sembolik oyun testi’nin türçe’ye uyarlanması ve okul öncesi dönemdeki normal, otistik ve zihin engelli çocukların sembolik oyun davranışlarının karşılaştırılması, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Anabilim Dalı Okul Öncesi Öğretmenliği Bilim Dalı, Yayınlanmış Doktora Tezi.
  • Bakeman, R., & Adamson, L. B. (1984). Coordinating attention to people and object in motherinfant and peer- infant interaction. Child Development, 55, 1278–1289.
  • Belsky, J., & Most, R. K. (1981) ‘From Exploration to Play: A Cross-Sectional Study of Infant Free Play Behaviour’. Developmental Psychology, 17, 630–9.
  • Boudreau, E., & D'Entremont, B. (2010). Improving the pretend play skills of preschoolers with autism spectrum disorders: The effects of video modeling. Journal of Developmental & Physical Disabilities, 22(4), 415- 431.
  • Charman, T., & Baren-Cohen, S . (1997). Brief Report: Prompted Play in Autism. Journal of Autism and Developmental Disorders, 27 (3), 325–32.
  • Christensen, L., Hutman, T., Rozga, A., Young, G. S., Ozonoff, S., Roger, S. J., Baker, B. L., & Sigman, M. (2010). Play and developmental outcomes in infant siblings of children with autism. Journal of Autism and Developmental Disorders, 40, 946-957.
  • Diagnostic and Statistical Manual of Mental Disorders: DSM-V (2013). American Psychiatric Association.
  • Dominguez, A., Ziviani, J., & Rodger, S. (2006). Play behaviorus and play object preferences of young children with autistic disorder in a clinical play environment. The National Autistic Society, 10 (1), 53-59.
  • Fenson, L., Kagan, J., Kearsley, R. B., & Zelazo, P. R. (1976). The developmental progression of manipulative play in the first two years. Child Development, 47, 232–235.
  • Gül, M. (2006). Anasınıfına devam eden alt sosyo-ekonomik düzeydeki 61-72 ay arası çocuklara sembolik oyun eğitiminin genel gelişim durumlarına etkisi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Çocuk Gelişimi Anabilim Dalı, Yayınlanmış Yüksek Lisans Tezi.
  • Hess, L. (2006). I would like to play but I don’t know how: Case study of pretend play in autism. Child Language Teaching And Therapy, 22 (1) 97-116.
  • Hobson, J. A., Hobson, R. P., Malik, S., Bargiota, K.., & Caló, S. (2013). The relation between social engagement and pretend play in autism. British Journal of Developmental Psychology, 31, 114-127.
  • Hobson, R. P., Lee, A., & Hobson, J. A. (2009). Qualities of symbolic play among children with autism: A social-developmental perspective. Journal of Autism and Developmental Disorders, 39, 12–22.
  • Holmes, E., & Willoughby, T. (2005). Play behaviour of children with autism spectrum didorders. Journal Of Intellectual & Developmental Disability, 30 (3), 156-164.
  • Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487–505.
  • Jarrold, C. (2003). A review of resarch into pretend play in autism. The National Autistic Society, 4 (7), 379-390.
  • Jarrold, C., Boucher, J., & Smıth, P. K. (1993). Symbolic play in autism: A review. Journal of Autism and Developmental Disorders, 23, 281–307.
  • Jordan, R. (2003). Social play and autistic spectrum disorders: A perspective on theory, implications and educational approaches. Autism: The International Journal of Research & Practice, 7, 347-360.
  • Kasari, C., Freeman, S. F., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: a randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611– 620.
  • Kasari, C., Paparella, T., Freeman, S., & Jahromi, L.B. (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76, 125-137.
  • Lewis, V. (2003). Play and language in children with autism. The National Autistic Society, 7(4), 391-399
  • Lewis, V., & Boucher, J. (1988). Spontaneous, instructed and elicited play in relatively able autistic children. British Journal of Developmental Psychology, 6, 325–339.
  • Lewis,V., Boucher, J., Lupton, L., & Watson, S. (2000). Notes and discusion: Relationships between symbolic play, functional play, vernel and non-verbal ability in young children. International Journal Of Language & Communication Disorders, 35 (1), 117-127.
  • Libby, S., Powell, S., Messer, D., & Jordan, R. (1997). Imitation of pretend play acts by children with autism and down syndrome. Journal of Autism and Developmental Disorders, 27, 365–83.
  • Libby, S., Powell, S., Messer, D., & Jordan, R. (1998). Spontaneous Play in Children with Autism: A Reappraisal. Journal of Autism and Developmental Disorders, 28 (6), 487–97.
  • Luyster, R. J., Kadlec, M. B., Carter, A., & Tager-Flusberg, H. (2008). Language assessment and development in toddlers with autism spectrum disorders. J Autism Dev Disord, 38(8), 1426-38.
  • Lyytien, P., Poikkeus, A.-M., & Laakso, M-L. (1997) Language and symbolic play in toddlers. Internetional Journal Of Behavioral Development , 21 (2), 289-302.
  • Lyytinen, P., Poikkeus, A-M., Laakso, M-L., Eklund, K.., & Lyytinen, H. (2001). Language development and symbolic play in children with and without familial risk for dyslexia. Journal Of Speech, Language, and Hearing Resarch, 44 (4), 873-886.
  • McCune, L. (1995). A normative study of representational play at the transition to language. Developmental Psychology, (31), 198-206.
  • McCune-Nicolich, L. (1981). Toward symbolic functioning: Structure of early pretend games and potential parallels with language. Child Development, 52, 785–797.
  • Merange, K. (2010). Autism Spectrum Disorder (ASD) and the benefits of PlayConnect Playgroups: A research report by Playgroup Australia for PlayConnect.
  • Moor, J. (2005). Playing, laughing, and learning with children on the autism spectrum. London And Philadelphia: Jessica Kingsley Publishers.
  • Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1987). Nonverbal communication and play correlates of language development in autistic children. Journal of Autism and Developmental Disorders, 17, 349–364.
  • Naber, F. B. A., Bakermans-Kranenburg, M. J., Van IJzendoorn, M. H., Swinkels, S. H. N., Buitelaar, J. K., Dietz, C., Van Daalen, E., & Van Engeland, H. (2008). Play behavior and attachment in toddlers with autism. Journal of Autism and Developmental Disorders, 38, 857-866.
  • Ogura, T. (1991). A Longitudinal study of the relationship between early language development and play development. Journal Of Child Language,(18), 273- 294.
  • Paterson, C. R., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31, 660–681.
  • Rae, G., & Cohen. S. (1987). Growing up with children. Canada: The Dryden Press.
  • Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to a student with autism using video modeling with a sibling as model and play partner. Education and Treatment of Children, 29, 517– 528.
  • Ruff, H. A. (1984). ‘Infants’ manipulative exploration of objects: Effects of age and object characteristics’, Developmental Psychology, 20: 9–20.
  • Rutherford, M. D., & Rogers, S. J. (2003). The cognitive underpinnings of pretend play in autism. Journal of Autism and Developmental Disorders, 33, 289–302.
  • Rutherford, M.D., Young, G.S., Hepburn,S., & Rogers, S.J. (2007). A longitudinal study of pretend play in autism. Journal of Autism and Developmental Disorders, 37, 1024-1039.
  • Sherratt, D. (2002). Developing pretend play in children with autism: A case study. Autism, 6, 169-71.
  • Sigafoos, J., Roberts-Pennell, D., & Graves, D. (1999). Longitudinal assessment of play and adaptive behavior in young children with developmental disabilities. Developmental Disabilities, 20 (2), 147-161.
  • Siller, M., & Sigman, M. (2002). The behaviors of parents of children with autism predict the subsequent development of their children’s communication. Journal of Autism and Developmental Disorders, 32, 77– 90.
  • Stahmer, A. C. (1995). Teaching symbolic play skills to children with autism using pivotal response training. Journal of Autism and Developmental Disabilities, 25, 123–141.
  • Stanley, G. (2004). Symbolic play in children with autism spectrum disorder. Unpublished Master Thesis, Canada: The University of Guelph The Faculty of Graduate Studies, Mater of Arts.
  • Stanley, G. C., & Konstantareas, M. M. (2007). Symbolic play in children with autism spectrum disorder. Journal Of Autism Disorder, (37), 1215-1223.
  • Stone, W. L., & Yoder, P. J. (2001). Predicting spoken language level in children with autism spectrum disorders. Autism The International Journal of Research and Practice,5 (4), 341-361.
  • Stone, W., Lemanek, K.., Fishel, P., Fernandez, M., & Altemeier, W. (1990). Play and imitation skills in diagnosis of autism in young children. Pediatrics, 86, 267–72.
  • Strid, K., Heimann, M., & Tjus, T. (2013). Pretend play, deferred imitation and parent-child interaction in speaking and non-speaking children with autism. Scandinavian Journal of Psychology 54, 26-32.
  • Swindells, D., & Stegnitti, K. (2006). Pretend play and parents’ view of social competence: the construct validity of the child-initiated pretend play assesment. Australian Occupational Therapy Journal, 53 (4), 314-324.
  • Tamis-LeMonda, C. S., & Bornstein, M. H. (1994). Specificity in mother-toddler language-play relations across the second year. Developmental Psychology, 30 (2), 283-292.
  • Thiemann-Bourgue, K., Brady, N. C., & Fleming, K. F. (2012). Symbolic play of preschoolers with severe communication impairments with autism and other developmental delays: more similarities than differences. J Autism Dev Disord, 42, 863-873.
  • Thomas, N., & Smith, C. (2004). Developing play skills in children with autistic spectrum disorders. Educational Psychology in Practice, 20(3), 195-206.
  • Thorp, D. M., Stahmer, A. C., & Schreibman, L. (1995). Effects of sociodramatic play training on children with autism. Journal of Autism & Developmental Disorders, 25, 265–282.
  • Tilton, J. R., & Ottinger, D. R. (1964). Comparison of the toy play behaviour of autistic, retarded and normal children. Psychological Reports, 15, 967–75.
  • Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36, 993–1005.
  • Udwin, O., & Yule, W. (1982). Validational data on Lowe and Costello’s Symbolic Play Test. Child Care, Health and Development, 8, 361-366.
  • Ungerer, J. A., & Sigman, M. (1981). Symbolic play and language comprehension in autistic children. Journal of the American Academy of Child Psychiatry, 20, 318–37.
  • Ungerer, J.A., & Sigman, M. (1984). The relation of play and sensorimotor behavior to language in the second year. Child Development, 55, 1448–55.
  • Uzgiris, I., & Hunt, J. McV. (1975). Assessment in infancy: Ordinal scales of psychological development. Urbana: University of Illinois Press.
  • Van Berckelaer-Onnes, I. A. (2003). Promoting early play. Autism, 7, 415-423.
  • Vickerius, M., & Sandberg, A. (2006). The significance of play and the environment around play. Early Child Development and Care, 176, 207–217.
  • Weismer, S., Lord, C., & Esler, A. (2010). Early language patterns of toddlers on the autism spectrum compared to toddlers with developmental delay. Journal of Autism and Developmental Disorders, 40 (10), 1259- 1273.
  • Wetherby, A. M., Prizant, B. M., & Hutchinson, T. A. (1998). Communicative, social/affective, and symbolic profiles of young children with autism and pervasive developmental disorders. American Journal of Speech Language Pathology , 7, 79-91.
  • Wetherby, A., & Prutting, C. (1984). Profiles of communicative and social-cognitive abilities in autistic children. Journal of Speech and Hearing Research, 27, 364-377.
  • Williams, E. (2003). A comparative review of early forms of object-directed play and parent-infant play in typical infants and young children with autism. Autism, 7, 361–377.
  • Williams, E., Reddy, V., & Costall, A. (2001). Taking a closer look at functional play in children with autism. Journal of autism and developmental disorders, 31(1), 67–77.
  • Zelazo, P. R., & Kearsley, R. B. (1977). Functional play: Evidence of cognitive metamorphosis in the year old infant. Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gamze Alak Bu kişi benim

Yayımlanma Tarihi 1 Mart 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 15 Sayı: 02

Kaynak Göster

APA Alak, G. (2014). Otizmli Çocuklarda Sembolik Oyunun Dil Gelişimi ile İlişkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(02), 45-61. https://doi.org/10.1501/Ozlegt_0000000198




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