Otizm Spektrum Bozukluğu Olan Çocukların Sosyal İletişim Becerileri ve Dil Gelişim Özellikleri

Yıl 2016, , 163 - 192, 05.08.2016

Meral Çilem Ökcün-akçamuş

https://doi.org/10.21565/ozelegitimdergisi.246293

Cited By: 10

Öz

Dil ve iletişim alanında yaşanan
güçlükler, otizm spektrum bozukluğunun (OSB) tanı ölçütlerinden birisidir ve bu
güçlükler OSB olan çocuklarda otizmin şiddetini belirleyen önemli bir değişken
olarak ele alınmaktadır. OSB olan çocukların dil gelişiminde heterojen
bir yapı olduğu kabul edilmektedir. OSB olan bazı çocuklar sözel dili hiç
edinemezken, bazı çocuklarda normal gelişim gösteren akranlarına yakın bir
sözel dil kullanım örüntüsü görülebilmektedir. Bu derleme çalışmasında OSB olan
çocukların dil ve iletişim becerilerine ilişkin gelişimsel özellikleri
incelenmiştir. OSB olan çocuklarda söz öncesi dönemde sözel olmayan sosyal
iletişim becerilerine, sözel dil döneminde dilin bileşenlerine ilişkin sendroma
özgü gelişimsel özellikler/bozukluklar görülmektedir. Bu nedenle bu derleme
çalışmasında OSB olan çocukların söz öncesi dönemde sözel olmayan sosyal
iletişim becerilerine yönelik gelişimleri ele alınacaktır. Bunun yanı sıra
sözel dil döneminde olan OSB olan çocukların dilin biçimbirim
bilgisi/sözdizimi, anlam bilgisi ve kullanım bilgisi bileşenlerine yönelik
gelişimsel özellikleri incelenecektir. Alanyazından derlenen bu çalışmanın OSB
olan çocuklarda dil gelişimi üzerine çalışan öğretmenlere ve araştırmacılara
yol göstereceği düşünülmektedir.

Anahtar Kelimeler

Otizm spektrum bozukluğu, dil gelişimi, söz öncesi sosyal iletişim becerileri, biçimbirim bilgisi/ sözdizimi, kullanım bilgisi, anlam bilgisi, oyun

Kaynakça

• Acredolo, L. P., & Goodwyn, S. W. (1988). Symbolic gesturing in normal infants. Child Development, 59(2), 450-466.
• Adamson, L. B., & Bakeman, R. (1991). The development of shared attention during infancy. Annals of Child Development, 8,1-41.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
• Baldwin, D. A. (1995). Understanding the link between joint attention and language. In C. Moore, & P. J. Dunham (Eds.), Joint Attention: Its origins and the role in development (pp. 131-158). New York, NY: Psychology Press.
• Baranek, G. T. (1999). Autism during infancy: A retrospective video analysis of sensory-motor and social behaviors at 9-12 months of age. Journal of Autism and Developmental Disorders, 29(3), 213-224.
• Baranek, G. T., Barnett, C. R., Adams, E. M., Walcott, N. A., Watson, L. R., & Crais E. R. (2005). Object play in infants with autism: Methodological issues in retrospective video analysis. American Journal of Occupational Therapy, 59(1), 20-30.
• Baranek, G. T., Reinhartsen, D., & Wannamaker, S. (2001). Play: Engaging children with autism. In R. Heubner (Eds.), Sensorimotor interventions in autism (pp. 311-351). Philadelphia: Davis.
• Bartolucci, G., & Albers, R. J. (1974). Deictic categories in the language of autistic children. Journal of Autism and Childhood Schizophrenia, 4(2), 131-141.
• Bartolucci, G., Pierce, S. J., & Streiner, D. (1980). Cross-sectional studies of grammatical morphemes in autistic and mentally retarded children. Journal of Autism and Developmental Disorders, 10(1), 39-50.
• Bates, E., Camaioni, L., & Volterra, V. (1975). The acquisition of performatives prior to speech. Merrill-Palmer Quarterly of Behavior and Development, 21(3), 205-226.
• Bono, M. A., Daley, T., & Sigman, M. (2004). Relations among joint attention, amount of intervention and language gain in autism. Journal of Autism and Developmental Disorders, 34(5), 495-505.
• Brown, J., & Whiten, A. (2000). Imitation, theory of mind and related activities in autism: An observational study of spontaneous behavior in everyday contexts. Autism, 4(2), 185-204.
• Bruner, J. (1975). From communication to language - A psychological perspective. Cognition, 3(3), 255-287.
• Camaioni, L., Perucchini, P., Muratori, F., Parrini, B., & Cesari, A. (2003). The communicative use of pointing in autism: Developmental profile and factors related to change. European Psychiatry, 18(1), 6-12.
• Carpenter, M. (2006). Instrumental, social, and shared goals and intentions in imitation. In S. J. Rogers & J. H. G. Williams (Eds.), Imitation and the social mind: Autism and the typical development (pp. 48-70). New York, NY: The Guilford Press.
• Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63 (4, Serial No. 255).
• Charman, T., & Baron-Cohen, S. (1997). Brief report: Prompted pretend play in autism. Journal of Autism and Developmental Disorders, 27(3), 325-332.
• Charman, T., Drew, A., Baird, C., & Baird, G. (2003). Measuring early language development in preschool children with autism spectrum disorder using MacArthur Communicative Development Inventory (Infant Form). Journal of Child Language, 30(1), 213-236.
• Charman,T., Swettenham, J., Baron-Cohen, S., Cox, S., Baird, G., & Drew, A. (1997). Infants with autism: An investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33(5), 781-789.
• Chawarska, K., & Volkmar, F. R. (2005). Autism in infancy and early childhood. In F.R. Volkmar, R. Paul., A. Klin & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (3th ed., pp. 223- 246). Hoboken, New Jersey: John Wiley & Sons, Inc.
• Colgan, S. E., Lanter, E., McComish, C., Watson, L., Caris, E., & Baranek, G. T. (2006). Analysis of social interaction gestures in infants with autism. Child Neuropsychology, 12(4-5), 307-319.
• Crais, E. (2007). Gesture development from an interactionist perspective. In R. Paul (Eds.), Language disorders from a developmental perspective: Essays in honor of Robin S. Chapman (pp. 141-162). Mahwah, NJ: Lawrence Erlbaum Associates.
• Crais, E., Douglas, D. D., & Campell, C. C. (2004). The intersection of the development of gestures and intentionality. Journal of Speech, Language, and Hearing Research, 47(3), 678-694.
• Dawson, G., & Galpert, L. (1986). A developmental model for facilitating the social behavior of autistic children. In E. Schopler & G. B. Mesibov (Eds.), Social behavior in autism (pp. 237-256). New York, NY: Plenum Press.
• Dawson, G., Meltzoff, A. N., Osterling, J., Rinaldi, J., & Brown, E. (1998). Children with autism fail to orient to naturally occurring social stimuli. Journal of Autism and Developmental Disorders, 28(6), 479-485.
• Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., Estes, A., et al. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40(2), 271-283.
• Eales, M. J. (1993). Pragmatic impairments in adults with childhood diagnoses of autism or developmental receptive language disorder. Journal of Autism and Developmental Disorders, 23(4), 593-617.
• Eigsti, I. M., Bennetto, L., & Dadlani, M. B. (2007). Beyond pragmatics: Morphosyntactic development in autism. Journal of Autism and Developmental Disorders, 37(6), 1007-1023.
• Eigsti, I. M., Marchena, A. B., Schuh, J. M., & Kelley, E. (2011). Language acquisition in autism spectrum disorders: A developmental review. Research in Autism Spectrum Disorders, 5(2), 681-691.
• Garvey, C. (1990). Play: The developing child (Rev.ed.). Cambridge, MA: Harvard University Press.
• Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
• Gullberg, M., de Bot, K., & Volterra, V. (2010). Gestures and some key issues in the study of language development. In M. Gullberg & K. de Bot (Eds.), Gestures in language development (pp. 3-33). Philadelphia: John Benjamins Publishing.
• Hedge, M. N., & Maul, C. A. (2006). Language disorders in children: An evidence-based approach to assessment and treatment. Boston: Pearson Education.
• Hobson, J. A., & Hobson, R. P. (2007). Identification: The missing link between joint attention and imitation. Development and Psychopathology, 19(2), 411-431.
• 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(1), 12-22.
• Howlin, P. (1982). Echolalic and spontaneous phrase speech in autistic children. Child Psychology & Psychiatry & Allied Disciplines, 23(3), 281-293.
• Ingersoll, B. (2008a). The social role if imitation in autism: Implications for the treatment of imitation deficits. Infants & Young Children, 21(2), 107-119.
• Ingersoll, B. (2008b). The effect of context on imitation skills in children with autism. Research in Autism Spectrum Disorders, 2(2), 332-340.
• Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16(5), 367-371.
• Iverson, J. M., & Thal, D. J. (1998). Communicative transitions: There’s more to the hand than meets the eye. In A. M. Wetherby, S. F. Warren & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 59- 86). Baltimore, Maryland: Paul H. Brookes Publishing.
• Jones, E. J. H., & Herbert, J. S. (2006). Exploring memory in infancy: Deferred imitation and the development of declarative memory. Infant and Child Development, 15(2), 195-205.
• Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16(2-3), 287-308.
• Kuder, S. J. (1997). Teaching students with language and communication disabilities. Needham Heights, MA: Allyn & Bacon.
• Landa, R. (2007). Early communication development and intervention for children with autism. Mental Retardation and Developmental Disabilities, 13(1), 16-25.
• Leekam, S., Baron-Cohen, S., Perrett , D., Milders, M., & Brown, S. (1997). Eye-direction detection: A dissociation between geometric and joint skills in autism. British Journal of Developmental Psychology, 15(1), 77-95.
• Leslie, A. M. (1987). Pretense and representation: The origins of “theory of mind”. Psychology Review, 94(4), 412-426.
• Lewy, A. L., & Dawson, G. (1992). Social stimulation and joint attention in young autistic children. Journal of Abnormal Child Psychology, 20(6), 555-566.
• 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), 487-497.
• Lifter, K., & Bloom, L. (1998). Intentionality and the role of play in the transition to language. In A. M. Wetherby, S. F. Warren & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 161-195). Baltimore, Maryland: Paul H. Brookes Publishing.
• Lord, C., & Paul, R. (1997). Language and communication in autism. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (pp. 195-225). New York: John Wiley &Sons.
• Lord, C., Risi, S., Lambrecht , L., Cook, E. H., Leventhal, B. L., DiLavore, et al. (2000). The Autism Diagnostic Observation Schedule-Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205-223.
• Luyster, R., Lopez, K., & Lord, C. (2007). Characterizing communicative development in children referred for autism spectrum disorders using the MacArthur-Bates Communicative Development Inventory (CDI). Journal of Child Language, 34(3), 623-654.
• McDuffie, A., Turner, L., Stone, W., Yoder, P., Wolery, M., & Ulman, T. (2007). Developmental correlates of different types of motor imitation in young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(3), 401-412.
• McEvoy, R. E., Loveland, K. A., & Landry, S. H. (1988). The functions of immediate echolalia in autistic children: A developmental perspective. Journal of Autism and Developmental Disorders, 18(4), 657- 668.
• McGregor, K. K., Berns, A. J., Owen, A. J., Michels, S. A., Duff, D., Bahnsen, A. J., et al. (2012). Associations between syntax and the lexicon among children with or without ASD and language impairment. Journal of Autism and Developmental Disorders, 42(1), 35-47.
• Meltzoff, A. N. (1988). Infant imitation after a week delay: Long term memory for novel acts and multiple stimuli. Developmental Psychology, 24(4), 470-476.
• Meltzoff, A. N., & Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198, 75-78.
• Meltzoff, A. N., & Moore, M. K. (1983). Newborn infants imitate adult facial gestures. Child Development, 54(3), 702-709.
• Moor, J. (2002). Playing, laughing and learning with children on the autism spectrum. London: Jessica Kingsley Publishers.
• Mundy, P., & Jarrold, W. (2010). Infant joint attention, neural networks and social cognition. Neural Networks, 23(8), 985-997.
• Mundy, P., & Markus, J. (1997). On the nature of communication and language impairment in autism. Mental Retardation and Developmental Disabilities Research Reviews, 3(4), 343-349.
• Mundy, P., & Sigman, R. (1989). The theoretical implications of joint attention deficits in autism. Development and Psychopathology, 1(3), 173-183.
• Mundy, P., Sigman, M., & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20(1), 115-128.
• Nadel, J. (2006). Does imitation matter to children with autism? In S. J. Rogers & J. H. G. Williams (Eds.), Imitation and the social mind: autism and typical development (pp. 118-137). New York, NY: The Guilford Press.
• Nadel, J. (2014). How imitation boosts development: In infancy and autism spectrum disorder. Oxford: Oxford University Press.
• Nadel, J., & Aouka, N. (2006). Imitation: Some cues for intervention approaches in autism spectrum disorders. In Charman, T., & Stone W. (Eds.), Social & communication development in autism spectrum disorders (pp. 219-236). New York, NY: Guilford Press.
• Nadel, J., Guerini, C., Peze, A., & Rivet, C. (1999). The evolving nature of imitation as a format for communication. In J. Nadel, & G. Butterworth (Eds.), Imıtation in infancy (pp. 209-234). New York, NY: Cambridge University Press.
• Owens, R. E. (1999). Language disorders: A functional approach to assessment and intervention. Needham Heights, MA: Allyn & Bacon.
• Owens, R. E. (2012). Language development: An introduction (8th ed.). New Jersey: Pearson.
• Owens, R. E., Evan-Metz, D. E., & Haas, A. (2003). Introduction to communication disorders: A life span perspective (2nd ed.). Upper Saddle River, NJ: Pearson. Education Inc.
• Ökcün-Akçamuş, M. (2015). Otizm spektrum bozukluğu olan çocuklarda söz-öncesi sosyal iletişim becerilerinin dilin bileşenleri ile ilişkisinin incelenmesi (Yayımlanmamış doktora tezi). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Paul, R. (2008). Communication development and assessment. In K. Chawarska, A. Klin & F. R. Volkmar (Eds.), Autism spectrum disorders in infants and toddlers (pp.76-103). New York: The Guilford Press.
• Pierce, S., & Bartolucci, G. (1977). A syntactic investigation of verbal autistic, mentally retarded, and normal children. Journal of Autism and Childhood Schizophrenia, 7(2), 121-134.
• Prizant, B. M., & Duchan, J. F. (1981). The functions of immediate echolalia in autistic children. Journal of Speech and Hearing Disorders, 46(3), 241-249.
• Quill, K. A. (2002). The complexity of autism. In K. A. Quill (Ed.), Do, watch, listen, say: Social and communication intervention for children with autism (pp. 1-20). Baltimore, Maryland: Paul Brookes Publishing.
• Rapin, I., & Dunn, M. (2003). Update on the language disorders of individuals on the autistic spectrum. Brain & Development, 25(3), 166-172.
• Richler, J., Bishop, S. L., Kleinke, J. R., & Lord, C. (2007). Restricted and repetitive behaviors in young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(1), 73-85.
• Roberts, J. M. (1989). Echolalia and comprehension in autistic children. Journal of Autism and Developmental Disorders, 19(2), 271-281.
• Roberts, J. A., Rice, M. L., & Tager-Flusberg, H. (2004). Tense marking in children with autism. Applied Psycholinguistic, 25(3), 429-448.
• Rogers, S. J., Hepburn, S. L., Stackhouse, T., & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. The Journal of Child Psychology and Psychiatry, 44(5), 763-781.
• Rogers, S. J., & Pennington B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3(2), 137-162.
• Rowland, C. M., & Schweigert, P. D. (2009). Object lessons: How children with autism spectrum disorders use objects to interact with the physical and social environments. Research in Autism Spectrum Disorders, 3(2), 517-527.
• Schopler, E., & Mesibov, G. B. (1985). Introduction to communication problems in autism. In E. Shopler., & G. B. Mesibov (Eds.), Communication problems in autism (pp. 3-13). New York: Springer Science+ Business Media.
• Shumway, S., & Wetherby, A. M. (2009). Communicative acts of children with autism spectrum disorders in the second year of life. Journal of Speech, Language and Hearing Research, 52(5), 1139-1156.
• Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1, Serial No. 256).
• Sigman, M., & Ungerer, J. A. (1984). Cognitive and language skills in autistic, mentally retarded, and normal children. Developmental Psychology, 20(2), 293-302.
• Smith, P. K. (2010). Children and play: Understanding children’s worlds. West Sussex, UK: Wiley-Blackwell.
• Smith, V., Mirenda, P., & Zaidman-Zait, A. (2007). Predictors of expressive vocabulary growth in children autism. Journal of Speech, Language and Hearing Research, 50(1), 149-160.
• Sowden, H., Perkins, M., & Clegg, J. (2011). The changing role of gesture form and function in a picture book interaction between a child with autism and his support teacher. In G. Stam, & Ishino, M (Eds.), Integrating gestures: The interdisciplinary nature of gesture (pp. 201-214). Philadelphia: John Benjamins.
• Stone, W. L., Coonrod, E. E., & Ousley, O. Y. (2000). Brief report: Screening tool for autism in two -year-olds (STAT): Development and preliminary data. Journal of Autism and Developmental Disorders, 30(6), 607-612.
• Stone, W., Lemanek, K. L., Fishel, P. T., Fernandez M., C., & Altemeier, W. A. (1990). Play and imitation skills in the diagnosis of autism in young children. Pediatrics, 86(2), 267-272.
• Stone, W. L., Ousley, O. Y., & Littleford, C. D. (1997). Motor imitation in young children with autism: What’s the object? Journal of Abnormal Child and Psychology, 25(6), 475-485.
• Stone, W. L., Ousley, O. Y., Yoder, P. J., Hogan, K. L., & Hepburn, S. L. (1997). Nonverbal communication in two and three year old children with autism. Journal of Autism and Developmental Disorders, 27(6), 677-696.
• Suh, J., Eigsti, I. M., Naigles, L., Barton, M., Kelley, E., & Fein, D. (2014). Narrative Performance of optimal outcome children and adolescents with a history of an autism spectrum disorder (ASD). Journal of Autism and Developmental Disorders, 44(7), 1681-1694.
• Tager-Flusberg, H. (1991). Semantic processing in the free recall of autistic children: Further evidence for a cognitive deficit. British Journal of Developmental Psychology, 9(3), 417-430.
• Tager-Flusberg, H. (1992). Autistic Children's talk about psychological states: Deficits in the early acquisition of a theory of mind. Child Development, 63(1), 161-172.
• Tager-Flusberg, H. (1997). Language acquisition and theory of mind: Contributions from the study of autism. In L.B. Adamson & M.A. Romski (Eds.), Research on communication and language disorders: Contributions to theories of language development (pp. 135-160). Baltimore, MD: Paul Brookes Publishing.
• Tager-Flasberg, H. (1999). A Psychological approach to understand the social and language impairments in autism. International Review of Psychiatry, 11(4), 325-334.
• Tager-Flusberg, H. & Anderson, M (1991). The development of contingent discourse ability in autistic children. Journal of Child Psychology and Psychiatry, 32(7), 1123-1134.
• Tager-Flusberg, H., & Calkins, S. (1990). Does imitation facilitate the acquisition of grammar? Evidence from a study of autistic, Down’s syndrome and normal children. Journal of Child Language, 17(3), 591-606.
• Tager-Flusberg, H., Calkins, S., Nolin, T., Baumberger, T., Anderson, M., & Chadwick-Dias, A. (1990). A longitudinal study of language acquisition in autistic and Down syndrome children. Journal of Autism and Developmental Disorders, 20(1), 1-21.
• Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Communication in autism. In F. Volkmar, A. Klin, R. Paul, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (3th ed. pp. 335-364). Hoboken, New Jersey: John Wiley & Sons, Inc.
• Tager-Flusberg, H., Rogers, S., Cooper, J. Landa, R., Lord, C., Paul, R., et al. (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 52(3), 643-652.
• Thurm, A., Bishop, S., & Shumway, S. (2011). Developmental issues and milestones. In J. L. Matson & P. Sturmey (Eds.), International handbook of autism and pervasive developmental disorders (pp. 159- 173). New York, NY: Springer.
• Tomasello, M. (1995). Joint attention as social cognition. In C. Moore & P. Dunham (Eds.), Joint attention: its origins and role in development (pp. 103-130). New York, NY: Psychology Press.
• Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard Universty Press.
• Tomasello, M., & Carpenter, M. (2007). Shared intentionality. Developmental Science, 10(1), 121-125.
• Töret, G., & Acarlar, F. (2011). Otizmli, Down sendromlu ve normal gelişim gösteren Türk çocukların dil öncesi dönemdeki jest kullanım becerilerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(3), 1461-1478.
• Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children autism spectrum disorder: Joint attention, imitation and toy play. Journal of Autism and Developmental Disorders, 36(8), 933-1005.
• Turan, F., & Ökcün-Akçamuş, M. Ç. (2013). Otistik spektrum bozukluğu olan çocuklarda taklit becerileri ve taklidin alıcı-ifade edici dil gelişimi ile ilişkilerinin incelenmesi. Türk Psikiyatri Dergisi, 24(2), 111- 116.
• Uzgiris, I. C. (1981). Two functions of imitation during infancy. International Journal of Behavioral Development, 4(1), 1-12.
• Weismer, S. E., Gernsbacher, M. A., Stronach, S., Karasinski, C., Eernisse, E. R., Venker, C. E., et al. (2011). Lexical and grammatical skills in toddlers on the autism spectrum compared to late talking toddlers. Journal of Autism and Developmental Disorders, 41(8), 1065-1075.
• Westby, C. E. (2014). Social-emotional bases of pragmatic and communication development. In N. C. Singleton & B. B. Shulman (Eds.), Language development: Foundations, processes, and clinical applications (2nd ed., pp. 119-146). Burlington , MA: Jones & Bartlett Learning.
• Wetherby, A. M. (2006). Understanding and measuring social communication in children with autism spectrum disorders. T. Charman & W. Stone (Eds.), Social and communication development in autism spectrum disorders (pp. 3-34). New York: The Guilford Press.
• Wetherby, A. M., Watt, N., Morgan, L., & Shumway, S. (2007). Social communication profiles of children with autism spectrum disorders late in the second year of life. Journal of Autism and Developmental Disorders, 37(5), 960-975.
• 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.
• Wilkinson, K. M. (1998). Profiles of language and communication skills in autism. Mental Retardation and Developmental Disabilities Research Reviews, 4(2), 73-79.
• Wolfberg, P. J. (1994). Case illustrations of emerging social relations and symbolic activity in children with autism through supported peer play (Doctoral dissertation). Available from ProQuest Dissertations and Theses Database. (UMI No. 9505068)
• Yoder, P., & Warren, S. F. (1993). Can developmentally delayed children’s language development be enhanced through prelinguistic intervention? In A. P. Kaiser & D. B. Gray (Eds.), Enhancing children’s communication: Research foundations for intervention (pp. 35-61). Baltimore: Paul H. Brookes.
• Zaghlawan, H. (2011). A parent-implemented intervention to improve spontaneous imitation by young children with autism (Doctoral dissertation). University of Illisions at Urbana Champaign, ABD. Retrieved from http://hdl.handle.net/2142/26087
• Zentall, T. R. (2006). Imitation: Definitions, evidence, and mechanisms. Animal Cognition, 9(4), 335-353.
• Ziatas, K., Durkin, K., & Pratt, C. (1998). Belief term development in children with autism, asperger syndrome, specific language impairment, and normal development: Links to theory of mind development. Journal of Child Psychology and Psychiatry, 39(5), 755-763.
• Ziatas, K., Durkin, K., & Pratt, C. (2003). Differences in assertive speech acts produced by children with autism, asperger syndrome, specific language impairment, and normal development. Development and Psychopathology, 15(1), 73-94.
• Zwaigenbaum, L., Bryson, S., Rogers, T., Roberts, W., Brian, J., & Szatmari, P. (2005). Behavioral manifestations of autism in the first year of life. International Journal of Developmental Neuroscience, 23(2), 143-152.