Child Play Skills and Parent Verbal Responsiveness: Effects on Language Growth in Preschoolers with Autism Spectrum Disorders and Typical Development
Référence bibliographique 
Burns, Jesse. 2012. «Child Play Skills and Parent Verbal Responsiveness: Effects on Language Growth in Preschoolers with Autism Spectrum Disorders and Typical Development». Mémoire de maîtrise, Montréal, Université McGill, École des sciences de la communication humaine.
Intentions : «The objective of this study was to investigate predictors of language growth within the context of parent-child interaction among preschoolers with autism spectrum disorders (ASDs) and typically developing (TYP) toddlers.» (p. i)
Questions/Hypothèses : Though «the parents in the two groups are not expected to differ in the proportion of responsive verbalizations they provide to their children […] it is expected that parent verbal responsiveness will be associated with language gain in the ASD group.» (p. 26)
Échantillon/Matériau : «The present study [was conducted] with 30 participants, 15 ASD and 15 TYP.» (p. i) «The participants were selected from the sample enrolled in a larger longitudinal study.» (p. 27)
Type de traitement des données : Analyse statistique
«Children with ASDs are known to have delays in play and language development. Previous research has demonstrated concurrent and predictive associations between play skills and language ability in children with ASDs and in TYP children. Parent verbal responsiveness, or the extent to which parents’ verbalizations are contingent on their children’s focus of attention, has also been linked to language development in young children. Child play skills and parent verbal responsiveness were analysed. The groups did not differ on play abilities or on the extent to which parents’ verbalizations were responsive to their children’s attention. Symbolic play was associated with language ability at study outset in both groups, but play ability and parent responsiveness were not associated with language gain over the 1-year study. Methodological factors are discussed in the interpretation of these findings.» (p. i)