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|DOI (Digital Object Identifier) Link:||http://doi.org/10.1177/1362361303007004005|
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It is well established that the play and language skills of children with autism are impaired. The article considers the relation- ship between these developments in typically developing children and children with autism. First, the evidence for a relationship between these two areas in typically developing children is reviewed. Despite many methodological differences between studies, this evidence supports a relationship, with specific developments emerging first in play and subsequently in language. Second, evidence for a relationship between play and language in children with autism is reviewed. From published and some previously unpublished data it is concluded that if there is a relationship between play and language in children with autism it is weak, if it exists at all. Finally, the implications of these findings are discussed and it is suggested that any relationship between play and language may be mediated by how children and their parents interact when they are playing.
|Item Type:||Journal Article|
|Keywords:||autism; language development; play|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 12 not found.|
|Date Deposited:||30 May 2006|
|Last Modified:||02 Aug 2016 12:50|
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Available Versions of this Item
Play and language in children with autism. (deposited 15 Jun 2006)
- Play and language in children with autism. (deposited 30 May 2006) [Currently Displayed]