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Play^ and^ l-anguagt!.:
Play^ and^ language
are^ intertwined^ and
can^ be examined^
in^ several^ different
ways·^ Play^ uses
and evolves^ language,
social skills,^ and^ cognitive
skills·^ Several^ studies
suggest^ that^ typically
and^ non-typically
developing^ children
acquire^ play^ in^ the
same order^ (Westby,
7980)^ ·^ Research^
also^ suggests^ that^
children^ with
autism^ spectrum disorder (
fJSD)^ generally^ have
deficits^ in^ play^ as
well^ as^ socialization·
/his^ isn't^ to^ say^
that
children^ with^ fJSD^
don't^ play,^ but^ more
that^ their^ play^ may
not^ evolve^ like^ that
of^ a^ typically^ developing
child·
Symbolic^ Play^ - when a child uses
an^1
-^ .^. -^ -^ - object^ to^ represent another, gives - -
~ttributes^ to^ an^ objec:t
or^ person^ that
9oe_?n't^ have them,^ or
r_efer~^ to^ an absent w - -
object^ or^ person^ as^ if
it^ was present.(Lewis, 2003) Sy~bolic Communication- when a child uses^ a^ word I - to repres ~!) t a_n^ object^ or person that is notpresent.
Being screened^ or^ diagnosed with
ASD^ involves^ a multi-disciplinary team and
is^ heavily^ reliant^ on parent observations
for^ a variety^ of^ tasks^ including
checklists^ and^ scales.^ There are
several^ types^ of^ activities
that^ parents may describe
as^ play,^ but^ in fact are not-
-^ Reading^ the^ ABC's
or counting^ 1,2,
-^ Self-stimulatory^ behaviors using toys (e.g., toys
that^ light^ up^ or^ make noises
to^ satisfy a sensory need).
-^ Repetitive movements
with^ a^ toy
-^ Lining up^ or^ arranging toys
methodically
-^ Memorizing sequences
of^ facts^ is^ not considered
play
10 symbolic^ play^ stages (Westby,
Approximate^ Age^ Play^
Language^
What does this mean?
Stage 1^ Object•^
permanence^
Vocalizations^ •
Object^ permanence^ entails• the^ ability^ to^ find a^ toy^ that^ is
hidden
9-12^ months^ Means-end•^
abilities^
under a scarf. Developing^ schemas^ •
Means-end^ ability^ is when the•
child^ physica^ ll^ y^ moves^ to^ an^ object of^ desi^ re^. Developi^ ng^ schemas^ involves^ •
the^ child^ to^ bang,^ hit^ or gum most toys but does^ learn^ to^ use^ a few objects
appropriately.
Vocalizations^ will^ be used, but these •
genera^ ll^ y^ are not^ real^ words^.
Stage 2^ Locates parts•^
of^ toys^ that^ •
Protoimperatives^
If^ the^ child^ is^ unable^ to^ operate•
the^ toy, then^ he^ or^ she^ uses
13-17^ months^
operate^ the^ toy^ (switch,^
1 word^ •
protoimperatives (requesting
help)^ to^ have^ an^ adult^ operate the
buttons, etc.)^
Uses^ gestures and^ •
toy^. This^ is^ important^ because
it^ means^ that^ the^ child
vocalizations^
understands^ that^ an^ adu lt^ can
be^ used^ to^ act^ on^ objects (Bates, 1976).Words begin^ to^ appear but they are •
unstable^ and dependent on the context,^ that^ is,^ one^ wou l^ dn't
necessarily^ recogni^ ze^ "mama" unless^ mom^ is^ in the room.Using^ gestures and^ vocalizations •
to^ perform various actions such as:^ request, command,^ call^ attention, greet, or
label.
Stage 3^ Autosymbolic•^
play^ •
True^ verbal^
Auto^ symbolic^ play^ means• symbolic^ pl^ ay^ with^ him^ or^ herself
(e.g.,
17-19^ months^ •^
Object^ permanence^
language^
eating^ play^ food). Begins^ to^ use^ tools^ •
Cannot refer^ to^ •
Ob^ ject^ permanence^ evol^ ves• into a^ child^ finding a^ totally^ hidden
-^
absent situations^
toy^ (e.g.,^ the^ toy^ is^ placed^ in^ a box and then emptied
out^ under a scarf).Begins^ to^ use^ tools^ to^ gain objects • True^ verbal^ language^ appears and •
children^ generally^ can't refer to^ absent situations at this time
Stage 4^ Symbolic•^
play^ is^ now^ acted upon^
Word^ combinations^ •
symbolic^ play^ that^ moves• to^ other^ people^ or^ objects,^ like
19-22^ months^ to
others^
Possible^ possession^ •
brushing mom's hair and a^ doll's
hair. Internalized action^ •
Word combinations begin•
to^ appear and possession^ can
show up
schemas^
as^ well^ ( my, mine).Internal^ iz^ ed^ action schemas^ include •
referencing objects and people^ that^ aren't present.
Stage 5^ •^
Sand^ and^ water^ play^
Begins^ to^ talk^ about^ •
Sand^ and^ water^ play^ consisting•
of^ dumping and^ filling^.
24 months^ Block•^
building^
daily^ experiences^
Block^ building^ that^ encompasses•
building^ up and knocking down
Plays^ house and^ uses^ real •
Short sentences life or •
the blocks.
realistic^ objects^
Present^ participles,^ •
Short^ sentences are used^ • to^ narrate^ or^ describe what^ the
child^ is
FORMING^ pretending, sharing •
plurals,^ and^
doing.
information, and questioning
Present^ participle^ (verb+ing),• plurals,^ and possessives begin
to
possessives^
appear.The^ child^ begins forming pretending, sharing information and • questioning^ but^ these are^ not
perfect ed.
Ways^ to^ Teach
Your^ Child
Play
Research doesn't support just one
play^ to^ "teach"^ play.^
Some methods^ that^ have been studied
include:^ video^ modeling,
scripting,
Pivotal^ Response^ Training,
social^ stories, discrete
trial^ training,^ reciprocal
imitation training and cooperative
play^ strategies are some
methods^ that^ have supportive studies.Things^ to^ Remember:^ •^ Model^ for^ children,
they may not^ be^ displaying
certain characteristics
of^ play^ simply^ because
they do^ not^ KNOW^ HOW. • Try^ modeling^ or^ teaching
with^ toys^ of^ interest^
to^ the^ child,^ boring toys aren't going
to^ interest
a^ child. • Teach^ children^ to^ play
with^ toys^ in^ different ways,
don't^ always^ restrict the
child^ to^ one way^ to
play. • Don't^ overwhelm^ a^ child
by trying^ to^ introduce
too^ many peers at a time, this
typically^ will^ not
obtain faster^ results^ but confuse and frustrate the
child.^ Try introducing one buddy at a time,
for^ short periods at first.
Resources
http://peelearlvvears.com/http://www.thelearninglane.com/resources.html http://www.autismspot.com/blog/How-Teach-Your-Child-Symbolic-Play-Skills http://www.mommyphd.com/2009/01/from-play-to-page.html
References
Dunn-Buron,^ K.,^ Wolberg,^ P.
(2008)^ Learners on the Autism Spectrum,
Kansas,^ pp^ 91-100,^ 185-187.
Gleitman,^ L.^ R.,^ Gleitman,^ H.,
and^ Shipley,^ E.^ The emergence
of^ the^ child^ as^ grammarian,
Cognition,^ I,^ 137-163 (1972).
Lewis,^ V.^ (2003)^ Play^ and^ language
in^ children^ with^ autism, Autism, 7(4), pp 391-399.
Scheflen,^ S.^ C.,^ Freeman,^ S.,
Paparella,^ T.^ (2008)^ Teaching
play,^ language,^ and^ social^ skills
to^ children^ with^ autism: techniques
including^ video^ modeling,^
Convention
Handouts,^ UCLA,^ ASHA,^ pp 1-4, 14-18.Westby,^ C.^ (1980), Language
Abilities^ Through^ Play,^ Language, Speech,
and^ Hearing Services in Schools,
^11 (3)^ pp 154-161.
