Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.660330
Title: Interpersonal play and communication between young autistic children and their mothers
Author: Papoudi, Despina
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1993
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Abstract:
Following a brief introduction to autism and the history of its recognition, a review of the literature is presented covering current models of this condition and empirical studies on play and communication in normal development and in autism. This leads to the conclusion that research into interpersonal play and communication, integrating the contributions of both child and mother are more promising than many of the approaches that have been used so far about the study of play and communication in autism. Identification of autistic, developmentally-delayed and normally developing children was made by means of Subject Selection Inventories (SSIs) developed by the researcher and presented, for the autistic group, to mothers throughout the U.K. Mother-child interaction in the home was video recorded. In two studies, selected portions of the video-record were subjected to microanalysis to analyse interpersonal play and communication. Study A involves 3 groups with 7 dyads in each group. A verbal autistic group consisted of 4 to 6-year-old verbal autistic children playing with their mothers was compared to groups of developmentally-delayed and non-developmentally-delayed children with their mothers. The groups were matched on language development (Reynell Developmental Language Scales), sex and mother's education; the autistic and the delayed children were also matched on chronological age. In Study B, 2 groups of 6 dyads and 7 dyads respectively were compared. The latter group was the same as the verbal autistic group in Study A. The former group consisted of 3- to 6-year-old autistic children functioning at a pre-verbal level of development. Important findings of Study A are, as follows: the verbal autistic children were capable of symbolic play; they rarely pointed, asked for help or information, gave positive replies and laughed or smiled; the mothers initiated a high frequency of approaches when there was in fact no interpersonal communication.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.660330  DOI: Not available
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