Lieberman and Yoder preformed a meta-analysis of concurrent and longitudinal correlational studies examining the association between object play and intentional communication in children aged 18-60 months with ASD (441 participants total). Using 12 reports, they conducted a single internally valid trial that was randomized showing a casual play and communication relationship (Lieberman & Yoder, 2012). The review targeted the following questions: is there a positive correlation between play and intentional communication in children with ASD, and what specific categories of object play, is this relationship still significant after controlling for other aspects, and in the ASD population if there casual relationship evidence for play and intentional
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As many don’t understand the relationship between play and communication, this research provides evidence in support of object play and later communication abilities. Many families don’t understand how important play skills are, or what exactly SLP’s are targeting when they appear to simply be “playing” with a child. It is important for parent education for them to understand how vital these skills are for later language growth. Around a child’s second birthday should show an increase in symbolic play, requiring a basis for more abstract thinking, and how play skills help to develop a child’s zone of proximal development (Lieberman & Yoder, 2012). Familiar play routines lay the groundwork for early functions of language (requesting, commenting, interactions, etc) (Lieberman & Yoder, 2012). Early in development, children use play with objects to express internal states and thoughts and later use these objects to further learn language (Lieberman & Yoder, 2012). Evidence shows that children that are interested in many objects are provided with more joint attention opportunities as well as language growth. This information is significant for early intervention planning because it highlights the importance of treating both play and communication goals simultaneously during early intervention (Lieberman & Yoder, …show more content…
Therefore, as early intervention therapy strategies take place during play, those children with ASD that have better play skills will have more access to expressive language therapy. This notion highlights how the “wait and see” approach with this population does nothing but harm, that early intervention targeting play skills will help these children later in therapy (3 years +) because ideally they will have these rudimentary skills needed for language. As expressive language growth is one of the most commonly targeted communication goal in EI, developing play skills has been one of the biggest prognostic indicators for later language abilities in these young children with ASD. Targeting these play skills at a young age can lead to changes in intentional communication and expressive language down the road (Lieberman & Yoder,
As many don’t understand the relationship between play and communication, this research provides evidence in support of object play and later communication abilities. Many families don’t understand how important play skills are, or what exactly SLP’s are targeting when they appear to simply be “playing” with a child. It is important for parent education for them to understand how vital these skills are for later language growth. Around a child’s second birthday should show an increase in symbolic play, requiring a basis for more abstract thinking, and how play skills help to develop a child’s zone of proximal development (Lieberman & Yoder, 2012). Familiar play routines lay the groundwork for early functions of language (requesting, commenting, interactions, etc) (Lieberman & Yoder, 2012). Early in development, children use play with objects to express internal states and thoughts and later use these objects to further learn language (Lieberman & Yoder, 2012). Evidence shows that children that are interested in many objects are provided with more joint attention opportunities as well as language growth. This information is significant for early intervention planning because it highlights the importance of treating both play and communication goals simultaneously during early intervention (Lieberman & Yoder, …show more content…
Therefore, as early intervention therapy strategies take place during play, those children with ASD that have better play skills will have more access to expressive language therapy. This notion highlights how the “wait and see” approach with this population does nothing but harm, that early intervention targeting play skills will help these children later in therapy (3 years +) because ideally they will have these rudimentary skills needed for language. As expressive language growth is one of the most commonly targeted communication goal in EI, developing play skills has been one of the biggest prognostic indicators for later language abilities in these young children with ASD. Targeting these play skills at a young age can lead to changes in intentional communication and expressive language down the road (Lieberman & Yoder,