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dc.contributor.advisorBernstein-Ratner, Nanen_US
dc.contributor.authorCurdts, Lydia Leslieen_US
dc.date.accessioned2019-06-20T05:40:29Z
dc.date.available2019-06-20T05:40:29Z
dc.date.issued2019en_US
dc.identifierhttps://doi.org/10.13016/8s6w-jkll
dc.identifier.urihttp://hdl.handle.net/1903/22031
dc.description.abstractThe current study analyzed individual mechanisms of language gains following the Solomon et al. (2014) randomized control trial (RCT) of the Play and Language for Autistic Youngsters (PLAY) Project, a DIR/Floortime based early intervention program for children with autism spectrum disorder. 80 parent-child play interactions from the original RCT were analyzed to assess the relationship between various forms of parental question input, as taught in PLAY parent trainings, and child language measures. While high parental question input did correlate with high child language measures, one targeted intervention component, parental Asked/Answered question input, did not increase following parent training and did not improve child language measures. We consider other mechanisms responsible for successful child language gains following PLAY intervention.en_US
dc.language.isoenen_US
dc.titleINVESTIGATING THE EFFECT OF PARENTAL QUESTION INPUT ON CHILDREN WITH ASDen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentHearing and Speech Sciencesen_US
dc.subject.pqcontrolledSpeech therapyen_US
dc.subject.pquncontrolledASDen_US
dc.subject.pquncontrolledAutismen_US
dc.subject.pquncontrolledDIR/Floortimeen_US
dc.subject.pquncontrolledEarly Interventionen_US
dc.subject.pquncontrolledPLAY Projecten_US


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